26 Feb: The Wife of Bath's Tale

1. Journal: Choose 3 more Wife of Bath vocabulary words. Write a cinquain or acrostic for each.
2. Continue reading "The Wife of Bath’s Tale"
3. King Midas Digression (wandering away from the main topic). In table groups, students read lines 98-128, summarized the lines, and created a storyboard of this passage. **What is the purpose of this digression? (Why does the Wife of Bath interrupt her story that is set during King Arthur’s time to tell this story?)
   **What does the Wife of Bath say you should do to find out more about King Midas?
4. We finished reading the story. Students were given the rest of class to answer "The Wife of Bath" packet questions (starting on page 12) or to finish their storyboard.
5. GRADE REPORTS were handed out.
   ** means I have no grade. It is not counting against you at this point. If you have the assignment
   If you have this assignment, you can turn it in now.
   If there are grade discrepancies between the grade on the report and the grade on your paper, staple them together and turn in.
6. HOMEWORK: Finish Wife of Bath questions in packet. Work on Wife of Bath vocabulary. Creative writing POEM is due Monday.

24 Feb: Wife of Bath, Poem Project

1. Journal: Choose 2 Wife of Bath vocabulary words to illustrate and write a sentence about.
2. "The Tale of the Falcon" Quiz
3. Packet page 11 notes (Lit Terms, Chaucer, Canterbury Tales)
4. Literary Terms (add "couplets" and "allusion")
   Dynamic characters – change during the story. Decisions these characters make, things they say, or their thoughts reflect these changes. (Guy Montag, Equality)
   Static characters – remain unchanged during a story. (Mildred, Captain Beatty)
   Couplets – 2 lines in a row that rhyme
   allusion – a reference to something that is known from literature, history, religion
5. Geoffrey Chaucer (lived during 1300s)
   **Author of The Canterbury Tales
   **"Father of English poetry"
   **Wrote in the vernacular (everyday language), Middle English. Most literature was written in French at that time, so Chaucer writing in Middle English helped to increase respect for the English language.
6. The Canterbury Tales
   Pilgrimage: journey to a sacred/religious place
   **Setting of the "big" story: London, Canterbury, the road from London to Canterbury
   **People are going on a pilgrimage to Canterbury. On the way & back, they have a storytelling contest. This is the frame that binds the tales together. The smaller stories are the stories they tell for the contest.
   **Chaucer opens The Canterbury Tales with a prologue. He explains what they are doing and gives a description of each pilgrim.
   **Some of these pilgrims include a knight, squire, nun, priest, monk, farmer, student, and
7. Students listened to part of a modern rap version of the first part of the prologue. The first part is in Middle English. What is being described in the modern part?
8. Students identified words they are familiar with in the Middle English version of part of "The Prologue"
9. The Canterbury Tales:The Sequel
   Read slide 1 (slide # in bottom corner).
   Identify the rhyme scheme
   Summarize what it is about in the summary box.
   Can you find any metaphors?
   Illustrate the scene &/or images from the passage.
   Who is the speaker of the poem? Who is "I"?
   Your section of the sequel
   On the back of slide 1 is your individual section of the poem.
   Read it. Summarize it. Identify any metaphors. Illustrate it.
   Take 15 minutes to finish this slide.
10. Creative Writing Assignment. Quiz grade, due Monday, March 2
    **It is 10 years in the future. You and a group of people are traveling together like Chaucer’s pilgrims were.
    **Write a description of yourself as a person on this journey.
    **The description must:
    ----be in poem form
    ----be written in couplets
    ----be at least 10 lines with at least 7 words per line.
    ----include at least 2 metaphors. Underline the metaphors.
    **Title your poem.
    **Write your poem inside the frame.
    **Decorate the frame to illustrate your poem.
11. "The Wife of Bath’s Tale" Page 774. We read the first two pages and will pick up there on Thursday.

Feb 20: Plague, "Tale of the Falcon," Wife of Bath Vocabulary

1. Journal: "Box of Chocolates"If life is like a box of chocolates, what parts of your life are the chocolate covered…
   Caramels
   Coconut
   Strawberry filling
   Chocolate filling
   Peanut butter
   Other
   Explain your answers.
2. Turn in Packet pages 8 & 9
3. "Chevrefoil" Quiz
4. When you finish, take a graphic organizer and fill out the first 2 columns. Your topic is "The Black Plague."
5. "Cats, People, and the Black Plague" (ARTICLE HANDOUT 2)
   As we read, highlight words you aren’t familiar with. Can you use context clues to determine their meanings?
   Scan the article. Write one thing in column 3 after scanning.
   Read the article.
   Now, fill in column 3 with as much information as you can remember (without looking at the article.) Do NOT look on anyone else’s paper. This will not help you in the long run.
6. Connect: Fill in Column 4
   Does the information in the article remind you of anything? Ideas you have? Things you have read/seen/heard?
7. Use: Fill in Column 5 with how you might be able to use this information.
8. This graphic organizer was due today. It is classwork.
9. "The Tale of the Falcon" from the Decameron p. 813
   Using your book, read about the author, Giovanni Boccaccio. Then create questions that begin…
   1-Who
   2-What
   3-When
   4-Where
   5-Why
   6-How
   Write these questions on the back of one of your pages; then answer the questions
10. The Decameron (write these notes on page 10)
    Frame story: a story that binds (holds together) several/many other stories.
    A "bigger" story is created. It is a "frame."
    This bigger story is used to "house" other stories.
    Decameron’s frame:
    Setting: Italy during the Black Plague
    Frame: 10 people go to the country to get away from the plague (This is the "bigger story")
    When they are in the country, they tell 10 stories a day for 10 days.
    How many stories are in the Decameron?
    Situational irony – What actually happens in a story is the opposite of what is expected
11. "The Tale of the Falcon" turn to page 815
    Begin reading.
    On packet, page 10, summarize/make notes about the plot and characters as you read.
    Answer questions page 820:
    First Thoughts, Identifying Facts 1-3, Interpreting Meanings 1-3
    The Wife of Bath’s TaleVocabulary: HANDOUT 3 (see assignment below)
12. HOMEWORK:
    **Answer the following questions found on page 820: First Thoughts, Identifying Facts 1-3, Interpreting Meanings 1-3
    **Wife of Bath: VOCABULARY

Wife of Bath Vocab Assignment

(A) Use a dictionary (or your textbook's glossary) to define the following words.
purge – v. – definition:
petition – n. – definition:
statute – n. – definition:
concede – v. – definition:
extort – v. – definition:
subtle – adj. – definition:
sovereignty – n. – definition:
disperse – v. – definition:
temporal – adj. – definition:
lineage – n. – definition:

(B) Now, for 5 words, find a logical relationship with two others. (For example: Putrefy means to rot or decay; acrid means sharp or biting to the taste or smell; rank means highly offensive and disgusting. These 3 words all have something to do with _________________________ [fill in the blank with your own explanation].) Explain the connection you have found. (Your logical relationship should have nothing to do with the word’s part of speech or spelling. It should focus on the definition, the meaning. Be creative. Think outside the box!

1.

2.

3.

4.

5.

18 February: Metaphors, Chevrefoil

1. Journal: "Love Story"
   Think of all the love stories that you have read, seen on television or at the movies, or heard about. Jot down the features of these love stories. Are they happy or tragic? Do the lovers die or do they live "happily ever after"? Give specific examples.
2. Create at least 4 metaphors. Look around the room. Can you make metaphors with objects around you? What are their characteristics? What else shares one or more of those characteristics?
3. "Life is a Highway"(song)Identify similes, metaphors, and other figurative language (words & phrases that aren’t meant to be taken literally) that support the metaphor "Life is a Highway." Which metaphors develop the song’s title that "Life is a Highway"?
4. Give your own ideas/metaphors (at least 5) that support "Life is a Highway." (ex: Speed limits are life's rules.)
5. Songs with Metaphor
   **In your groups, fill out the "group" graphic organizer for the song "Life is a Highway"
   Draw your own picture.
   **Next, each person should choose a song from the folder. (No one in a group can use the same song!) and complete the graphic organizer for this song.
6. ASSIGNMENT: Metaphor Graffiti Project QUIZ GRADE Due February 24.
7. Before students left, they were to turn in #2-5 above.
8. HOMEWORK: answer the following questions using the book. Questions can be answered on the back of a page in the packet. This is important since you may have the opportunity to use the packet on the test, but not other notes.
   Questions about Marie de France (p.715)
   1) Why does "an atmosphere of mystery" surround Marie de France?
   2) Why is it concluded that Marie was a noble? Be specific.
   3) How were Marie’s lais different than other literature during her time? (3 reasons)
   4) Renaissance means "rebirth." Describe the "Renaissance of the Twelfth Century."
   5) If there were a "Renaissance of the Twenty-First Century" that started during your lifetime, what would you want it to be a rebirth of. Explain in at least 2 sentences.
   (What does "contemporary" mean?) "Chevrefoil" page 716
   "Chevrefoil" page 716: 1)What does this word mean in French?
   2)Who is it about?
   3)Summarize the story of these two lovers.
   4)What moment in their lives is "Chevrefoil" about?
   Extended Metaphor (Packet page 8)
   Extended metaphor: A metaphor that is developed over several lines of writing or throughout an entire work. "Life is a Highway" – the song gives details that develop this metaphor.
   Conflict – a struggle or clash between opposing characters, forces, or emotions.
   What is the extended metaphor found in "Chevrefoil"?
   Read "Chevrefoil"
   Answer questions in your packet (pages 8 & 9)
9. DUE FRIDAY
   Answer questions about Marie de France and "Chevrefoil"
   Fill in packet page 8 with notes (found on blog)
   Read the poem "Chevrefoil"
   Answer questions on packet pages 8 and 9
   Expect a quiz over all this.

Feb 13: Chivalry, Romance, Phobias, Metaphors

Students turn in the following if they weren't turned in on Wednesday.
1.“A Breef History of Playing Cardes” questions (packet page 3)
2.Storyboard (King Arthur’s wedding)
3.Facts from the textbook

Today, student will...
•Check what you remember from “facts” found in the text on Wednesday.
•Take a few notes/Answer questions about chivalry and romance
•Define, find etymology for, and illustrate various phobias
•Create metaphors for yourself and various objects

Notes: Middle Ages, Medieval Period, Chivalry, Romances
•Middle Ages: 500-1500
•Medieval Period: 1066 – 1485.
•Medieval period begins when the French enter England. The English language starts to be influenced by the French language.
•CHIVALRY
•French word for knight = chevalier
HANDOUT: Chivalry - A military code of conduct. A knight exhibited the following qualities:
•Fairness to his opponents
•Loyalty to his lord
•Honorable in all things
•Humility (means being humble, modest, not arrogant) to his peers
•Kindness to those beneath him
•Generosity to all
•What did chivalry do the world of the Middle Ages? Civilize

Chivalric Statements: In the balloons, write a statement that a knight would say to prove he is 100% chivalrous, to prove he exhibits the qualities you just took notes on. For example:


HANDOUT: Romances (pages 688, 689 in text)
1.What were romances? Written expressions of chivalry, long poems
2.What were they about? knightly adventures
3.Who told them? traveling poets
4.What were Arthurian Romances? Popular medieval romances about Arthur, a Celtic king, and his knights of the Round Table.
5.Who was Chretien de Troyes? A French poet who wrote Arthurian romances.
6.Lai is the French word for song.
7.What are Lais? Poems influenced by courtly love.
8.How were lais often presented? They were sung to music (usually a lyre or lute)
9.Who was Marie de France? She wrote lais.

Extra Credit Option, 10 Quiz Points:
•Create a design on the playing card provided you.
•Create a new suit for the playing card.
•In at least 3 sentences, explain the meaning of your designs.
•DUE: Friday, February 20

PHOBIAS: (anyone who was absent can get this information from someone in class or use a dictionary. If you didn't get some terms, you will have an opportunity to get them next week)

1. Students were given a list/chart of phobias. They identified ones they were familiar with.
2. Students filled in the chart with the type of fear and etymology of the word.
3. Students illustrated various phobias.

METAPHORS

1. Students compared themselves with various images.
2. This should prepare them for working more with metaphors and extended metaphors next week.

TURN IN: phobia illustrations and metaphors

February 11: Courtly Love Paragraphs, Article, King Arthur

Mrs. Woodliff was out today. Students were given the following instructions by the substitute.

□ Any late Outside Reading projects MUST be turned in today. They should put these on my desk.
□ Middle Ages packets were returned to students.
□ Students should complete the assignment on page 2 – write 2 paragraphs. These should be on a separate sheet of paper and are due today (they were told that “class work” will not be accepted late. If they don’t turn in the paragraphs today, they will receive a zero.)
□ Next, read the article on page 4 & 5 (A Breef History of Playing Cardes) and answer questions on page 3 in the packet. (due next class)
□ Using their books, they should turn to page 687, read the section “The Romance and Courtly Love,” and make a list of facts from the passage.
□ Next: student should read the chapter about Arthur’s marriage in the packet, pages 6 & 7, then create a storyboard, illustrating events in the chapter. (due next class)

9 February: Middle Ages & Courtly Love

Today, students will:

1. Write an MLA works cited entry for your book.
2. Present your book project
3. Figure out what you know about the Middle Ages and make a list of questions you want to know.
4. Take a few notes on courtly love. Get an idea of what courtly love is.

Works Cited entry for a book includes the following: Author’s last name, author’s first name. Title of Book. Place of publication: Publisher, Year of publication.

When typed, it should look like this:

Students presented Outside Reading projects and turn them in.

The Middle Ages. We began this unit today. Students were given a packet they will work on during the next few weeks.

1. On the back of the packet cover, students make a "KWL" chart. In the "K" column, they wrote what they already know about the Middle Ages and Literature of the Middle Ages. In the "W" column, they make a list of questions they want to know about the Middle Ages and Literature of the Middle Ages. They will fill out the "L" column when we finish the unit.
2. Courtly Love notes:

• Women in the Middle Ages were often treated as property
• Medieval Country Marriages: Married for LOVE.
• Medieval Noble Class Marriages: Married more for business transactions (money) than true love.
• Knights returned from the Crusades bringing with them reverence for women.
• Courtly Love: Modeled on the feudal relationship between a knight and lord.
  The knight serves his courtly lady with the same obedience and loyalty.
  She is in complete control of the love relationship
  The knight's love for the lady inspires him to do great deeds in order to be worthy of her love or to win her favor.
• "Courtly love" was originally an ennobling force whether or not it was consummated, and even whether or not the lady knew about the knight's love or loved him in return.
• "Courtly Love" – modern word "courtesy"

3. The Art of Courtly Love: Assignment for today - BRAINSTORMING.

• Choose 5 from the list that you agree or disagree with.
• List why.
• On Wednesday, you will be writing a paragraph (each) for 2 of these.

"The Middle Ages" packet was turned in today and checked for KWL chart and Courtly Love notes.