British Legends - Winston-Salem/Forsyth County Schools€¦ · Web viewAn appositive is a word placed after another word to explain or identify it. The appositive always appears

Unit 1: Narrative Writing, British Literature and You, An IntroductionSetting Effective Goals

What is a Goal?

List the different categories for goal making below:

1. 2. 3. 4. 5. 6. 7. 8. 9.

You must have at least 25 personal goals to submit (think of it as 25 goals to accomplish before you turn 25). Please number them as you list. They can be long term or short term goals. Attach them to this packet to receive points.

Career Research Assignmenthttps://www1.cfnc.org/Plan/For_A_Career/Explore_Careers/Explore_Careers.aspx

Career NameEducation

-What would your major be in school? -How many years would you be in school? -What type of school would you need to

attend?

One Technical School/University that offers

this programOutlook

-What would you be paid?-Is the job field growing or declining? -What is the stress level involved in the career?-Where would I have to live to be successful in this career?

How suitable am I for this profession? Explain.

What would a school/employer want to know about me to see I am right for these careers?

Your assignment is simple; create a personal resume based on the template above. If you already have a resume, you may print it out and turn it in. However, if you do not, this is a great time to make your resume stand out and become more career or college specific. Keeping a list of your activities and jobs is always wise. Keeping it up to date is even wiser. Use

Carmichael English IV: Quarter 1 Literature Packet Page 1 of 41

the advice and strategies provided to you to increase your knowledge and make your resume stand out. That is the key to job procurement. Resume Point Value: 20

AMELIA POND101 Red Head Lane Clemmons, NC 27012 (336)555-5555 [email protected]

__________________________________________________________________________________________OBJECTIVE:

Secondary English teacher willing to work with yearbook, journalism, creative writing and other school clubs and/or coach swim teams.

SUMMARY OF QUALIFICATIONS: Fifteen years of extensive experience in the education and instructional field. Well rounded in knowledge of subject matter and its relationship to the world. Vitalized in dealings with coworkers, parents, and administrators. Devoted to lifelong learning through all means. Knowledgeable of all technology mechanisms used in a classroom setting Proficient in Microsoft Word, Excel, Access, Publisher, PowerPoint, Internet Explorer, Netscape, Firefox, Adobe

Acrobat and InDesign, Quark Express, Photoshop, Windows 95-XP. Highly cultured through travel and life experiences.

EDUCATION:Bachelor of Arts-English (teacher licensure), University of North Carolina Wilmington, May 1995Minor: SpanishGPA: 3.98

RELEVANT EXPERIENCE: English Teacher, West Forsyth High School, Winston Salem, NC Fall 2007- PresentEnglish Teacher, John T. Hoggard High School, Wilmington, NC, May 1995-Spring 2007 Teach 10th , 11th, and 12th grade regular and honors English Develop and execute lessons with regard to specific curriculums and individual learning abilities Manage classroom behavior Communicate within a team of teachers for a positive instructional environment Attend various programs and meetings to increase professional development

OTHER EXPERIENCES:Key Club, Co-Faculty Sponsor, 2010-2011Children’s Cancer Support Club, Faculty Sponsor, 2009-2010

Editorial Intern, Waterfront Newspaper, Swansea, Wales, Spring 1993 Publishing Practicum Participant, UNCW Publishing Lab, Wilmington, Spring 1995

VOLUNTEER WORK:Volunteer, Hope Pregnancy Care Center, King, NC, Summer 1997-Spring 2007Small Group Leader, UNCW Intervarsity, Wilmington, NC, Fall 1993-Spring 1995Volunteer Counselor, Camp Carefree, Summer 2001

HONORS:Teacher of the year nominee, 2003Departmental Scholarship, Fall 1994Dean’s list, 8 semestersChancellor’s Achievement Award, 8 semesters

REFERENCES: Charles Mcaninch, Principal, West Forsyth High School, Clemmons, NC

Phone: 336-712-4400 Email: [email protected]

Stuart Egan, English Department Chair, West Forsyth High School, Clemmons, NCPhone: 336-712-4400


Email: [email protected]

What do you REALLY know about the United Kingdom…

or is it Britain….or is it England???

British Culture QuizAnswer each question to the best of your ability, explaining where needed. Remember…this is a QUIZ so you may NOT talk to your neighbors about these questions. To do so would be a violation of the HONOR CODE. 1. How many countries make up the United Kingdom? 2. What is the current currency of the UK? 3. Who is the current monarch of the UK? 4. Where does the monarch officially reside? 5. What famous river flows through London? 6. What centuries did William Shakespeare live? 7. How many times did King Henry VIII get married? What is the name of at least one of his wives? 8. What are the two largest political parties in the UK? 9. Where are the crown jewels kept? 10. Where were the Beatles from? 11. Who is Nessie and where does she reside? 12. What is a double decker? 13. St. George is the patron saint of England—what is he famous for killing? 14. What is the most popular food in Britain? 15.What is the name of London’s most famous time piece? UK vs. US LanguageIn the US column, write our word for the UK term; if you believe we use the same term simply write “Same”. “Chips” is done for you.

UK US UK US UK USClothing Items School Terms Food

Knickers Rubber BiscuitJumper Public School Chips FRIESVest State School JellyWellies Zebra Crossing Runner BeansTrainers Marks Scone

Etymology Activity 1. Open the dictionary to a random page. 2. Look at the first word on the page and

make note of the etymology. Words noted as AS or OE are native; the rest are borrowed

3. Make note of the etymologies of 15 words at the TOP of 15 separate pages

4. What is the ratio? _______ : ________Native Borrowed

5. What does this imply about the English Language?


et·y·mol·o·gy Etymology: Middle English ethimologie, from Anglo-French, from Latin etymologia, from Greek, from etymon + - logia -logy Date: 14th century

1 : the history of a linguistic form (as a word) shown by tracing its development since its earliest recorded occurrence in the language where it is found, by tracing its transmissionfrom one language to another, by analyzing it into its component parts, by identifying its cognates in other languages, or by tracing it and its cognates to a common ancestral form in an ancestral language2 : a branch of linguistics concerned with etymologies

The Development of the English LanguageEnglish belongs to the Indo-European family of languages, all of which developed from a long-dead language known as Proto-Indo-European (circa 4000 BC). This common ancestry can be traced by looking at similarities between words.

Proto-Indo-European

Germanic


PәterSanskrit PiterClassical Greek

Pater

Latin PaterGothic FadarOld Irish AthirFrench PereSpanish PadrePortuguese PaiEnglish Fathe

rGerman Vater

*Thus, there are many borrowings in the English Language from other languages based on the history of not only England, but Europe and the United states as well.The English language is divided into three periods: Old English (OE, also called Anglo-Saxon, from the 400s through 1066), Middle English (ME, from 1066 to about the 1400s) and Modern English (MnE, from the late 1400s onward). What is the difference between them? You can see the difference by looking at a text in each version.OLD English MIDDLE English EARLY MODERN

EnglishLATE MODERN English

Uren Fader †at art in heofnasSic gehalyed †in nomaTo cymeð þin ricSic þin willa sue is in heofnasand in earðasUren hlaf ofer wirðe sel us todaegAnd forgef us scylda urnaSue we forgefan sculdgunurumAnd no inleadeð uridk incostungAls gefrig urich fro ifle

Our Fadir that art in heuenesHalewid be thi nameThi Kingdom comme toBi Thi wille done as in heuenso in ertheGyve to us this dai oure breedouer other substanceAnd forgyve to us oure dettisAs we forgyven to ouredettourisAnd leede us not in totemptaciounBut delyvere us fro yvel

Our Father who art in heaven,Hallowed be thy name.Thy kingdom come,Thy will be done,On earth as it is in heaven.Give us this day our daylybread,And forgyve us our trespasses,Even as we forgyve those whotrespass against us.And lead us not intotemptationBut delivere us from evil

Our father who is in heaven,Blessed be your name.May your kingdom come,May your will be done,On earth as it is in heaven.Give us this day our dailybreadAnd forgive us our sins,Even as we forgive those whosin against us.Lead us not into temptation,But deliver us from evil.

Old English has different _______________. "Thorn" (Þ or þ) represents a th sound at the front of words. The sound it represents is like that in

the modern words _______________ and _______________. The letter "eth" (ð) usually appears at the end or middle of words, and it represents a sound like

that in the modern word _______________ and _______________. A capital eth is written as a crossed-d (Ð).

Other Anglo-Saxon letters include the letter "ash" (æ), which stands for a nasal /-a/ sound The runic letter "wynn" (ˇ), which stands for a /-w/ sound The letter yogh (Z), which stands for a gurgling /g-/ sound in the back of the throat that we no

longer use in modern English.Other differences are that Old English does not require a specific _______________order, the way Middle and ModernEnglish do. Instead, OE uses declensions (little _______________stuck on the end of _______________) to show what each word is doing in the sentence.

Middle English is much closer to Modern English. Spelling has not yet been formalized in a systematic way, and many _______________terms such as "substance" (Latin substantia) and "temptation" (Latin temptatio) have entered English through intermediary French influences under the Norman conquerors in 1066.

The Early Modern English of _______________ day still retains a distinction between thou/_______________, thy/_______________, thine/_______________, which will be lost in late Modern English, and it still retains some spelling variation, though not so much as Middle English. Shakespeare's alphabet in the early modern is practically identical to ours--including the letters "J" and "Z." However, Shakespearean English or Early Modern English doesn't yet have identical punctuation conventions to ours. For instance, the _______________ mark still wasn't invented in 1590.(adapted from http://web.cn.edu/kwheeler/documents/OE_vs_ME.pdf)

Creative WritingUsing all of the target words AND at least 2-3 of the UK words from our earlier discussions (underline them in your story as you use them), complete the rest of the story. Really let your imagination flow. Don’t forget to create a title.


http://web.cn.edu/kwheeler/documents/OE_vs_ME.pdf

Target words: England, suitcase, aviator sunglasses, brick wall, dangerous, cliff, rose colored vase, Stonehenge,

I was on my way to the Tower of London when…

Narrative Essay AssignmentMany of you will be asked to write a personal essay this year for either admission to a college/university or for consideration for a scholarship. Typically, these assignments force you to focus on yourself, your values and beliefs, the experiences and people who have influenced you, and your personal and professional goals . As a result, y ou will be writing one essay for this class, which you should be able to use for your college and/or scholarship applications. Even if you never intend to go to school, you can still benefit from reflection

For this assignment, write 250-500 words for the essay. Self reflection is an important life skill, so regardless of your future intentions, the essays can provide you an opportunity to really explore your own personal ambitions for life. Use your list of goals to help guide your thinking.

Essay Topic (250-500 words): 1. What you can Carry Topic2. What are some of your life time goals and what makes them valuable to you? 3. You have just completed your 300-page autobiography. Please submit page 217. 4. Think about something you never did in high school but wish you had. Discuss why you didn’t do this,

why you wish you had, and what you think/hope the difference would have been.5. Discuss some issue of personal, local, national, or international concern and its importance to you.

Other Requirements: Typed, double spaced* Times New Roman 12 Font 1 inch margins MLA Format

*rough drafts may be hand written but the handwriting must be NICE and LEGIBLE in BLUE or BLACK ink.Due Dates Essay type Point

ValueRough draft of essay (250-500 words) 20 pointsPeer edit of essay 10 pointsFinal draft of essay (250-500 words) 60 points

TPP: 90 pointsExample: (276 words)

For more than ten years I have carried “Forever” in my wallet. While literally I only carry a worn pink piece of eight by ten paper with faded black ink that whispers the song by the Beach Boys in my mind, what I really carry is a promise.

The room is colder than I remember. I can hear the air working overtime trying to maintain the temperature while the heat intensifies outside. I sit in the simple, black rubber chair staring at my hands and wondering if I made a mistake. The tiny gift box sits beside me and I feel the nervous butterflies tap-dancing in my stomach. When he walks in, I can’t help but smile. He sits down next to me and says three words, but not the three you might expect. He says, “I’ll remember forever.” I hand him the box and thank him, while trying to fight back the tears and he barely has time to grasp it before we are interrupted by a flood of people and I walk away feeling the loss acutely. The card, a thank you for the tiny box, is waiting


for me in my cubbyhole the next day, and as the pink slip of eight by ten paper flutters out I know I’ll remember forever too.

Occasionally, I will unfold this promise and slowly trace the worn creases of the paper and remember a time of innocence, love, and excitement. I will remember who I was, who I am and who I want to become and I will whisper a prayer for the human race to hold onto the gift of promise forever like I do.

In a few sentences, describe your impression of the person who wrote this personal statement:

Rough draft-grade based on completionPoints Earned

Points Possible

Submitted a peer edit that was completed by the essay writer? 10Did you follow the length requirement?(250-500 words)

5

Is it written nicely, following all requirements? 5Total 20

Final Draft Grade based on Content500 word essay Points

EarnedPoints Possible

Did you answer the question appropriately?

OrganizationPersonal connection

Clear answer to the promptClear connections

25

Did you follow the length requirement?(250-500 words)

10

Voice (prompt is made personal) (unique flair is added to the prompt) 10Grammar/ Mechanics 5Formatting (1 inch margins; Times New Roman; Double Spaced; MLA) 10

Total 60

Narrative Essay Peer Edit; You must read someone’s essay and answer these questionsFirst Impression:

1. Did you enjoy reading the essay? Explain why or why not. 2. Did the concluding statements leave you with a positive feeling about the applicant? Explain. 3. Write three suggestions to the applicant about how to make the essay more interesting/vibrant.

Content4. What specific aspect of his/her life does the applicant write about? Is it focused? 5. What can the applicant offer the school? 6. Were there any parts of the essay that didn’t stay focused on the main topic? Explain. 7. Ask three questions of the applicant.

Style8. Is that paper grammatically correct? Use the self-edit sheet (above) to be sure. Make all grammar notes directly

on the essay. 9. Does the applicant use words well? Circle words that you thought were good choices.10. What is the applicant’s personality in this essay?

Final Decision11. Would you admit this applicant to your school based solely on this essay? Explain why or why not.

Letters of RecommendationWhen you ask for letters of recommendation, consider the following:


1. Ask someone who knows you well and who can communicate that knowledge. Recommendations ask, “How long and in what capacity have you known this individual.” Knowing you for only a week or two as a student in this class this year will not lead the admissions people to trust the stated opinions. Choose someone who has taught or coached or employed you for at least several months.

2. Ask well ahead of time and ask whether the teacher feels (s)he can be positive. If (s)he hesitates, ask someone else!3. Proved a stamped envelope along with the correct forms filled out fully for your part of the information. 4. Provide a resume of your accomplishments along with your interests, goals, and other pertinent information so that the

teacher can add background to the letter. 5. Waive your rights. Teachers will write more. 6. Make sure you ask politely if the letter has been completed about a week before the deadline. “Mr. X, I want to thank

you for writing my letter to ______. I’m just checking today to see if my file is complete. Have you had a chance to get to the letter? “

7. Give appropriate thanks. Your writers usually spend hours composing these letters on your behalf, and a word of thanks (a real note) or other small, tangible gift is a simple courtesy.

Unit 2: Literary Analysis: British Legends (Part I)A. Anticipate

Answer the following questions in detail. Each response should have 2-3 sentences of explanation (6 points)(agree/disagree) 1. Everyone respects and follows a hero

(agree/disagree) 2. People should not travel to foreign lands to help defend its inhabitants against any threats b/c it is not their affair.

(agree/disagree) 3. Monsters no longer exist in modern day.

B. Study Guide Questions (Not Graded but HIGHLY recommended)Answer each of these questions fully and completely. They may be used on pop-quizzes or tests so make sure you take your time and answer each one. The Wrath of Grendel (pg. 41-43)

1. Describe the “Powerful monster, living down in the darkness.” Speculate: Why does he only come out at night? 2. Identify a Biblical Allusion on page 42. 3. Terrorized by Grendel, Hrothgar and the followers face “Twelve winters of grief.” How does the length of the suffering increase

the epic feeling of this tale? 4. What tactics did Hrothgar and his people try to relieve their suffering? 5. Why had Hrothgar and his people lost hope?

The Coming of Beowulf (pg. 43-48)1. Who is Higlac? Why is this identification so important? 2. What are some motivating factors for Beowulf’s quick actions? 3. What good “omens” could Beowulf and his followers have run into to urge the voyage and adventure to continue?4. How do word choice and other stylistic features of the watchman’s speech add a serious, epic tone to his question in lines

152-172? How could you shorten the question? 5. What information does Beowulf reveal about himself in his introduction? 6. What does Beowulf’s way of identifying himself suggest about the values of a warrior culture? 7. How do Beowulf’s boasts of great deeds and his announcement of his plan establish him as a hero? 8. What does Beowulf ask of Hrothgar? 9. What values and beliefs of warrior culture does Beowulf’s attitude toward death express?

The Battle with Grendel (pg. 48-51)1. Why does Grendel come to the kingdom? Is he afraid of Beowulf? 2. What “human eyes” were watching Grendel’s “evil steps”? 3. How do the “renaming” of Grendel in line 325 emphasize the weighty significance of the battle that is about to begin? 4. Read the translator’s insight on page 49. Do you agree with his assessment of Grendel? Explain. 5. Describe the battle between Beowulf and Grendel.

The Monster’s Lair1. Describe the lair using details from the passage.

The Battle with Grendel’s Mother (pg. 52-55)1. Who is “Edgetho’s brave son”? How else is he identified throughout the epic? Speculate: Why would the epic refer to him in so

many different ways? 2. Why does Beowulf decide to kill Grendel’s Mother? 3. How does the setting of this battle add to its epic significance? 4. Read the Translator’s insight on page 53. How does the motivation for honor alone amplify the character of Beowulf? 5. Why does Beowulf toss aside his sword in the fight? 6. Why does Beowulf chop off Grendel’s head? 7. Why did the warriors at the top of the lake lose hope moments before Beowulf surfaced?


8. Read the “science connection” on page 55. What makes the Hrunting valuable property? 9. What does Beowulf do after slaying Grendel’s mother?

The Last Battle1. What has changed about Beowulf? 2. Why does Beowulf feel the need to explain his use of sword and shield to fight the dragon? 3. What does Beowulf’s speech in lines 630-49 suggest to you about Anglo-Saxon values?4. How does Beowulf plan to fight the dragon? 5. Why does Wiglaf join the fight? Why doesn’t anyone else join them? 6. What does Wiglaf’s decision suggest about the way in which a legendary hero can inspire heroism in others? 7. How do Beowulf’s companions react when the dragon breathes flame on him?

The Spoils1. What does Beowulf ask of Wiglaf? 2. In Beowulf’s death scene, what is shown about the importance in warrior culture of the commemoration of individuals after

death? The Farewell

1. What is Beowulf’s last request?

C. What comes to mind when you hear the word ADAPT?

Draw a picture of what adaptation looks like

Every story comes with traces of other stories it could have been. Explain ways this statement is true and ways this statement is false

ADAPTATION Repetition—Modernization—Visitation—Interpretation—Invocation—Reference—Haunting--Recognition—Misrecognition—Resurrection—(Mis) Appropriation—Updating—Parasitism—Reconstruction—Assault—

Resuscitation—Bastardization—Translations—Vandalism

1) According to Schwartz we are living in the “culture of the copy”

a) How is this true or false?

b) What problems does this create for society? For you?

c) How does this argument factor into our societal drives for authenticity or originality?

2) According to Green-Lewis, we desire to find a past in which we will authenticate ourselves.

a) How else do we strive for authenticity in our culture?

b) Can a “true original” exist, or is everything a copy of something else?

3) According to Sanders, adaptation is vital in understanding and bridging the gaps of understanding.

a) What is “intertextuality”?

b) How can one text depend on another text?

c) Give an example of an adaptation you are familiar with.


“You might see a mess—““Exactly a bunch a weird dorky stuff that ruined my perfectly good stuff!” “Okay, but what I see are people inspired by each other and by you. People taking what you made and making something new out of it.” (The Lego Movie)

4) According to Leitch, adaptations should be studied on their own merits, not judged on the merits of what came before.

a) Leitch says “After all, no matter how clever or audacious an adaptation is, the book will always be better than any adaptation because it is always better at being itself.” What does he mean by this?

b) If we are no longer going to ask “which is better, the adaptation or the book?” What questions do we ask when looking at an adaptation?

D. Beowulf Adaptation Activity # 11) As you watch the clip from Beowulf, record observations on a separate sheet of paper. Make sure you make observations about the characters, fidelity, infidelity, flaws, directorial choices, similarities/differences, dialogue, and choices. Anything you deem important, you should write down.

2) What questions might you ask of this adaptation? Write down at least 3.

E. Beowulf Adaptation Activity # 2Create your own adaptation of Grendel by creating a Grendel Wanted Poster. Consider how you would describe Grendel. Write a description using scenes from the poem in which you present your ideas. Then, create a wanted poster using the description and a sketch of what you believe Grendel might look like (don’t copy the yucky picture in the book! Don’t just imitate the movie adaptation! Come up with your own adaptation based on the description in the text). You should also think about what the Danish King might offer as a reward. See rubric to the right for details.

F. Beowulf Adaptation Activity # 31) As you watch the clip from Beowulf, record observations on a separate sheet of paper. Make sure you make observations about the characters, fidelity, infidelity, flaws, directorial choices, similarities/differences, dialogue, and choices. Anything you deem important, you should write down.

*PAY SPECIAL ATTENTION TO THE EPIC QUALITIES AND THE CHARACTERISTICS OF BEOWULF AND HOW THESE ARE REPRESENTED IN THE ADAPTATION

2) What questions might you ask of this adaptation? Write down at least 3.

G. Follow Beowulf on Twitter!!! (40 points) EC (20 points)You’re ongoing assignment is to create a physical (not a computer based) twitter@beowulf account. This does NOT mean you need to sign up for a twitter account! You are doing this on your own paper, as creatively as possible (see template). You are pretending that I am following you on twitter and when you turn in your assignment, you want me to have as much information as possible about Beowulf’s escapades.

o Create a picture that represents Beowulf. You may draw a picture of Beowulf or you may choose a symbol to represent him.o You must have at least 2 “tweets” per subtitle for a total of 16. (The last two sections are where Beowulf has died so you will

assume that his successor, Wiglaf, has taken over his twitter account. Make sure you demonstrate a change in tone.)


o Each “tweet” must have about 15-30 words portraying of “events” or “Updates” o This should NOT just be a retelling of events. This should include emotion, aftermath, etc. Things OUTSIDE the text. Ex.

What makes him decide to go help the Danes? How does Beowulf respond to the death of Grendel? How does he feel as he enters the Beasts’ lair?

o Each “tweet” should be in the vernacular; “text talk” is fine, but make sure you can tell me what it means if I run into a translation problem!

o You must have a list of people who follow Beowulf. You must have at least 4, one can be me, one can be you; the others must be from the story. Be creative with this.

o You do NOT have to type your “tweets,” but you can if you so desire. If you hand write your tweets, they should be in PEN (blue or black) and should be written neatly, with the symbol or picture of Beowulf at the top.

*Extra credit opportunity: o Have a character respond to Beowulf. To receive credit, the character must respond at least 5 times.o Illustrate at least 5 “tweets” (not printing our pictures—put your own effort into it)

Beowulf Picture Represents Beowulf 2 8 pointsEvidence of time and thought 2Creativity 2Color 1Format 1

2 tweets per subtitle (completion) 16 pointsAt least 80 characters each (completion 16 pointsStyle Creativity (slang, text talk etc) 3 10 points

“outside text” 4Tone 1Represents character 2

List of people (Completion) 5 pointsFormat Neat & orderly (separated logically) 3 5 points

Follows a sequence 2TPP 60

EXTRA CREDITCharacter Responses Must have 5 to receive EC points;

must be logical and sequential10 points

Illustrations Must have 5 tweets illustrated; must be neat and orderly with evidence of both time and thought to receive credit

10 points

Total EC Points 20**You can download a template on my website! Or you can create your own!

H. Beowulf : Epic Elements

Some epic elements include: (1) a legendary warrior who is larger than life (2) hero follows the epic hero cycle (3) kennings (4) serious tone (5) elevated language (6) representative of nation, culture and religion

DIRECTIONS: Read the passage from Beowulf. Then list the characteristics of epic poetry represented in it.

So mankind’s enemy continued his crimes, / Killing as often as he could, coming / Alone, bloodthirsty and horrible.

Though he lived / In Herot, when the night hid him, he never / Dared to touch king Hrothgar’s glorious / Throne, protected

by God—God, / Whose love Grendel could not know. . . .

I.THEME—FILL IN THE BLANKS: o Grendel attacks without___________________________________

o Beowulf decides to fight without____________________________

o To Beowulf, hand to hand combat is more rewarding because____________________________

Theme: “Clash between ______________ and ______________ forces


Anglo Saxons had a _________________ culture. What details reveal the importance of pagan warrior values in Beowulf such as a belief in fate, a taste of boasting, a pride in loyalty, and a desire for fame?

J. epic hero cycle Example (11 pts)The main character is a hero, who is often possessed of super natural abilities or qualities (STATUS QUO)

The hero is charged with a quest (call to Adventure)

“Crossing the Threshold” Moving from the known to the unknown (DEPARTURE)

The hero is tested, often to prove the worthiness of himself and his quest (TRIALS)

The presence of numerous mythical beings, magical and helpful animals, and/or human helpers and companions

The hero’s travels take him to a supernatural world, often one that normal human beings are barred from entering

The cycle must reach a low point where the hero nearly gives up his quest or appears defeated (APPROACH, CRISIS)

A resurrection (TREASURE)

Achieving the goal or the “boon” (RESULT)

Restitution. Often this takes the form of the hero regaining his rightful place on the throne. Return to the ordinary world (RETURN/NEW LIFE)

Applying the “boon” (RESULUTION/STATUS QUO)

K. Kennings can come in 3 forms. Look at the examples in the chart below and write down the name or noun represented beside each example of a kenning.


Compound Words Prepositional Phrases PossessivesSky-candle Whale-road Ring-giver Gold-ringed Battle dew Sea stallion

Wolf of wounds Winters of grief Shepard of evil Storm of swords Guardian of the people Path of the sea

Seabird’s bath Ocean’s face Heaven’s joy Arrow’s storm Water’s chain Battle’s torch

Consider carefully how you could creatively rename each of the following through the use of the kenning technique. Choose 3 to poetically rename on your own

1. a teacher 3. Police 5. Firemen 7. Meatloaf 9. music2. a bus driver 4. pop tarts 6. Television 8. Computer 10. love

L. Appositives & Appositive PhrasesIn your own words, define appositive/appositive phrases:

In the boxes below, write all the character traits of both Grendel and Beowulf.

Follow the directions for each question to create your own sentences using appositive phrases1. Write a sentence describing Beowulf while using an appositive phrase.

2. Write a sentence describing Grendel’s attack’s using an appositive phrase.

3. Write a sentence describing Beowulf’s attitude toward Grendel using an appositive phrase.

M An Epic reflects the values of the culture that produced it. Complete this chart and draw a conclusion about Anglo-Saxon tastes and values Feature Why is it pleasing? What values are reflected?

Boastful speeches Makes the hero seem superhuman

Great hero

Lots of action

Good Triumphs over evil

N. Extra Credit Assignment:Epics: Because epics have been used the world over to preserve values and traditions, they are a rich resource for exploring world cultures. Your extra credit assignment is to gather information on ONE of these epics and prepare and oral report of your findings for the class. You must fill in the chart below (on a separate sheet of paper) for the epic and must share it with the class to receive the 15 point extra credit coupon. It’s all or nothing.. Possible epic Country of origin Possible epic Country of originKalevala Finland Sundiata Mali


GRENDEL BEOWULF

Chanson de Roland France Volsunga Saga NorwayRamayana and Mahabharata India Maui PolynesiaOrland Furioso Italy The Aeneid RomeHeike Monogatari Japan Poema del Cid Spain

Epic I have chosenReason I chose this epicSource of information for epicBrief summary of epic in my own wordsMost interesting thing I learnedWhy are epics used to preserve values and traditions (your opinion)

Unit 3: Literary Analysis British Legends Part II The Once and Future King

THE APPOSITIVE PHRASE An appositive is a word placed after another word to explain or identify it. The appositive always appears after the word it explains or identifies. It is always a noun or a pronoun, and the word it explains is also a noun or pronoun.

ex. My uncle, a lawyer , is visiting us. My teacher, Miss Marshall, is very strict.

An appositive phrase consists of the appositive and its modifiers which may themselves be phrases. ex. My radio, an old portable, is in the repair shop.

The boys climbed the mountain, one of the highest in the West. THE COMMA SPLICE

A comma splice occurs when a comma is placed between two complete sentences. A comma splice is grammatically incorrect, and should be avoided! To fix a comma splice, you can either: (1) split the two independent clauses into two separate sentences separated by a period; (2) replace the comma with a semi-colon; (3) add an appropriate conjunction (and, but, or, nor, for, so, yet).

Ex. Comma Splice: Amy and I quickly ate at the sandwich shop on campus, we hurried to class afterward. (1)Correct: Amy and I quickly ate at the sandwich shop on campus. We hurried to class afterward. (2)Correct: Amy and I quickly ate at the sandwich shop on campus; we hurried to class afterward.(3)Correct: Amy and I quickly ate at the sandwich shop on campus, and we hurried to class afterward.

(4 points) Identify whether the following sentences are comma splices (CS) or appositive phrases (AP)

1. ___King Arthur is a legendary hero, he may or may not really exist. 2. ___ King Arthur, a legendary hero, may or may not really exist. 3. ___ The knights of the round table are legendary, King Arthur invented the concept. 4. ___King Arthur invented the round table, however, others have used the concept in modern times. 5. ___Knights followed a clear code of chivalry, honorable ideals. 6. ___ Gawain, Arthur’s loyal Nephew, is tested by three challenges. 7. ___Heroes come in all shapes and sizes, some are Kings and others are more common.

Now, correct all the comma splices in 1-7:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Summarize what you know about King Arthur using at least 2 appositive phrases.

Read pages 160-161 in your textbook and define the following terms Code of chivalry: Legend: Medieval romance:

The 10 commandments of the Code of Chivalry:I. Thou shalt believe all that the Church teaches, and shalt observe all its directions. (You should obey the church and follow its

laws)II. Thou shalt defend the Church.

III. Thou shalt respect all weaknesses, and shalt constitute thyself the defender of them. (Respect and defend weaknesses)IV. Thou shalt love the country in which thou wast born. (Love your home country)V. Thou shalt not recoil before thine enemy. (Never back down from your enemy)

VI. Thou shalt make war against the Infidel without cessation, and without mercy. (Always make war against those who do not defend the Church and show no mercy)

VII. Thou shalt perform scrupulously thy feudal duties, if they be not contrary to the laws of God. (Perform all your duties according to the law of the land as long as they do not go against the laws of God)

VIII. Thou shalt never lie, and shall remain faithful to thy pledged word. (Don’t lie or go back on your word)IX. Thou shalt be generous, and give largess to everyone. (Be generous and giving to everyone)X. Thou shalt be everywhere and always the champion of the Right and the Good against Injustice and Evil. (do what is right and

fight against what is evil.)

In one or two sentences summarize what you found in the clip in relation to the Code of Chivalry

Biography of King Arthur: An IntroductionBefore Viewing:

1. What does it mean to embellish something? Why do we embellish stories? During Viewing

1. How long ago was Arthur born? 2. Why does Merlin raise Arthur? 3. In what year did the Norman Conquests inspire the turning point and recording of the Arthurian tales? 4. What is Merlin and what is his fate? 5. Why is Arthur made king? 6. Why does Merlin try to dissuade Arthur from marrying Guinevere? 7. What does the cross-hilt of the sword represent to a knight? 8. Who gives Arthur his second sword? 9. What is Avalon?10. What’s the name of Arthur’s second sword? 11. Why is the scabbard of this sword important? 12. Who is Mordred? 13. Who is Morgan le Fey? 14. Who will be the last to come to the round table? 15. What’s the name of Arthur’s kingdom?16. Where does Arthur go to see the lady of the lake and to get his wounds healed? 17. Who brings Lancelot to Arthur? 18. Who heals the dying knight? 19. On Lancelot’s trip away from Camelot, he defeats what enemy for King Pellas? 20. What does Lancelot see after defeating this enemy? 21. Who is Elaine and what happens to her? 22. What quest can only Galahad fulfill? 23. Who is the greatest knight? 24. Why doesn’t Galahad return to Camelot after seeing the Grail and Jesus? 25. Why did the story of the Grail emerge?


http://www.aetv.com/%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

26. Who wrote the most complete version of the Arthurian legends? 27. Who tells Arthur about the Affair of Lancelot and Guinevere? 28. What is the punishment for adultery? 29. Where does Lancelot go after the battle at his castle? 30. Who takes over England in Arthur’s absence? 31. Who kills Arthur? 32. Who gets to keep Excalibur? 33. Where does Arthur go when he dies?34. Who is the last knight of the Round Table living?

I Am Mordred: As you are reading this short adaptation INDEPENDENTLY, you must answer the essential questions below. Use the “things to think about” column to help guide your reading. Your answers must be FULLY DEVELOPED and show evidence of thought and effort. Your requirements are as follows:Points PossibleAnswers to all essential questions (Answers the EQ definitively including personal feelings and examples in several well formed sentences) 6 (x6) points

Quality of EQ Answers (addresses personal feelings, uses examples outside the text, uses examples inside the text) 12 points

Accuracy of Answer/Responses 12 pointsTotal Points: 60The good: Answer to EQ : Does a king or leader have the right to operate on a separate moral code than the people (ie: murdering babies to save a kingdom; lying to the public to prevent panic etc.)? NO! A king or leader is simply a person who has been elected or appointed to REPRESENT the people, not to terrorize them. Take Hitler for example. Hitler was a leader. The people trusted in his judgment and gave him the power to control not only the government, but the military, education, clubs, social events, and eventually even life itself. He created his own moral code and ignored society’s rules and expectations leading to the world’s bloodiest war and the deaths of millions of innocent people. King Arthur abused his power too. Killing even one baby was a mistake, but by killing 80 babies he made himself into a monster, and in a way added to his own destiny rather than escaping from it as he hoped. Arthur had no right to do this. He may have been the leader of his people, but his life is no more valuable than the many babies he felt the right to destroy.

The bad: Answer to EQ : Does a king or leader have the right to operate on a separate moral code than the people (ie: murdering babies to save a kingdom; lying to the public to prevent panic etc.)? No. that’s stupid. People should be the same.

PrologueThings to think about: Who is Merlin? Who is the King? What is the King doing? What is the purpose of Merlin's decree? Do you think it will work? What can you connections can you make to this (think outside the text; personal experiences or other readings etc.)

Essential Question: Does a king or leader have the right to operate on a separate moral code than the people (ie: murdering babies to save a kingdom; lying to the public to prevent panic etc.) ?

Book 1: The White Shadow

Things to think about: Who is Nyneve? Why does she want to save Mordred? Why does she want him to remember seeing the white stag being chased by black hounds (think symbolism!!)? How is Mordred treated at Lothian? Why? What is important about Gull? What does Mordred discover about himself and his past? What does Mordred want most?

Essential Question:Can a person be good and evil at the same time, or are people either good OR evil as archetypes suggest?

Book 2: The White Stag

Things to think about: What is special about Camelot? What does this tell you about Mordred's fate? How is Mordred treated at Camelot by the King? By his brothers? By the people? Is his treatment fair? What does Gawain make Mordred promise? Why? Why is Gawain favored by the king? Is the picture of Gawain consistent with whay we know of him? Why/Why not? Can you both love and hate someone? What is considered honorable in this society? What is Mordred's quest?

Essential Question:Should kings and leaders be held responsible for their actions, or does their duty override their responsibility? (see page 71)

Book 3: The White Falcon

Things to think about: What are some challenges Mordred faces? What is his first stop? What does he learn? Why does he go to see Morgan le Fey? What does she reveal? Who helps him escape? Where does he go next? What does he learn about himself? What happens when he returns for Lynette? Why does he decide he

Essential Question:What is more dangerous: fate, greed, lust, or fear?


needs to see Merlin? What are the consequences of this action?

Book 4: The Raven

Things to think about: Why can't King Arthur heal Mordred or Guinevere? How and why does Mordred change? What does he ask of the blind harper? How is his request fulfilled? Why does King Arthur disappear on May day every year? What does this tell you about him?

Essential Question:Do people control fate (free will) or does fate control people (destiny)?

EpilogueThings to think about: What events lead up to the final battle? How does this compare to the two versions of Le Morte de Artur? Is fate fulfilled or thwarted? Explain.

Essential Question:How does a story depend on our perspective?

BOB AND WHEEL: in alliterative verse, a group of typically five rhymed lines following a section of unrhymed lines, often at the end of a strophe. The bob is the first line in the group and is shorter than the rest; the wheel is the quatrain that follows the bob. The bob-and-wheel is a structural device common in the Pearl Poet's poetry. The example below comes from the first stanza of Sir Gawain and the Green Knight. The bob appears in red , and the wheel appears in blue. Alliterative components are in bold print, and rhyming components are in italic print.

Sithen the sege and the assut was sesed at Troye,

The borgh brittened and brent to brondes and askes,The tulk that the trammes of tresoun ther wroghtWas tried for his tricherie, the trewest on erthe--

Hit was Ennias the athel and highe kynde,That sithen depreced provinces and patrounes bicome

Welneghe of al the wele in the west iles.Fro riche Romulus to Rome ricchis hym swythe,

With gret bobbaunce that burghe he biges upon fyrst,And nevenes hit his aune nome, as hit now hat.

Ticius to Tuskan and teldes bigynnes,Langaberde in Lumbardie lyftes up homes,And fer over the French flod Felix Brutus

On mony bonkkes ful brode Bretayn he settes w ith w ynne ,

Where werre and wrake and wonderBi sythes has wont therinne,

And oft bothe blysse and blunderFul skete has skyfted synne.

FIND THE BOB/WHEEL AND ALLITERATION!The head was hewn off and fell to the floor;Many found it at their feet, as forth it rolled;

200The blood gushed from the body, bright on the green,Yet fell not the fellow, nor faltered a whit,

But stoutly he starts forth upon stiff shanks,And as all stood staring he stretched forth his hand,

Laid hold of his head and heaved it aloft,205Then goes to the green steed, grasps the bridle,

Steps into the stirrup, bestrides his mount,And his head by the hair in his hand holds,And as steady he sits in the stately saddle

As he had met with no mishap, nor missing were his head.


210His bulk about he haled,That fearsome body that bled;

There were many in the court that quailedBefore all his say was said.


Sir Gawain and the Green Knight

One day a strange knight arrives in Arthur’s court.

He offers a Game:A

Head

for none rise.A Head

Are you not MEN!!!??? Is this not the home of the legendary Arthur and his knights???

ASHAMED & ENRAGED

Arthur s t e p s

FORWARD.

“May this melee mine!” finally speaks the CHIVALROUS GAWAIN, who always shows:

• Faith• Courage• Justice• Mercy• Generosity• Nobility

Carmichael English IV: British Legends: Heroes and Heroism Part I: Beowulf Page 19 of 41

• Hope

After taking the blow of the AX, the Green Knight s t um b l e

s and rides o f f.

“In 12 MONTHS… ARRIVE!” the green knight warns.

and the brave knight does.

__________________________

Of the blows:- Gawain’s shoulders did shrink at first. - No harm done... just a scratch!

It was all HIS plan. The temptation. The test. The game. The girdle.

But why?Well, the Green Knight = God?

“Deliver me my destiny”Devil? “The devil himself” “The fiend”Judge? “it seems your word holds good!” Just a Giant Green Knight?

Unit 4: Author’s Craft (Part I) Medieval LiteratureGEOFFREY CHAUCER AND THE CANTERBURY TALES

Read the selection carefully and fill each space with the correct word from the word bank below. Unflattering Ransomed Twenty-six Squire FrenchLondon Courtiers Soldiers Medieval Large Geoffrey Chaucer (1340?-1400) was the earliest great poet and story-teller in English literature. He was born in ____________________, in Thames Street not far from the Tower of London. Living close to the docks and being the son of a prosperous wine merchant allowed for plenty of stimulation for Chaucer’s active imagination growing up.

In 1357, he went to be a page of the Countess of Ulster who was a daughter-in-law of King Edward III. He met ___________________ and statesmen, ___________________ and ambassadors, artists, musicians and craftsmen. When later he was promoted to ___________________, his wages rose to seven pence halfpenny a day and he was allowed a room, which he shared with a fellow squire. In 1359, he was sent abroad to fight the ___________________ in what is now called the Hundred Years War. That winter he was taken prisoner near Rheims and the following year, when he was ___________________ for 16£, he went home. King Edward III must have thought highly of him to pay this sum, which was a ___________________ amount in those days.

In 1366, when he was aged approximately ___________________, Chaucer married Philippa de Roet, lady-in-waiting to the Queen and a sister of the King son’s third wife.


Love played little part in ___________________ marriages as they were usually arranged by parents or friends. From the ___________________ comments that Chaucer makes in his poems about marriage, it seems that this was not a particularly happy match.

Here are ten more sentences about the next stages in Chaucer’s life, but they are jumbled. Put them in the correct order.

A. ____On his return to London in 1374, he was made Controller of Customs on wool, skins and hides, a post he held until 1386.

B. ____From the east, he could see hills and unhedged fields. C. ____Unfortunately for Chaucer, at the end of 1386, he lost all his public offices because his patron, John of

Gaunt, was sent to Spain. D. ____This visit brought him into contact with the finest art and literature in the world including the writers Petrarch

and Boccaccio, the greatest writers of the day. E. ____In early 1386, as a poet, diplomat and man of business, he was made Justice of the Peace and a Knight of

the Shire. F. ____In those days the countryside came right up to the city walls. G. ____The loss of his jobs was lucky for us, however, as it gave Chaucer time to start on his greatest work. The

Canterbury Tales. H. ____With this job, the city of London gave him a house and from its west windows he could look out on to the

crowded streets and see a hundred church spires. I. ____In 1373, he was sent to Italy for the first time, on the King’s business. J. ____Living in such a pleasant house was a happy time for him, especially as the job was so undemanding that he

had plenty of time to write, including “The Parliament of Birds” and “Troilus and Criseyde.”

Chaucer never finished The Canterbury Tales in the way that he wanted. He died financially insecure and was buried in Westminster Abbey in the first of those tombs that are grouped together and known as Poets’ Corner.

Building a Canterbury Character____________________ _____________________

Your Name Your characterDirect Characterization:

This is information you should find IN THE TEXTPhysical Appearance (3) Job description (2) Traveling with… (2)

(props, people etc)


Indirect Characterization: These are things you will make inferences about or come up with yourself. They are not in black and white. Be creative

but link it to the text (8 points).

Why are they making a trip to Canterbury?

What would their theme song be?

What 5 adj.s would you use to describe

them?

What is Chaucer’s TONE toward the

character?

Use the rubric below to help you outline your presentation. I HIGHLY suggest you have an outline and your staple it to your packet when you are done. You will not regret taking this extra step

RUBRIC FOR INTRODUCTIONS IN CANTERBURY TALESIntroduction

Attention Grabber (do something to engage the audience. Use a song, a question, an action—just do SOMETHING to get our attention)

1 2 3

Name of Character (Always introduce yourself. We need to know who you are) 1 2 3

Job Description (tell us what you do for a living—we might not know what a Franklin is—if we don’t, you need to tell us)

1 2 3

Relate to AudienceWhy they are making the trip 1 2 3

Who they are traveling with… 1 2 3

ConclusionOffer a conclusion in some way (ask for questions, entice them to buy something etc. there are lots of ways to do this. Be creative.)

1 2 3

Deportment Carmichael English IV: British Legends: Heroes and Heroism Part I: Beowulf Page 22 of 41

Eye contact 1 2 3

Articulation 1 2 3

Preparation 1 2 34 5

Creativity 1 2 34 5

TPE__________/34TPPExtra Credit Physical Appearance; clothing and props (Up to 10 points)*Remember—you are the character, so you should SHOW the character’s personality by ACTING like they would!!—Extra credit will be given to those who “dress the part” on presentation day**

Character Stereotype Symbols

For each of the introductions, make sure you record a symbol on the stick figure below. You should have one awesome representation of Chaucer’s society! Make sure you can justify each one! I suggest you label them too.


Middle English Prologue EC assignment: Memorize and recite by ____________ for EC coupon! (20 pts)When April with his showers sweet with fruitThe drought of March has pierced unto the rootAnd bathed each vein with liquor that has powerTo generate therein and sire the flower;When Zephyr also has, with his sweet breath,Quickened again, in every holt and heath,The tender shoots and buds, and the young sunInto the Ram one half his course has run,And many little birds make melodyThat sleep through all the night with open eye(So Nature pricks them on to ramp and rage)-Then do folk long to go on pilgrimage,And palmers to go seeking out strange strands,To distant shrines well known in sundry lands.And specially from every shire's endOf England they to Canterbury wend,The holy blessed martyr there to seekWho helped them when they lay so ill and weal

The Canterbury Tales Study Guide (not graded—but HIGHLY recommendedPrologue Reflection

1. Why do you think Chaucer starts his catalogue of descriptions with the knight?2. Note several ways in which Chaucer’s Prologue provides readers with social commentary.3. Why does Chaucer apologize in the sentence starting with line 745?

Read Lines 804-856 (Pg 117-119)4. What is noteworthy about Chaucer’s description of the Host?5. By what criteria will he judge the stories?6. How do they determine the first storyteller?

The Pardoner’s Tale Background (pg122-123)7. Define allegory. 8. List the characteristics of archetypal narrative elements9. What are pardons? 10. What important skill(s) does the Pardoner possess that Chaucer praises? Criticizes? 11. What do all his sermons illustrate and why?

The pardoner’s prologue (page 124-125)Chaucer’s characterization of the Pardoner as a rapacious figure out for personal gain is a satire of the religious state of affairs in his era. Before the Reformation in the sixteenth century, religious abuses were fairly common.

12. What is the text on which the Pardoner always preaches? (lines 5-8)13. What are the “antics” the Pardoner refers to in line 17 (re-read lines 14-15 for a clue).


14. How does the Pardoner defend himself and his brothers? (lines 32-40)15. What vice does the Pardoner admit to having even though he preaches against it? (lines 41-46)16. What previous vocabulary word does question # 4 describe? (look at line 25-29 for a hint)17. How does the Pardoner characterize a “yokel mind”? (lines 55-56)18. What does the Pardoner say he will always avoid no matter what? (lines 57-59)19. List a few pleasures the Pardoner indulges in. (lines 66-71)20. Why does the Pardoner choose to tell a “moral tale”? (lines 74-80)

The pardoner’s tale (page 126-133)21. What details at the beginning of the tale allow us to draw conclusions about the 3 main characters? (lines 81-83)22. Who is in the coffin passing by? (lines 92-93)23. How is Death personified? (lines 95-98)24. What killed this person and a thousand others? (line 99)25. How does the tavern-knave attempt to warn the rioters? (lines 100-104)26. How do they respond? (lines 113-121) What condition are they in when the set out? (lines 125-127)27. Describe the encounter with the old man. 28. What archetypal (look to page 122 o remind you of characteristics) role does the old man play? (lines 182-189)29. What do the rioters find under the oak tree? (lines 190-194)30. Why do they stop hunting for Death? (lines 194-196)31. How do the rioters account for the treasure? (lines200-205)32. Why can’t they take the treasure home? (lines 206-211)33. What is the first rioter’s strategy for increasing his share? (lines 230-258)34. What is the youngest rioter’s plan? (lines 259-274)35. How does this tale preach against greed?36. In addition to greed, what sins does the exemplum preach in lines 319-324. 37. How does the narrator feel about what transpires?38. How is the Pardoner’s audience to avoid the rioters’ fate? (lines 329-339)

Wife of Bath’s Tale Anticipation guide (6 points)Ask at least 3 female friends/parents/guardians the answer to the following question. It would be BEST if they were three different ages (child, teenager, adult, elderly).

WHAT DO WOMEN WANT MOST?1. (AGE OF FEMALE______) ANSWER:

2. (AGE OF FEMALE______) ANSWER:

3. (AGE OF FEMALE______) ANSWER:

The wife of bath’s tale (page 137-155) (not Graded but HIGHLY recommended

In creating the Wife of Bath, Chaucer drew upon a centuries-old tradition of anti-feminist writings that was particularly nurtured by the medieval church. In their conviction that the rational, intellectual, spiritual, and, therefore, higher side of human nature predominated in men, whereas the irrational, material, earthly, and, therefore, lower side of human nature predominated in women, St. Paul and the early Church fathers exalted celibacy and virginity above marriage. This pilgrim demonstrates the conflict between bookish male “auctoritee” (authority)—or knowledge of books—with female “experience”—or knowledge of the world.

1. What is the setting for the Wife’s tale? (lines 1-8)2. How does she contrast the setting of the tale with her own time period?( lines 1-26)3. How does she account for the change? (lines 10; 23-26)


4. With which act of violence does the Wife’s tale begin? (lines 30-34)5. How does the king respond? (lines 35-39)6. What is the queen’s plan for the knight’s fate? (lines 45-58)7. How long does the queen allow the knight to seek an answer to her question? (line 55)8. List some of the answers the knight receives when he polls the people he encounters. (lines 71-87)9. What seems to be the Wife of Bath’s personal opinion? (lines 89-94)10. In what way does the Wife criticize her own gender? (lines 95-97)11. What is the story within the story of the Wife’s tale (lines 98-128)12. Why does the Wife pause her original tale to talk about King Midas?13. What does the knight see on his way home from the quest? (lines 135-150)14. According to the knight, what do women most want? (lines 183-188)15. What is the old woman’s request in exchange for the answer? (lines 200-203)16. How does the old woman rebuke the knight’s behavior on their wedding night? (lines 233-243; lines 254-263)17. For what four reasons does the knight find the old woman objectionable? (lines 244-249)18. What do the woman’s debating techniques suggest about her?19. What does gentility have in common with fire? (lines 285-322)20. What makes poverty an occasion for dancing?(lines 339-340)21. What final choice does the woman offer to the knight? (lines 365-373)22. What is his response? (lines 374-381)23. What is the Wife of Bath’s opinion on the story’s end? (lines 403-410)

. Extra Credit Opportunity!

Create a modern day society “Ship of Fools”. This should be done as ARTWORK---ergo, you should have put the time and effort into it to draw on a piece of computer paper or poster board. Your ship can be literal or figurative, but needs to include at least 5 “fools” or modern exaggerated stereotypes. Include a BRIEF explanation of each fool (1-2 sentences). Color it. Pretty it up. Use creativity and your own unique style. You can earn up to 30 points extra credit to be awarded in “coupons” you can us on test/quizzes/papers. Points will not be awarded without explanation provided.

Unit 5.1: Text Structure: Renaissance and SonnetsAnalyzing the Building Blocks of a Sonnet:

1. Number the lines on the blanks provided (remember, in a sonnet there should be _____ lines).

2. Put a box around the quatrains.

3. Put a double box around the couplet.

4. Remember that iambic pentameter identifies the rhythm. It is evidenced by an unstressed syllable followed by a stressed syllable (see the first to lines—bold is stressed, no bold is unstressed). Using your pencil bold and mark off couples with boxes. Make sure there are 5 couples in each line.

Ex: I see a lit tle boy of four or five

Whose face lights up whenev er we would play

5. Identify the rhyme scheme by writing the letter on the left hand side of the line. For each new rhyme use a new letter. The first few have been done for you.


Another Sonnet for StephenBy Alvin Lester Sitomer

___I see a little boy of four or five_A_

___Whose face lights up whenever we would play_ B_

___Who made me feel it’s great to be alive_ A _

___And wish that time would never tick away___

___I see a college youth who goes to Penn, ___

___Strong and handsome, smart in mind and dress, ___

___Enthusiastic, kind, who scores a “ten,” ___

___Possessing every trait that spells success. ___

___I see the man who came from both those boys___

___Creating business plans and paths to wealth___

___With nonchalance, with skill and unique poise___

___While fighting back attackers of his health. ___

___The boy, the youth, the man are each now gone, ___

___Except that in my heart they linger on. ___

6. Identify SOAPSa. Subject—the general topic, content and ideas in the poem:b. Occasion—The time and place of the poem. Try to understand the context that encouraged the poem to be written.c. Audience—To whom is the poem written?d. Purpose—What is the reason behind the writing of the poem?e. Speaker—What can you say about the voice speaking the poem?

7. Identify the theme of the poem8. Is the theme contradicted or expanded in the sestet? Explain your response.

William ShakespeareSonnets Unit

The writer of 8884,647 words & 118,406 lines. The Oxford English Dictionary attributes all of the bold faced

words below (and some 500 more to ShakespeareFrom the spectacled pedant to the schoolboy, all gentlefolk recognize Shakespeare as a fathomless fount of coinages. The honey-tongued Bard had no rival, nor could he sate his never-ending addiction to madcap, flowery (or foul-mouthed!) neologisms. Even time-honored exposure cannot besmirch our amazement at the countless and useful words that lend radiance to our lackluster lives. All in a day’s work! (see page 236—read and then complete the activity on a separate sheet of paper!)

Motifs in Shakespeare’s sonnets (from Norton): 1-17 addressed to young man; he urges the young man to marry and reproduce 18-126 poet expresses his love for the young man, problems poet has with young man, “rival poets”;

themes include brevity of life, the destructive power of time, and the power of love and poetry

127-154 addressed to or about “dark lady” who is alluring but destructive—she is the object of desire as well as a rival poet; the young man also seems to be involved with “dark lady”

Figures: poet speaker (Shakespeare?), a younger male aristocrat, a so-called “Dark Lady,” a rival poet.Composition: Mid-1590s-1609

Everyone in the group must actively participate in each step of this process. Steps one, two, and three are preparation steps. Always analyze the poem first. If you don’t analyze the poem you

will never be able to capture the rest. Remember with the article you must summarize and actually apply it to your analysis. Printing off an article alone

is not acceptable. Connect it to your analysis.


Actor Poet Dramatist

Sonnet Group Work Assignment—DUE by the end of class ___________________—presentations will start ________________ (Participation TPP: 100 points; Group project TPP 100 points; TPP 200 points) Each Group Must Complete the Following: (see back for details) 1. A personal analysis 2. A critical article from a database.3. Design and present creative poster that shows the poem’s theme or significance4. A dramatic reading

The poster must be creative and expressive. In other words, simply writing the sonnet in the middle and drawing hearts around it is not acceptable. Capture the theme. The best posters have more IMAGES than WORDS, but also have captions to explain those images. Posters need titles. Don’t use the title of the sonnet—be creative.

Dividing up the sonnet for the dramatic reason is a requirement. One person cannot do it alone. Decide which lines each person is going to do and where to split the line. Remember to identify the iambic pentameter so your reading captures the rhythm. Extra credit will be given to groups that memorize their lines to recite.

1. A personal analysis: (20 points) EVERY group member must fill out the analysis worksheet for themselves; you may work together, but it should

be in YOUR OWN WORDSPersonal Analysis Worksheet (put your answers on a separate sheet)1.Which sonnet number were you assigned ______________.

**2-7 should be completed ON the Sonnet!**2. Number the lines of the sonnet (remember, in a sonnet there should be _____ lines). 3. Put a box around each quatrain. 4. Put a double box around the couplet.5. Remember that iambic pentameter identifies the rhythm. It is evidenced by an unstressed syllable followed by a stressed syllable (see the first to lines—bold is stressed, no bold is unstressed). Using your pencil bold and mark off couples with boxes. Make sure there are 5 couples in each line.6. Identify the rhyme scheme by writing the letter on the left hand side of the line. For each new rhyme use a new letter. 7. Circle the volta, or turn of the poem.8. Identify SOAPS

a. Subject—the general topic, content and ideas in the poem:b. Occasion—The time and place of the poem. Try to understand the context that encouraged the poem to be written.c. Audience—To whom is the poem written?d. Purpose—What is the reason behind the writing of the poem?e. Speaker—What can you say about the voice speaking the poem?

9. Identify the theme of the poem10. Is the theme contradicted or confirmed in the couplet? Explain your response.

2. A Critical article from a database. (15 points) I will rotate the groups in to the computer to find the article over the next few days. You will each have

approximately ½ a class period to look in class. If you do not find an article in class, it is your responsibility to find one at home.

Gale Databases—can be accessed through the school library webpage: password: clem79777 www.ncwiseowl.org>>high school zone>>research: Password: wiseowl

Personal Analysis Worksheet (put your answers on a separate sheet) conclusion12. Title of critical article

Author of critical article: Source

13. Provide a brief summary of the article. 14. Explain your opinion of the article. Do you agree or disagree with the claims? Explain.

3. Poster will be graded by the following rubric. It should be creative and colorful. Just printing pictures is not acceptable. Be creative in other ways. (25 points)

CATEGORY 5 4 3 2Graphics - Originality

Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

CATEGORY 4 3 2 1 Carmichael English IV: British Legends: Heroes and Heroism Part I: Beowulf Page 28 of 41

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Title Title can be read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content of the poster well.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

4. Dramatic Reading: *Memorizing lines will result in extra credit!* (20 points) Step 1: Analyze the poem carefully. Identify the stressed and unstressed syllables so you are sure to express the

poem’s rhythm. Step 2: divide up the parts; most of your groups have 4 people. One way would be quatrain, quatrain, quatrain,

couplet and the person who does the couplet can be responsible for presenting explaining the poem afterward. Step 3: Act. DRAMATIC is the key. Just standing up and monotonously reading is no fun! The speaker should use

hand motions and emotions! Step 4: Practice!! Practice!! Practice!!

On presentation day you should follow this outline:--complete the outline to turn in. You only have to have one per group, but you all may want it so you know what your role is. Presentation (20 points) **MAKE SURE YOU HAVE A BACK UP PLAN!!! IF SOMEONE IS ABSENT, YOU STILL MUST PRESENT!!1. Dramatic reading of the poem

a. Explain how you plan to make it dramatic (ex. Make it into a song/rap; add music (no words); act it out; hand

motions etc.)

b. List who is reading what lines: line #s ___________:group member: _________________

line #s ___________:group member: _________________



2. Explain the poem’s theme and your group’s interpretation as you display the poster: Group member responsible: ________________________

a. Theme/Main idea of the poem (include the motif!):

b. Explanation of poem and how it relates to the theme:

3. Explain and summarize your critical article. Group member responsible: ____________________________________a. Main points of critical article include (must have at least 3):

i. _________________________________________________________________________________


ii. ________________________________________________________________________________

b. Explain your opinion of the article in light of your own interpretation (agree/disagree and why)

4. Ask for questions5. Thank your audience

Presentation RubricCATEGORY 4 3 2 1

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. More than just reading; a truly dramatic representation.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Somewhat dramatic

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. A touch of dramatics

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Just reading

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Evaluates Peers

Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation but scoring appears to be biased.

Student Name: Total Score:

UNIT 5.2: Text Structure: Renaissance and DramaEarlier in the year we talked about destiny and how destiny is portrayed throughout history. What are the fates of the following characters from literature (these come from all 4 years of English so think back and think hard—amazing how it is all interconnected!) Choose at least 3 to complete on your ownCharacter FateBeowulfHuck FinnKing ArthurElie WieselGatsbySir GawainRomeo and JulietChoose one of the characters and discuss your opinion of his/her fate. Be sure to include whether or not you believe they could have avoided their fate and why. Carmichael English IV: British Legends: Heroes and Heroism Part I: Beowulf Page 30 of 41

Macbeth & Drama Background Read page 292-304 in your textbook and answer the following questions. Be prepared for a discussion!!!1. Define the following terms in your own words: Soliloquy Tragic heroMonologue Tragic flawAside Comic relief294-2992. What is The Globe? Give 2-3 facts about it.

3. Describe an experience you have had attending a live performance of some kind.

4. What are the three ways Lady Macbeth has been portrayed over the years?

5. Given the basic plot of Macbeth (Lady Macbeth conspires with her husband to murder their king and take over the kingdom), how could you modernize the plot to make it culturally relevant?

6. Macbeth’s character can be described as: soldier, husband, swordsman, murderer, a man with a conscience who doubts himself despite his conniving ways. What actor would you cast in his role? Explain your response.

300-3017. Identify two liberties that Shakespeare takes with history in Macbeth.

8. According to Kermode, why did Shakespeare portray Banquo in a favorable light?

9. In the passage shown from Act I and discussed by Frank Kermode, what conflict does Macbeth experience?

10. Why is Macbeth’s soliloquy so famous, according to Kermode? Do you agree or disagree with Kermode here? Briefly explain your answer.

11. How does Macbeth comply with native ethical traditions, according to Kermode?

302-30412. What was one of Shakespeare’s sources for Macbeth? How is it different?

13. Why does Macbeth have a dangerous plot?

14. Why did Shakespeare choose Scotland for his setting?

Exploration of Blank VerseAlmost all of Macbeth is written in blank verse, or unrhymed iambic pentameter, a form of poetry that comes close to imitating the natural rhythms of English speech. The form is flexible and versatile and can produce the effect of smooth, natural speech in a way that other metrical patterns cannot. (You can find out more about blank verse on p. 326 of your textbook.)

Refresh your memory… An iamb is a metrical foot that has one unstressed syllable followed by one stressed syllable. (Each of the

following is an iamb: Macbeth, success, to win.) Pentameter means that each line of verse has five feet.


Shakespeare relied primarily on blank verse throughout his plays. However, some lines in Macbeth are irregular, with fewer feet or with feet that are not iambs. Additionally, Shakespeare relies on prose at times to indicate text versus speech or to set apart the speech of characters from lower stations in life. He also employs occasional rhymes, either to contribute to characterization or to signal that a scene has ended.1. Identify each of the following passages as “prose,” “rhyme,” or “blank verse.”

a. Second Witch. When the hurlyburly’s done, _________________When the battle’s lost and won.

b. Ross. I’ll see it done. _________________King. What he hath lost, noble Macbeth hath won.

c. Ross. The King hath happily received, Macbeth, _________________The news of thy success. And when he readsThy personal venture in the rebel’s fight,His wonders and his praises do contendWhich should be thine or his.

d. Lady Macbeth (Reads). They met me in the day of success; and I have learned by the perfect’st report they have more in them than mortal knowledge. When I burned in desire to question them further, they made themselves air, into which they vanished.

_________________

2. Scan one major speech by Macbeth and one by Lady Macbeth from anywhere in Act I. What variations in rhythm do you find? Why do you think these variations exist? (In other words, how do sound and sense relate to each other?)

3. Do the witches speak in blank verse? Why do you think Shakespeare wrote their lines as he did?

Reading Guide: William Shakespeare’s Macbeth“He’s got that ambition, baby; look in his eyes.”

Macbeth Visual Notes AssignmentAs you are reading, you are to keep a visual journal of each scene of the play. This will culminate in a final project that will be heavily weighted. Each visual must have the following:

1. Characters in the scene2. At least one important event (in bigger scenes, it is advisable to have more than one box)3. Dialogue with direct quotes from the scene4. A summary of the major events in the scene

The visual notes do NOT have to be colored, but the final project will include more creativity. Notes can be stick figure


Key Termssoliloquy monologue aside tragic herotragic flaw comic relief blank verse dramatic irony

The three witches meet together to set the mood of the play. The menacing air, thunder and lightening foreshadows imminent doom.

“Where the place?”

There to meet with Macbeth

Upon the heath

sketches, but keep in mind that the more detail you provide along the way, the better off you’ll be come test time and project time!

You should have a total of 28 squares— (56 points; 2 points each) plus accuracy and detail for a total of 70 points. See sample for how to complete visual notes.

Reading Guide (Not Graded, but Highly Recommended) ACT 1

Act I Scene I (p. 307) 302 purple book1. Who gets the first word of the play?2. What mood does the first scene establish? Comment on how the setting contributes.

Act I, Scene ii (pp. 307-310)1. How is Macbeth first described?2. The captain compares Macbeth and Banquo to which two animals respectively?3. To which Biblical location does the captain allude?4. How does the king connect the captain’s words and wounds?5. How does Macbeth become Thane of Cawdor?

Act I, Scene iii (pp. 310-315)1. How does the first witch intend to punish the sailor’s wife?2. What signals Macbeth’s entrance?3. Why does line 38 seem particularly significant?4. Describe Banquo’s reaction to the witches.5. How does each witch hail Macbeth?6. What are the witches’ predictions for Banquo?7. What happens when Macbeth asks for more details?8. How does Banquo try to account for the strange prophecy?9. Why do Ross and Angus arrive on the scene?10. Why isn’t Banquo completely overjoyed at the fulfillment of the first prophecy?11. Paraphrase Macbeth’s aside in lines 127-142.

Act I, Scene iv (pp. 315-317)1. How does Malcolm express the irony of the Thane of Cawdor’s death?2. What imagery does the king use in lines 28-29?3. What are Macbeth’s “deep desires” (line 51)?

Act I, Scene v (pp. 317-320)1. What is Lady Macbeth doing in her first appearance on stage?2. What are her concerns about her husband?3. Paraphrase her “prayer” in lines 38-54.4. What is Lady Macbeth’s advice to Macbeth?

Act I, Scene vi (pp. 320-321)1. Describe the encounter between Duncan and Lady Macbeth.

Act I, Scene vii (pp. 321-323)1. What is Macbeth’s dilemma in lines 1-28?2. Which two emotions does he personify?3. What does he proclaim to Lady Macbeth?4. How does she respond?5. How does she illustrate the intensity with which she supports the plan?6. What is her strategy to avoid failure?

ACT 2Act II, Scene I (pp. 327-329)

1. What is wrong with Banquo?2. With what does Banquo present Macbeth?3. Whom does Macbeth address in line 34 and following?4. What is the signal between Lady Macbeth and Macbeth?


Act II, Scene ii (pp. 329-332)1. How does Lady Macbeth contrast herself with Duncan’s servants?2. Why doesn’t she kill Duncan herself?3. What is Macbeth’s worry?4. Why does Lady Macbeth call her husband “infirm”?

Act II, Scene iii (pp. 332-337)1. Explain the porter’s speech in ll. 1-21.2. Who is at the door?3. “What three things does drink especially provoke?” (ll. 27-28)4. What makes Lennox’s lines ironic?5. Who discovers Duncan’s body?6. Explain the significance of Malcolm’s words in ll. 120-121.7. What is Malcolm’s and Donaldbain’s plan?

Act II, Scene iv (pp. 338-339)1. How does the conversation between Ross and the old man emphasize the connection between mankind and the natural world

at work in this play?2. What news does Macduff share in this scene?

ACT 3Act III, Scene I (pp. 343-347)

1. Explain Banquo’s speech.2. How does Macbeth feel about Banquo at this point?3. What are the options Macbeth considers in ll. 118-126?

Act III, Scene ii (pp. 347-349)1. What is Lady Macbeth’s advice?

Act III, Scene iii (pp. 349-350)1. How successful are the murderers? Explain.

Act III, Scene iv (pp. 350-355)1. Why does Macbeth’s “fit” return?2. With what metaphors does he describe Banquo and Fleance?3. What is the cause of Macbeth’s outburst at the table?4. How does Lady Macbeth explain her husband to the other guests?5. How does Lady Macbeth attempt to get Macbeth to “snap out of it”?6. What is Macbeth’s plan for morning?

Act III, Scene v (pp. 355-356)1. Why is Hecate angry?2. According to Hecate, what is the chief enemy of man?

Act III, Scene vi (pp. 356-357)1. What does the conversation between Lennox and the lord reveal?

ACT 4Act IV, Scene I (pp. 361-366)

1. What is the choral chant of the witches in this scene?2. What is significant about the second witch’s premonition in l. 45?3. What instructions does the first witch provide for communing with her master?4. Describe the first apparition. What news does this spirit bring?5. Describe the second apparition. What is this spirit’s prediction?6. Describe the third apparition. What does this spirit explain?7. What is Macbeth’s reaction to all of this?8. What does he resolve in ll. 146-148?

Act IV, Scene ii (pp. 366-369)1. Why does Lady Macduff accuse her husband of madness?2. Describe her conversation with her son.3. What is the messenger’s advice?4. How does Lady Macduff characterize “this earthly world” (l. 73)?5. How does this scene end?


Act IV, Scene iii (pp. 370-377)1. Why are Malcolm and Macduff in disagreement with each other? 2. Explain Malcolm’s words in line 50 and following.3. What is Macduff’s reaction?4. According to Malcolm, what power does the King of England possess?5. What makes Macduff’s conversation with Ross ironic?6. What is Malcolm’s advice for Macduff upon hearing the news?

ACT 5Act V, Scene I (pp. 381-384)

1. What is wrong with Lady Macbeth?2. What is the doctor’s advice?

Act V, Scene ii (pp. 384-385)1. How does Angus criticize Macbeth’s rule?

Act V, Scene iii (pp. 385-387)1. What is Macbeth’s current state of mind?2. Why don’t Macbeth and the doctor see eye-to-eye?

Act V, Scene iv (pp. 387-388)1. What is Malcolm’s strategy?

Act V, Scene v (pp. 388-390)1. In what way does Macbeth reflect on the change in his demeanor?2. What news does Seyton bring?3. How does Macbeth react?4. Why is the messenger so shaken?

Act V Scene vi (p. 390)1. Who will lead the attack on the castle?

Act V, Scene vii (pp. 391-392)1. What happens to Young Siward?

Act V, Scene viii (pp. 392-394)1. Describe the confrontation between Macbeth and Macduff in ll. 4-82. What news does Macduff bring to light in lines 15 and 16?3. How does Macbeth respond?4. What prompts Siward to refer to his son as “God’s soldier” (l. 47)?5. How does Macduff announce the outcome of his battle?6. How does Malcolm express his thanks?

Act I Character Mnemonics:Often characters in a Shakespearean play are numerous and confusing. It is wise to train yourself as a reader to be able to distinguish character traits and responsibilities for the diversity of each role in order to remember and relate to the characters of the play. Your task is to fill in the following chart stating what you would associate with each character and explaining your reasoning with logic. Use the filled in blocks as a guide. Remember, you can always go back to the text to help you in your task! Character Description/Character Movie

Adaptation Adjective Rhythm/sound Animal

Macbeth Drum- Eagle- powerful and majestic; well respected and a predator.

Lady Macbeth

Alarm bells- everything about her speech is a staccato


rhythm that warns readers of danger.

The Witches Supernatural beings or manifestations of desire. Prophetic and powerful persuaders.

Depicted as 3 nurses who also work in the kitchen suggesting…

Banquo Lion- powerful, feared, a majestic predator whose legacy will be remembered forever

King Duncan A naïve king who puts absolute trust in his noblemen whether or not they deserve his praise.

Trumpets- signify royal entry and…

Malcom Stately-an impressive heir to the throne

The noblemen (Ross, Lennox, Angus, Menteith, Caithness)

Ducklings-many tend to follow whoever is leading

Movie Adaptation

1. Explain why the filmmakers open Macbeth with the war rather than the witches.

How does this affect the play’s mood?

How does this change affect the play’s theme of fate vs. destiny?

2. How have the filmmakers portrayed the witches—do you find it an appropriate image? Explain your response.


3. Consider the filmmakers’ choices when introducing Lady Macbeth. What is she doing when she is first introduced?

What does the blurred shot suggest about the character?

Why would they focus on the letter rather than Lady Macbeth’s face?

In your opinion and based on what we know of the character thus far, is she an inhuman monster, evil beauty or weak woman?

4. Notice that the witches are also in the kitchen when preparing the meal. They are omnipresent. What does that suggest about their role in the play? In the theme?

5. What do you like/dislike about this adaptation? Explain your response.

Macbeth Mandala Chart and MandalaWhat is a Mandala?

A mandala is Sanskrit (classical Indian language) for “circle”; In eastern cultural and religion it is more than a simple shape, it is a symbol for wholeness. It is a model for life. It is a cosmic diagram that relates the human experience to the infinite.

What is a sun/shadow Mandala?A sun/shadow mandala incorporates symbols for external, or “happy” (sun) and internal or “sad” (shadow) aspects of a person or character using the following concepts: animal, plant, color, number, shape, gem/mineral, and element. For example, “when you feel happy, what animal (plant, color, etc.) would you be and why?” The Mandala chart helps your organize your thoughts whereas the Mandala helps you and others visualize the characters light and dark sides.

Why do a Mandala for Macbeth?Throughout the play, Macbeth is struggling internally. Most of these struggles are seen through various soliloquies. We also see a struggle between the natural world and society as imbalance reigns in a formerly balanced society. By examining the sun/shadow aspects of Macbeth we begin to identify with the character’s hopes, desires, and dreams and the imbalance of nature becomes clearer as the battle for balance rages for control in Macbeth. We can also see how the shadow aspects are encouraged by Macbeth’s “deep and dark desires” as well as by the pressure from his wife.


Directions: 1. Decide on roles for each group member. Each group should work together to create the Mandala, but should have…

a) An Author (someone who records their logic and thought process completing chart and writing answers to the questions).

(name):________________________________________________________________b) An Artist (someone who draws the Mandala signs)(name):________________________________________________________________c) An Orator (someone who presents the Mandala and the logic behind the choices and answers questions—

if a group has 4 members this last task should be split between the two)(name):________________________________________________________________(name):________________________________________________________________

2. As a group, decide what to put in your chart for Macbeth. Be sure to have a good reason for choosing the symbols you did. A good way to present your reasons logically is to have specific examples from the text supporting your reasoning. The first one is done for you as an example.

Category Sun Sign Adjective Shadow Sign AdjectiveAnimal Eagle MajesticExplanation Macbeth’s sun sign is an eagle because he fought bravely in the war for his king and country against Norway. This work was something to be happy for and proud of. His shadow sign is a _____________ because…

PlantExplanation

ColorExplanation

NumberExplanation

ShapeExplanation

ElementExplanation

3. Create the Mandala together as a group. One person may be the artist, but you should all help in making it presentable. 4. Make sure you present professionally by following outline below.

I. Introduce yourself and your group membersII. Show your Mandala


III. Explain each part of your Mandala including the chart and color choicesIV. Ask for questionsV. Thank your audience

Conflicts in Macbeth In literature, as in life, conflict is a struggle between two opposing forces. It is an essential dramatic element; it builds tension and holds the reader’s interest. Without conflict there can be no drama. There are many conflicts within Shakespeare’s The Tragedy of Macbeth. Some of them are external conflicts that take place between characters with opposing goals. Others are internal conflicts that take place within the consciousness of certain characters. Often conflict begins in one scene and escalates throughout a number of scenes that follow. For example, the fact that Banquo is with Macbeth when the witches make their prophesies in Act I leads to conflict between the two men in later scenes.Give an example for each of the types of conflicts listed below…

Person vs. Person Person vs. Nature Person vs. Supernatural force Person vs. Technology Person vs. Society

Internal conflict=Person vs. ____________

Directions: Using the quotes provided, explain the following conflicts found in Macbeth referring to specific occurrences within the text. 1. In Scene i, what is the conflict between the murderers and Banquo?Quotation: MACBETH. Both of you / Know Banquo was your enemy.

2. Why is Banquo in conflict with Macbeth?Quotation: BANQUO. Thou hast it now: King, Cawdor, Glamis, all, / As the weird women promised, and I fear/ Thou play’dst most foully for ’t.

3. Why does Macbeth experience an internal conflict at the state dinner?Quotation: MACBETH. Avaunt! and quit my sight! Let the earth hide thee!

4. Why is Lady Macbeth in conflict with Macbeth during the state dinner?Quotation: LADY MACBETH. What, quite unmanned in folly?

Imagery can create responses from any of the reader’s senses: sight, hearing, touch, smell, or taste. Written images can illuminate for the reader the meaning of both individual moments and patterns of meaning that run throughout the text. Look at this imagery-laden quotation from the First Witch in The Tragedy of Macbeth, Act IV.“Pour in sow’s blood, that hath eaten/ Her nine farrow, grease that’s sweaten/ From the murderer’s gibbet throw into the flame.”This passage contains visual imagery: “sow’s blood”; a mother pig eating her nine young. It also contains imagery of touch: “grease” from the noose that hangs a murderer; grease added to a “flame.” Paying attention to imagery can guide you to a deeper understanding of the text. As you read, be on the lookout for repeated imagery; for example, think about the image of blood that runs throughout the entire text of The Tragedy of Macbeth. Blood as an image can mean many different things: loyalty, guilt, revenge, death, brotherhood, parent-child relationship, royalty, and so on. Think about the significance of each of these ideas within the plot of the play.

DIRECTIONS: Read the following passages from The Tragedy of Macbeth and identify the imagery in each. Then write the connection, or what the image makes you think of.1. “When shall we three meet again? / In thunder, lightning, or in rain?”Imagery:____________________________________________________________________________________________________Connection:__________________________________________________________________________________________________2. “Stars, hide your fires; / Let not light see my black and deep desires . . .”Carmichael English IV: British Legends: Heroes and Heroism Part I: Beowulf Page 39 of 41

Imagery:____________________________________________________________________________________________________Connection:__________________________________________________________________________________________________3. “I have no spur / To prick the sides of my intent, but only / Vaulting ambition, whicho’er-leaps itself / And falls on th’ other . . .”Imagery:____________________________________________________________________________________________________Connection:__________________________________________________________________________________________________4. “But now I am cabined, cribbed, confined, bound in / To saucy doubts and fears . . .”Imagery:____________________________________________________________________________________________________Connection:__________________________________________________________________________________________________

Enrichment: Qualities of LeadershipThere are many different forms of leadership. You deal with many kinds of leaders every day;

teachers, parents, managers, coaches, club officers, and politicians are all leaders.List what comes to mind when you think of the word leader?

Describe specific 2-3 qualities that you associate with good leadership. Do you possess any of those qualities yourself?

Do you think it’s possible for a good person to be a poor leader? Explain.

For a bad person to be a good leader? Explain.

Who do you think is the most influential leader of all time? Explain. (3-4 sentences minimum)

A. DIRECTIONS: To analyze leadership qualities, take a look at the play you have just read. In The Tragedy of Macbeth, Shakespeare points out both Macbeth’s strong leadership qualities and his tendency toward tyranny. In the graphic organizer below, list some of Macbeth’s positive and negative leadership qualities.


Positive Leadership Traits Negative Leadership Traits

Could Macbeth have been a good leader under different circumstances? Explain.


Documents

British Legends - Winston-Salem/Forsyth County Schools€¦ · Web viewAn appositive is a word placed after another word to explain or identify it. The appositive always appears