Since the research portion of the senior project is right around the corner, here is some advice on how to improve your reading skills. Enjoy!
Saturday, September 29, 2007
Senior Project Idea: Human Subjects in Clinical Trials
The world expert on medial ethics works right in our neighborhood at the University of Pennsylvania:
http://www.nytimes.com/2007/09/28/health/policy/28fda.html?th&emc=th
You may want to consider the subject of human subjects in clinical trials as a research topic for your senior project. You may even be able to meet with Dr. Arthur Caplan yourself!
http://www.nytimes.com/2007/09/28/health/policy/28fda.html?th&emc=th
You may want to consider the subject of human subjects in clinical trials as a research topic for your senior project. You may even be able to meet with Dr. Arthur Caplan yourself!
Senior Project Idea: Sleep
Now that you have received your senior project packets, your mind turns to the task of selecting a research paper topic. Consider the following article on sleep:
http://www.livescience.com/health/070928_hn_sleep.html
Sleep is a fascinating topic and quite relevant to the lives of teenagers. Extra credit as well for posting your thoughts on this topic in the comments section of this post!
http://www.livescience.com/health/070928_hn_sleep.html
Sleep is a fascinating topic and quite relevant to the lives of teenagers. Extra credit as well for posting your thoughts on this topic in the comments section of this post!
Are projects better?
Please read this article about project-based learning at school:
http://www.edweek.org/ew/articles/2007/09/19/04project.h27.html?tmp=1717716178
In a well thought out opinion, post your thoughts in the comments section of this post on the topic of projects at school. 20 points extra credit...
http://www.edweek.org/ew/articles/2007/09/19/04project.h27.html?tmp=1717716178
In a well thought out opinion, post your thoughts in the comments section of this post on the topic of projects at school. 20 points extra credit...
Health Academy Extra Credit Opportunity!
Young women and suicide - why?
http://articles.mercola.com:80/sites/articles/archive/2007/09/29/suicide-rate-soars-for-girls-what-s-going-on.aspx
Please read the following article about the rising rates of suicide among young women. In a well thought out opinion, please post your thoughts on this subject in the comments section of this post for 20 points extra credit.
This topic might also make an interesting research paper for a senior project.
http://articles.mercola.com:80/sites/articles/archive/2007/09/29/suicide-rate-soars-for-girls-what-s-going-on.aspx
Please read the following article about the rising rates of suicide among young women. In a well thought out opinion, please post your thoughts on this subject in the comments section of this post for 20 points extra credit.
This topic might also make an interesting research paper for a senior project.
The reasons I have you write things down in your notebook:
http://www.lifehack.org/articles/productivity/writing-and-remembering-why-we-remember-what-we-write.html
Read this article for the reasons why I have you writing in class every day. It's good for your brain! This subject may also make an interesting research topic for a senior project.
Read this article for the reasons why I have you writing in class every day. It's good for your brain! This subject may also make an interesting research topic for a senior project.
Friday, September 28, 2007
Health Academy Extra Credit Opportunity!
http://www.wiretapmag.org/blogs/wiretap/43242/
Please read this article on the presidential candidates' health care opinions. Post a well thought-out opinion in the comments section of this post for 20 points extra credit.
Please read this article on the presidential candidates' health care opinions. Post a well thought-out opinion in the comments section of this post for 20 points extra credit.
Friday, September 28, 2007 - Early Dismissal!
Objectives:
After this class, students will be able to:
1. collect and organize their classwork for a grade.
Agenda:
Being that today is an early dismissal day, students will turn in their notebooks - 200 points.
Homework: Students should continue working on typing up their mission statements and career goals essays.
After this class, students will be able to:
1. collect and organize their classwork for a grade.
Agenda:
Being that today is an early dismissal day, students will turn in their notebooks - 200 points.
Homework: Students should continue working on typing up their mission statements and career goals essays.
Thursday, September 27, 2007
Objectives:
After this class, students will be able to:
1. compare and contrasat adult versus children's lives.
2. perform a peer review of students' writing.
3. write formal letters to teachers to request a recommendation.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: What are adult responsibilities? List 4. Do children have responsibilities? Why or why not?
2. Peer Review of Career Goals Essays: Students were to complete the rough draft of their career goals essay for homework. Students will perform a peer critique similar to the critique they did for each others' mission statements.
3. Discussion: Letters of Recommendation aka “I need a reference!”
a. You will need two LORs for your senior portfolio as well as your college applications.
b. You should choose teachers who like you and whose class you did well in.
c. Brainstorm: List 4 teachers you can ask for a recommendation.
4. Writing of Request Letters: Students will write the following letter to two teachers requesting a recommendation for their senior portfolio:
(30 points for each letter, two required, each additional worth extra credit)
September 27, 2007
Dear _________________:
I am writing to request a special favor. As you know, I need two recommendations for my senior project. Would you please write one for me by October 15, 2007? Three words I would use to describe myself are…. My plans after Overbrook are…. I believe you are the best teacher to write me a recommendation because….
Sincerely, YOUR NAME AND BOOK #
Homework: Complete request letters for tomorrow.
After this class, students will be able to:
1. compare and contrasat adult versus children's lives.
2. perform a peer review of students' writing.
3. write formal letters to teachers to request a recommendation.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: What are adult responsibilities? List 4. Do children have responsibilities? Why or why not?
2. Peer Review of Career Goals Essays: Students were to complete the rough draft of their career goals essay for homework. Students will perform a peer critique similar to the critique they did for each others' mission statements.
3. Discussion: Letters of Recommendation aka “I need a reference!”
a. You will need two LORs for your senior portfolio as well as your college applications.
b. You should choose teachers who like you and whose class you did well in.
c. Brainstorm: List 4 teachers you can ask for a recommendation.
4. Writing of Request Letters: Students will write the following letter to two teachers requesting a recommendation for their senior portfolio:
(30 points for each letter, two required, each additional worth extra credit)
September 27, 2007
Dear _________________:
I am writing to request a special favor. As you know, I need two recommendations for my senior project. Would you please write one for me by October 15, 2007? Three words I would use to describe myself are…. My plans after Overbrook are…. I believe you are the best teacher to write me a recommendation because….
Sincerely, YOUR NAME AND BOOK #
Homework: Complete request letters for tomorrow.
Wednesday, September 26, 2007
Wednesday, September 26, 2007
Objectives:
After this class, students will be able to:
1. imagine life in the future.
2. put their college goals in writing.
3. create an essay based on personal experience and future expectations.
Agenda:
1. Warm-up part one: In their notebooks, students should answer the following questions: Project yourself a year into the future. What is your life like? Are you in college? What is it like? If you aren’t in college, where are you and what are you doing? ½ page Ms. Kingsbury will solicit answers from students.
2. Warm-up part two: What do you know about college? List at least five things. When you are done your list, come up front and sign our college poster. The idea is that when students put something in writing, a goal, an intention, it becomes more real. It has a certain power than just saying they want to do something. We will hang these posters up so the kids can see what they have committed to in the future.
3. Information and Classwork:
Career Goals Essay: Due typed and emailed to me by Wednesday, October 17. Today we will write the rough draft in class. In your essay, you will talk about what you want to be when you grow up and how you will get there. Length: 1 whole typed page
Formula for Career Goals Essay:
a. When I was younger, I always thought I would grow up to be….
b. Since then, my goal is to become….
c. I would like to attend….
d. The classes I will take….
e. In order to get to college, I must…
f. The personal qualities that will enable me to reach my goals are…
Students will work on their rough draft essays in class.
Homework: Finish rough draft of career goals essay for tomorrow's peer review.
After this class, students will be able to:
1. imagine life in the future.
2. put their college goals in writing.
3. create an essay based on personal experience and future expectations.
Agenda:
1. Warm-up part one: In their notebooks, students should answer the following questions: Project yourself a year into the future. What is your life like? Are you in college? What is it like? If you aren’t in college, where are you and what are you doing? ½ page Ms. Kingsbury will solicit answers from students.
2. Warm-up part two: What do you know about college? List at least five things. When you are done your list, come up front and sign our college poster. The idea is that when students put something in writing, a goal, an intention, it becomes more real. It has a certain power than just saying they want to do something. We will hang these posters up so the kids can see what they have committed to in the future.
3. Information and Classwork:
Career Goals Essay: Due typed and emailed to me by Wednesday, October 17. Today we will write the rough draft in class. In your essay, you will talk about what you want to be when you grow up and how you will get there. Length: 1 whole typed page
Formula for Career Goals Essay:
a. When I was younger, I always thought I would grow up to be….
b. Since then, my goal is to become….
c. I would like to attend….
d. The classes I will take….
e. In order to get to college, I must…
f. The personal qualities that will enable me to reach my goals are…
Students will work on their rough draft essays in class.
Homework: Finish rough draft of career goals essay for tomorrow's peer review.
Tuesday, September 25, 2007
Your parents might want to go!
School District of Philadelphia
Family Resource Fair/Parent Appreciation Day
September 29th
440 North Broad Street, Philadelphia, PA
8:30 a.m. to 2:30 p.m.
Family Resource Fair/Parent Appreciation Day
September 29th
440 North Broad Street, Philadelphia, PA
8:30 a.m. to 2:30 p.m.
SAT - Are you ready?
The 2007 SAT exams are scheduled for 10/6, 11/3, and 12/1. Please see Ms. Kingsbury if you need any help preparing for them!
See Ms. Sudler to sign up and for your fee waiver.
Good luck!
See Ms. Sudler to sign up and for your fee waiver.
Good luck!
Tuesday, September 25, 2007 - BACK TO SCHOOL NIGHT!
Objectives:
After this class, students will be able to:
1. compare the acceptance of violence across time periods.
2. create a poem based on poems read in class.
3. share opinions with the class.
Agenda:
1. Warm-up: In their notebooks, students will answer the following questions: Why was violence more acceptable one thousand years ago? Why is it unacceptable today? Ms. Kingsbury will solicit students' opinions on this topic.
2. Creative writing assignment (as suggested in the PST): Worth 50 points!In pairs or by yourself, write a poem similar to Beowulf. Your poem should:
a. Be set in present day.
b. Have a hero who saves the American people from an evil villain.
c. Be 1 ½ to 2 pages long.
d. Due at the end of class - ideally - but must be finished for homework and turned in first thing tomorrow!
Homework: Students should continue to work on their mission statements for their senior project. The mission statement must be typed and emailed to ms.kingsbury@verizon.net by Wednesday, October 3.
NOTE: Period 4/5 did yesterday's work today and will not be required to do this work.
After this class, students will be able to:
1. compare the acceptance of violence across time periods.
2. create a poem based on poems read in class.
3. share opinions with the class.
Agenda:
1. Warm-up: In their notebooks, students will answer the following questions: Why was violence more acceptable one thousand years ago? Why is it unacceptable today? Ms. Kingsbury will solicit students' opinions on this topic.
2. Creative writing assignment (as suggested in the PST): Worth 50 points!In pairs or by yourself, write a poem similar to Beowulf. Your poem should:
a. Be set in present day.
b. Have a hero who saves the American people from an evil villain.
c. Be 1 ½ to 2 pages long.
d. Due at the end of class - ideally - but must be finished for homework and turned in first thing tomorrow!
Homework: Students should continue to work on their mission statements for their senior project. The mission statement must be typed and emailed to ms.kingsbury@verizon.net by Wednesday, October 3.
NOTE: Period 4/5 did yesterday's work today and will not be required to do this work.
Monday, September 24, 2007
Monday, September 24, 2007
Objectives:
After this class, students will be able to:
1. reflect on and interpret ancient paintings.
2. develop vocabulary skills.
3. listen to and understand ancient poetry.
Agenda:
1. Warm- up: Students will complete the following task: Scan pages 6-17 in our textbook. Describe 3 of the pictures that you see in those pages - write three sentences for each.
2. Notes/Vocabulary (students will write this down in their notebooks):
a. Motif: In literature, a word, character, object, image, metaphor, or idea that comes up repeatedly. Example: good vs. evil, roses to symbolize love, journeys that lead to growth.
3. Reading of Beowulf: pages 21-24 plus follow-up questions (page 32 #7), followed up with discussion plot, characterization, and qualities of an epic hero.
Today's Vocabulary: resolute, vehemently, lavish, infallible
Homework: Write a sentence using today's vocabulary words.
After this class, students will be able to:
1. reflect on and interpret ancient paintings.
2. develop vocabulary skills.
3. listen to and understand ancient poetry.
Agenda:
1. Warm- up: Students will complete the following task: Scan pages 6-17 in our textbook. Describe 3 of the pictures that you see in those pages - write three sentences for each.
2. Notes/Vocabulary (students will write this down in their notebooks):
a. Motif: In literature, a word, character, object, image, metaphor, or idea that comes up repeatedly. Example: good vs. evil, roses to symbolize love, journeys that lead to growth.
3. Reading of Beowulf: pages 21-24 plus follow-up questions (page 32 #7), followed up with discussion plot, characterization, and qualities of an epic hero.
Today's Vocabulary: resolute, vehemently, lavish, infallible
Homework: Write a sentence using today's vocabulary words.
Monday, September 24, 2007 (Period 4/5)
Due to last week's assembly, Period 4/5 did Friday's work today.
Extra Credit Opportunity!
Please read the following article about women's driving rights in Saudi Arabia:
http://www.washingtonpost.com/wp-dyn/content/article/2007/09/23/AR2007092300862.html?wpisrc=newsletter
You will receive 20 points for posting a well thought-out, five sentence opinion on this topic in the comments section below.
http://www.washingtonpost.com/wp-dyn/content/article/2007/09/23/AR2007092300862.html?wpisrc=newsletter
You will receive 20 points for posting a well thought-out, five sentence opinion on this topic in the comments section below.
Friday, September 21, 2007
Enter this contest to receive 100 points of extra credit!
2007 WORLD AIDS DAY WRITING CONTEST
The School District of Philadelphia, in collaboration with the American Red Cross, Temple University and the Children’s Hospital of Philadelphia, will conduct a writing contest for students to commemorate World AIDS Day, December 1, 2007.
The contest enables students to have the opportunity to express their feelings and /or experiences related to the HIV/AIDS epidemic through essay, poem, or skit. The slogan of World AIDS Day 2007 "Stop AIDS: Keep the Promise and the theme is leadership". Leadership can imply the power and authority to make a difference, to lead by action and example. Young people are the worst hit by HIV/AIDS, but they also have a vital role to play in the fight against the pandemic. Youth leadership is essential to an effective international response to HIV/AIDS and young people must be empowered with the knowledge, skills and resources they need in order to achieve remain healthy.
Students are asked to research the impact of the epidemic on governments and communities. They may interview people living with HIV / AIDS, experts in the field or providers, or they may contact and visit a local AIDS Service Organization. Students are to use their own experiences and vision to express their feelings and ideas to appeal to government officials and policy makers, including school boards, parent groups and local health departments to provide equal access to education and treatment and care for all.
Students are provided with information about HIV / AIDS in their health classes. Please refer to the recommended resources for each grade in the curriculum frameworks for additional resources.
Essay Contest Rules
a. The contest is open to all students, grades 6 – 12 and
may be conducted in any class. See the official essay contest rules for details.
b. Submit entries to: Judith Peters, HIV / AIDS Prevention Education Program Coordinator
Germantown High School, Room 17540
E. High Street
Philadelphia, PA 19144
Fax: 215-951-5790
jrpeters@phila.k12.pa.us
DEADLINE FOR ALL ENTRIES IS FRIDAY, NOVEMBER 9, 2007
World AIDS Day Writing Contest
Theme: "Leadership"
Length: Essays / Skits - 500 Words Poems – 200 Words
Regulations:
1. Fill out and submit an "Entry Cover Sheet" for each student essay
2. Essays must be typed.
3. No charts, graphics or illustrations should be attached.
4. Entries that show sensitivity, empathy, and empowerment are encouraged.
5. Essay entries will be judged on content, focus, organization, style, accuracy and relevance of information.
6. No entry should contain sexually explicit or demonstrative information.
7. Poem entries will be judged on sound techniques (rhyme, rhythm, meter, alliteration) and figurative language (personification, smile, metaphor, hyperbole, allusion)
8. Deadline for all entries is Friday, November 09, 2007.
All entries become the property of the Office of Health, Safety, Physical
Education and Sports Administration.
Student (and parent) gives permission for the school district to publish work in School District of Philadelphia’s activities.
The panel of judges will be comprised of representatives from the American Red Cross, the Children’s Hospital of Philadelphia, Temple University, the Philadelphia Art Museum, a person living with HIV / AIDS, the School District of Philadelphia Office of Instructional Support, and the School District of Philadelphia Office of Health, Safety, Physical Education and Sports Administration.
Each winner will receive a gift certificate to a local bookstore. Winners will be announced by the end of November, and they are asked to read their essays at a commemorative ceremony to be held at The Children’s Hospital on Friday, November 30, 2007. All students who submit an entry, their families, teachers, classmates, and staff are invited to attend the program.For additional information, contact Judith Peters, 215-400-6803.
The School District of Philadelphia, in collaboration with the American Red Cross, Temple University and the Children’s Hospital of Philadelphia, will conduct a writing contest for students to commemorate World AIDS Day, December 1, 2007.
The contest enables students to have the opportunity to express their feelings and /or experiences related to the HIV/AIDS epidemic through essay, poem, or skit. The slogan of World AIDS Day 2007 "Stop AIDS: Keep the Promise and the theme is leadership". Leadership can imply the power and authority to make a difference, to lead by action and example. Young people are the worst hit by HIV/AIDS, but they also have a vital role to play in the fight against the pandemic. Youth leadership is essential to an effective international response to HIV/AIDS and young people must be empowered with the knowledge, skills and resources they need in order to achieve remain healthy.
Students are asked to research the impact of the epidemic on governments and communities. They may interview people living with HIV / AIDS, experts in the field or providers, or they may contact and visit a local AIDS Service Organization. Students are to use their own experiences and vision to express their feelings and ideas to appeal to government officials and policy makers, including school boards, parent groups and local health departments to provide equal access to education and treatment and care for all.
Students are provided with information about HIV / AIDS in their health classes. Please refer to the recommended resources for each grade in the curriculum frameworks for additional resources.
Essay Contest Rules
a. The contest is open to all students, grades 6 – 12 and
may be conducted in any class. See the official essay contest rules for details.
b. Submit entries to: Judith Peters, HIV / AIDS Prevention Education Program Coordinator
Germantown High School, Room 17540
E. High Street
Philadelphia, PA 19144
Fax: 215-951-5790
jrpeters@phila.k12.pa.us
DEADLINE FOR ALL ENTRIES IS FRIDAY, NOVEMBER 9, 2007
World AIDS Day Writing Contest
Theme: "Leadership"
Length: Essays / Skits - 500 Words Poems – 200 Words
Regulations:
1. Fill out and submit an "Entry Cover Sheet" for each student essay
2. Essays must be typed.
3. No charts, graphics or illustrations should be attached.
4. Entries that show sensitivity, empathy, and empowerment are encouraged.
5. Essay entries will be judged on content, focus, organization, style, accuracy and relevance of information.
6. No entry should contain sexually explicit or demonstrative information.
7. Poem entries will be judged on sound techniques (rhyme, rhythm, meter, alliteration) and figurative language (personification, smile, metaphor, hyperbole, allusion)
8. Deadline for all entries is Friday, November 09, 2007.
All entries become the property of the Office of Health, Safety, Physical
Education and Sports Administration.
Student (and parent) gives permission for the school district to publish work in School District of Philadelphia’s activities.
The panel of judges will be comprised of representatives from the American Red Cross, the Children’s Hospital of Philadelphia, Temple University, the Philadelphia Art Museum, a person living with HIV / AIDS, the School District of Philadelphia Office of Instructional Support, and the School District of Philadelphia Office of Health, Safety, Physical Education and Sports Administration.
Each winner will receive a gift certificate to a local bookstore. Winners will be announced by the end of November, and they are asked to read their essays at a commemorative ceremony to be held at The Children’s Hospital on Friday, November 30, 2007. All students who submit an entry, their families, teachers, classmates, and staff are invited to attend the program.For additional information, contact Judith Peters, 215-400-6803.
Friday, September 21, 2007
Objectives:
After this class, students will be able to:
1. locate similes in a poem.
2. describe character and plot.
3. synthesize information and present an analysis.
Agenda:
1. Warm-up: In their notebooks, students should answer the following question: If you could, would you live forever? Why or why not?
Ms. Kingsbury will solicit answers from the students.
2. Classswork (50 points due at the end of the class):
Analysis of Bay Wolf by Neil Gaiman
a. Name five characters. For each character, list 3 words or phrases that describe him/her.
b. Find 2 similes in the story.
c. Complete a plot mountain for this story. Write one sentence for each point on the plot.
d. Is Talbot an epic hero? Why or why not? Write a one page essay using the notes we took on Wednesday about epic heros.
Homework: Please check back on Saturday morning on our site for the homework.
NOTE: Period 4/5 did Thursday's work today.
After this class, students will be able to:
1. locate similes in a poem.
2. describe character and plot.
3. synthesize information and present an analysis.
Agenda:
1. Warm-up: In their notebooks, students should answer the following question: If you could, would you live forever? Why or why not?
Ms. Kingsbury will solicit answers from the students.
2. Classswork (50 points due at the end of the class):
Analysis of Bay Wolf by Neil Gaiman
a. Name five characters. For each character, list 3 words or phrases that describe him/her.
b. Find 2 similes in the story.
c. Complete a plot mountain for this story. Write one sentence for each point on the plot.
d. Is Talbot an epic hero? Why or why not? Write a one page essay using the notes we took on Wednesday about epic heros.
Homework: Please check back on Saturday morning on our site for the homework.
NOTE: Period 4/5 did Thursday's work today.
Thursday, September 20, 2007
Thursday, September 20, 2007
NOTE: Due to an assembly, students in Period 4/5 did not have class today. This work will be done on Friday instead.
Objectives:
After this class, students will be able to:
1. analyze what it means to live a particular lifestyle.
2. review literary terms.
3. read a modern day version of an ancient poem and provide an initial synopsis and opinion.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: Do you think that living life in the fast lane is a deadly or glamorous lifestyle? Why? And what exactly does that phrase mean?
Ms. K will solicit answers from students.
2. Literary terms review in preparation for reading poetry: simile, homophone, conflict, imagery. Students will draw on prior knowledge for the definitions for these words. We will review examples of each term.
3. Reading of Bay Wolf by Neil Gaiman. This is the modern day version of the epic poem Beowulf. After the reading, students will write their initial reaction to the poem. What parts do they like? What parts do they dislike? Can they relate in any way?
Homework: Students should begin typing their mission statements which were handwritten in class this week. This assignment is due on October 3, 2007.
Objectives:
After this class, students will be able to:
1. analyze what it means to live a particular lifestyle.
2. review literary terms.
3. read a modern day version of an ancient poem and provide an initial synopsis and opinion.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: Do you think that living life in the fast lane is a deadly or glamorous lifestyle? Why? And what exactly does that phrase mean?
Ms. K will solicit answers from students.
2. Literary terms review in preparation for reading poetry: simile, homophone, conflict, imagery. Students will draw on prior knowledge for the definitions for these words. We will review examples of each term.
3. Reading of Bay Wolf by Neil Gaiman. This is the modern day version of the epic poem Beowulf. After the reading, students will write their initial reaction to the poem. What parts do they like? What parts do they dislike? Can they relate in any way?
Homework: Students should begin typing their mission statements which were handwritten in class this week. This assignment is due on October 3, 2007.
Wednesday, September 19, 2007
Wednesday, September 19, 2007
Objectives:
After this class, students will be able to:
1. draw on personal experience to describe a hero in their lives.
2. describe the features of the Anglo-Saxon time period.
3. describe the qualities of an epic hero.
Agenda:
1. Warm-up: In their notebooks, students will answer the following question: Who is your personal hero and why? 1/2 page
Ms. Kingsbury will solicit answers from the students.
2. Brainstorm: In preparation for the Hero Unit featuring Beowulf, students should answer the following questions in their notebooks:
a. Describe what life was like 1000 years ago. What did people wear, what did they eat, where did they live, how did they spend their days?
b. Describe the life of a rich person living in California today. What do they wear, eat, and how do they spend their days?
c. What do you know about alcohol?
Ms. Kingsbury will solicit answers from students.
In class this week, we will read Bay Wolf by Neil Gaiman. This is the modern day parody version of the ancient epic poem of Beowulf. By brainstorming ideas about the past and present, students will be able to see how the time periods are different and yet similar.
3. Notes: Students should have the following notes in their notebooks:
a. the longest epic poem written in Old English is called Beowulf. Beowulf is an ancient epic hero who saves his distant relatives from a monster/troll named Grendel. In the story, Grendel kills all the people who go to the village tavern. The people keep going, however, because drinking is enjoyable, and their lives are miserable! Beowulf comes to the village to save the people and kill Grendel.
b. An epic hero is of the highest quality: loyal, selfless, sacrificing, physical strength, highest ethics, archetype.
c. Features of the Anglo-Saxon time period (449-1066 AD): Britain/Ireland, animist religion, Stonehenge, magic, drinking, bards/stories, rise of the Christian religion.
Ms. Kingsbury will discuss each portion of the notes for today.
Today's Vocabulary: brainstorm, Beowulf, epic poem, epic hero, Anglo-Saxon, archetype, animist
Homework: There is no homework assigned for tonight.
After this class, students will be able to:
1. draw on personal experience to describe a hero in their lives.
2. describe the features of the Anglo-Saxon time period.
3. describe the qualities of an epic hero.
Agenda:
1. Warm-up: In their notebooks, students will answer the following question: Who is your personal hero and why? 1/2 page
Ms. Kingsbury will solicit answers from the students.
2. Brainstorm: In preparation for the Hero Unit featuring Beowulf, students should answer the following questions in their notebooks:
a. Describe what life was like 1000 years ago. What did people wear, what did they eat, where did they live, how did they spend their days?
b. Describe the life of a rich person living in California today. What do they wear, eat, and how do they spend their days?
c. What do you know about alcohol?
Ms. Kingsbury will solicit answers from students.
In class this week, we will read Bay Wolf by Neil Gaiman. This is the modern day parody version of the ancient epic poem of Beowulf. By brainstorming ideas about the past and present, students will be able to see how the time periods are different and yet similar.
3. Notes: Students should have the following notes in their notebooks:
a. the longest epic poem written in Old English is called Beowulf. Beowulf is an ancient epic hero who saves his distant relatives from a monster/troll named Grendel. In the story, Grendel kills all the people who go to the village tavern. The people keep going, however, because drinking is enjoyable, and their lives are miserable! Beowulf comes to the village to save the people and kill Grendel.
b. An epic hero is of the highest quality: loyal, selfless, sacrificing, physical strength, highest ethics, archetype.
c. Features of the Anglo-Saxon time period (449-1066 AD): Britain/Ireland, animist religion, Stonehenge, magic, drinking, bards/stories, rise of the Christian religion.
Ms. Kingsbury will discuss each portion of the notes for today.
Today's Vocabulary: brainstorm, Beowulf, epic poem, epic hero, Anglo-Saxon, archetype, animist
Homework: There is no homework assigned for tonight.
Subscribe to:
Posts (Atom)