English IV Ms. Hamfeldt
Welcome! • I’m Ms. Hamfeldt (“Ham-felt”) • This is my third year at AK, and I’ve taught pretty much everything-English since 2008. I also… • Am from Went to this this place: school: • Am marrying this guy in April>>>>>> & will become the parent of this girl >>> • Do things Love to listen to like: these guys:
CATALYSTS • Each day when you enter my class, you will begin working on your catalyst (warm up). • Start by copying down today’s date and objective (on the left side of the board) • Today you will write “8/27/12” • And “Objective: Comprehend course goals, focus and procedures; get to know classmates; brainstorm outline for “This I Believe” essay” • Then, write “Catalyst” and record the # on the slide. • Today you will write “Catalyst #1” • Then, read the questions on the slide and respond to them in your journal. • When you are finished, record any new homework assignments, on the side board, in your agenda.
CATALYST #1 8.27 • One of Steve Covey’s 7 Habits of Highly Effective People is “Begin with the end in mind.” • To you, what does it mean to “begin with the end in mind”? • Describe a time when you did begin with the end in mind. What was the result? OR • Describe a time when you did NOT begin with the end in mind. What was the result? • Why might I be asking you this question? How does this apply to English class, or school in general?
So, what’s this class all about? • You will use the course syllabus and items around the room to infer answers to a list of questions about this class. • After you answer them on your own, you will pair up with a classmate to compare answers. • Then, we will have a class discussion to review the answers and make sure that you are clear about what to expect in my class.
WRITE THIS DOWN! • WWW.MSHAMFELDT.CMSWIKI. WIKISPACES.NET You will be using my website all of the time this semester, including to access my syllabus tonight. Please see me after class if accessing the internet is an issue for you.
CATALYST #2 8.28 • What do you believe in? What are the rules, principles or ideas that you live by? • What beliefs do you have in common with your family or friends? • What beliefs do you NOT have in common with family or friends? • Have your beliefs ever helped you to be successful in a situation? Explain. OR • Have your beliefs ever caused you difficulty or conflict? Explain.
Important Info and Reminders • The Book Fair will be taking place again this year at the Barnes and Noble in the Arboretum; bring your yellow sheet! • To start off the semester, you will need to purchase all of the class materials listed in my parent letter/on my syllabus by Thursday • You may get a composition or spiral notebook for warmups. • You will also need: • English II: English IV: • The Alchemist Beowulf (will be provided) • Mythology Sadlier Oxford Vocab Level G • Sadlier Oxford Vocab Level E • Summer reading assignments are due Oct. 1st. • Assignments are posted on my website and outside my door.
“This I Believe” • In order to get to know one another, we have to define ourselves. • In English class especially, it is so important that we feel able to share and strengthen our opinions and beliefs. • We will start doing this by writing short personal narratives. • These are based off of an ongoing NPR program called “This I Believe” • We’ll start off by listening to some examples…
Peer Interviews • Interview your partner by asking him/her all of the questions on the interview sheet. • Record your partner’s answers on a separate sheet of paper. • Choose 10-15 of the most interesting things that this person shared with you. • Write a brief biography for this person, based on the information that you choose. • Be sure to group related items together • Use transitional words like “also, in addition, even though, however, then, in the past/future” to make your biography flow • Be prepared to present this to the class!
CATALYST #3 8.29 • Please have out your syllabus and pass up your parent contact sheet! • How would you define the word culture? • List as many different components of culture as you can. In other words, list things that a group of people would need to have in order to have ‘culture.’ • What things define our culture here in Charlotte, NC, the South and/or the United States? • How is our culture different from other cultures that you have learned about or been exposed to in some way?
Culture Partner-work • Now that we have looked at the iceberg of culture, we are going to think a bit more deeply about what culture consists of. • You and a partner will receive one item from under the iceberg to define and provide examples of as they pertain to our culture here in the United States. • On the back of the notecard that you are provided, you will write your definition and examples, to create our classroom culture iceberg. • We will add to this throughout the semester as we study more cultures’ works and learn about their ways and customs.
Peer Presentation Bingo • As each person presents, write down the most interesting thing about this person (hint: this will be what I ask about the person who is being presented) • After we finish presentations, we will play bingo, and the winner will get one of the supplies needed for this class (journal, highlighter, or post-its) for free!
3-2-1 Exit Ticket • On the note card that you were handed, write: • 3 things that you’ve learned about English class this semester • 2 things that you learned about one of your classmates • 1 question that you still have about English this year • Printed syllabus and returned parent contact sheet are both due tomorrow! • Be sure to have all of your books and materials by Thursday! • Make sure that you get a Personal Info Sheet and complete it by Wed. Aug 29th
CATALYST #4 8.30 • PART I: Today we will begin discussing the expectations for the Graduation Project this semester. • 1- What, currently, are your concerns about the GP? • 2- What do you need from me to aid you in being successful with this project? • PART II: We will also be setting our class goals for the semester today. • 3- What do you want to improve upon this semester in terms of your reading and writing? • 4- What score will you strive for on tests and quizzes? • 5- What good habits do you want to continue or form this semester? • 6- What would be a good class goal for us this semester (NOT “to pass”)
What is a product? • A product can be manifested in many different ways • However, it must: • Be an extension of your topic • Have potential for a broader application than just this project • Be applicable to or usable by an audience other than the GP judges • Be student-generated • Reflect ample time and effort (15 hrs or more) • Be well-documented (if experience based)
Product Formats • Video (4-6 minutes in length) • Commercial for a product, event, or organization • Public service announcement series • Documentary film • Write and direct a short (fictional) film • Instructional or “how-to” video
Product Formats • Website • Interactive • Multimedia Format • Thorough • Professional • Model/Design • Create a scale replica model • Create a functioning model • Develop blueprints
Product Formats • Creative Representation • a work of art • composed song • a performance • a publication • Educational Event/Program • teach a class • design a thorough program with all aspects taken into account
Product Formats • Volunteer/Work Experience • Thoroughly documented • Must be reflected upon • Draft Legislation/Policy/Legal Document: • Thoroughly researched • In an accurate format
7 Effective Habits • What does Steve Covey mean by the statement made for your habit? • With your group, write a 3-sentence summary of what you read about the habit that you are assigned. • Designate a reader, a writer and a speaker within your group. • The reader should read the statement from Covey to the group and help the group to discuss. • The writer should record what is decided as the summary. • The speaker will present to the class.
Be Proactive: Be responsible, not blame others, surround themselves with positive people/ conscious of environment • Begin with the end in mind: Create a plan for success, consider +/- results • Put First things First: Focus on what’s necessary first; always have a plan and manage your time; sometimes you need to say no • Think Win-win: One person shouldn’t have all of the success; everyone should get to share the wealth • Seek first to understand, then to be understood: Evaluate, probe, advise, interpret, aim to understand, not just talk about yourself • Synergize: Collaborate, two heads are better than one • Sharpen the Saw: Self-renewing: physical, emotional, mental, spiritual, keeping yourself fresh
Class Goals • How will we incorporate these habits into our semester? • Let’s generate several class goals that will guide us for the semester. • 1- What average will we aim for on tests/quizzes? • 2- What will this average mean compared to other classes? • 3-What habits will we focus on for first quarter? • 4- How will we strive to become better readers and writers through all of this? Are our goals SMART? Are they specific, measure, attainable, relevant and time-oriented?
CATALYST #5 8.31 • Pass up your drafts of your TIB essays. • Remember that today I will also be collecting your journals after the warm-up for a grade. All catalysts from this week should be inside! Your name must be on your journal! • Why do we tell stories? • What do stories do for the people who hear them? • What is one story you have known since you were very small? • What was the point of this story? • Why do you remember it so well? • Do you think that stories need to be written down? Why or why not?
CATALYST #6 9.4 • Create a graphic of a family tree, going as far back in your family as possible. Your goal should be to trace back at least two generations. • If this is not something that you feel you can do, create a friend tree. How are you connected to each of your friends? • Use first and last name as much as possible. • Be sure to include yourself in the graphic!
BINDER SECTIONS Your syllabus should be placed at the very front of your binder! • Revolution Tracking • This is where you will keep quizzes and tests that are returned to you. • This is also where you will reflect on your test/quiz performance. • Handouts • This is where you will keep all handouts that you print or receive in class (except for writing/EOC Prep) • (Put all of last week’s handouts here, except for TIB) • Class Notes • This is where you will keep all notes that you take on looseleaf during class. (You need looseleaf behind this tab and should place all notes here.) • Essays and Writing Feedback • This is where you will keep information about essay writing. • (Put all TIB materials here) • Grad Project Preparation • This is where you will keep notes and feedback regarding your Graduation Project progress.
Video Conclusion • Reminder from Friday: • As we watch the remaining 10 minutes of the video on the evolution of English, be sure that you record 12 facts learned from the video. • These facts can include some of the words that are noted, as long as you include what language they come from and why they were noted in the video.
Annotation Workshop • Hear me! We've heard of Danish heroes, ancient kings and the glory they cut for themselves, swinging mighty swords! How Shild made slaves of soldiers from every land, crowds of captives he'd beaten 5 into terror; he'd travelled to Denmark alone, an abandoned child, but changed his own fate, lived to be rich and much honored. He ruled lands on all sides: wherever the sea would take them his soldiers sailed, returned 10 with tribute and obedience.
CATALYST #7 9.5 • Have your answers to the reading questions on your desk to be checked. • Looking back at your notes on literary devices from yesterday and referring back to Beowulf Chap. 1-12: • Record at least one example of each of the following: alliteration, allusion, archetype, characterization, and foreshadowing that you have found in your reading so far. • Use specific line numbers for each example you find. • Explain why this is an example of the literary device and why the author might have used it in that place. • Be ready to share!
LITERARY DEVICES REVIEW • Create a list of the following in your notes. • WORK WITH YOUR GROUP TO DEFINE/GIVE EXAMPLES OF AS MANY OF THE FOLLOWING AS POSSIBLE: • at Alliteration as Allusion • ac Archetype c Characterization • eh Epic Hero f Foreshadowing • im Imagery i Irony • k Kenning mp Metaphor • mo Motif pa Parallelism • pe Personification si Simile • sy Symbolism • th Theme • to Tone
Groups • Brad, Matt, Jordan • Kalen, David, Brandon • Kylie, Nate, Jhany • Jensen, Zhyra, D’Andre • Racada, Austin, Christen • Alexia, Sydney, Joey • Emily, Kelvin, Reid
ANNOTATION WORKSHOP • For the chapter that you are assigned, work on annotating together with your group. • Start to develop a more specific system of annotating that works for you. • As you annotate with your group, complete the following: • At least 5 annotations per page • Passages that you have questions about or think are important (AT LEAST 3 QUESTIONS OR COMMENTS) • Instances of the use of literary devices (AT LEAST 3)
Class Discussion • What questions or important passages did you note in your annotations yesterday? • What literary devices did you notice and why might they have been important?
CATALYST #8 9.6 Looking back at your notes on literary devices from Tuesday and referring back to Beowulf Chap. 13-18: Record at least one example of each of the following: Imagery, tone, parallelism, simile, motif (repeated elements) Use specific line numbers for each example you find. Explain why this is an example of the literary device and why the author might have used it in that place. Be ready to share! I would recommend reviewing what happens in these chapters as well. ;)
POP QUIZ! • You will receive 30 starter-points on this quiz. Each question is worth 10 points each. • 1- Where does the story of Beowulf take place? • 2- Why is Grendel a threat to Hrothgar’s people? • 3- How does Beowulf defeat Grendel? • 4- Who asks Beowulf about his race with Brecca? What does Beowulf say he had to do during the race? • 5- What other heroes are told of during the trip to Grendel’s lair? • 6- What happens following Beowulf’s defeat of Grendel? • 7- What is Beowulf given for his defeat of Grendel?
Cultural Analysis • Last week, we discussed the major components of the Anglo-Saxon culture. • With your group, go back and re-read what you just annotated, specifically reading for evidence of the A-S culture with regard to: • Warrior honor/glorification • Religion • Social class/ Feudal system • Record at least 2 references to each of the above cultural element(s) in your notes. • Record the line number where you found the reference • Generate a question for class discussion based around these passages.
Characterization • How are the major characters characterized in these chapters? • First, let’s review characterization. It contains: • W • A • T • R • D
CATALYST #9 9.7 Have your answers to the reading questions on your desk to be checked. • We began talking about the stories of Finn, Hermud, and Siegemund yesterday. • Go back and re-read their stories now. • How do the stories of these two men compare? • How do their stories contrast? • Who do you think Beowulf most closely resembles? • Therefore, what fate do you believe Beowulf will endure? • How, if at all, is this different from what you believed about Beowulf earlier?
CHARACTERIZATION • Include an explanation and line numbers in each box. • USE TEXTUAL EVIDENCE TO SUPPORT EACH TRAIT IDENTIFIED
Journal #1 • In your warm up journals, we will frequently use journal entries to record thoughts on our reading/ provide a space to individually synthesize a class discussion • Answer the following for your first journal entry: • Now that we have examined several key characters in Beowulf, what traits stand out to you the most? • Through what forms of characterization did the writer of Beowulf create the strongest portraits of these characters? • Which character do you know understand far better than before? Explain why.
GP ABSTRACT REQUIREMENTS • 1-2 page abstract that answers the following questions: • What are you doing for your product? • What is the topic of your research? • What role does your product play in relation to your topic/thesis? • What knowledge, information, and skills are required to create this product?
GP ABSTRACT REQUIREMENTS • The information in your abstract must be backed by research, with at least one citation from each resource used. • You must turn in an MLA formatted works cited page with at least two new sources and your original works cited page from your 11th grade graduation project paper. • Your new sources may not also be present on your works cited page from last year.
WHY RESEARCH AGAIN? • To be as up to date and as knowledgeable as possible on your topic • New information may have been released or other events may have occurred that have changed what is known about your topic • To research the skills you will need to successfully complete your product: • Watching documentaries and/or their creation • A course in website design • Digital editing • Photography and/or moviemaking • Construction
Sample Abstract As you read the sample abstract, answer the following: 1- What did you learn about this person’s product from her abstract? 2- How is her abstract organized? 3- What questions do you have about constructing this document?
RESEARCH TERMINOLOGY • DATABASE: organized and searchable collections of materials that have been filtered and evaluated by publishers, editors, authors • FREE WEB: the part of a web page that is accessible by searching standard search engines. • INVISIBLE WEB: also known as the deep web. This is a large area of the internet that is inaccessible to search engines. • QUERY: a formal information request that is used with search tools to locate web sites that match an information need. • RELEVANCE: this term refers to how closely a site matches search criteria. Some search engines use special technologies to move the most relevant sites to the top of the result list.
CATALYST #10 9.11 • Have out your reading questions for me to check. • A foil is a character that is similar in many ways to the protagonist of the story, but serves as a contrast to an important quality in the protagonist. • What character serves as a foil to Beowulf? (Excluding Finn, Hermud and Siegemund) • In what ways is this character a foil to our hero? • Have you seen any changes in this character so far? What are they? • What happens or has happened to this character? How might this help us determine what will happen to Beowulf?
Unferth • We are going to add another character to our character charts: UNFERTH • In your group, go back and find examples of his characterization as well • Focus your findings in the sections of the text that you read for today.
Seminar Preparation Based on what you discussed in your groups and the characterizations we have completed, write 5 discussion questions about Beowulf. Discussion questions should have more than one answer and generally start with “How” or “Why” Now, star your three best questions. These will serve as discussion starters for our seminar; you must have these questions ready to read to gain admission into the seminar.