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  1. Slippery slides

  2. 3 March Objectives • Analyze a text (Gawain) • Analyze a text for characteristics of a ballad • Summarize historical context of Gawain (gallery walk) • Upcoming: • Wed: Ballad/Gawain quiz • HW due: Grendel essay. Place in folder. • Order for turning in: • Rubric • Typed • Original (with my signature) • Drafting material

  3. Progress reports • Since we will not meet tomorrow, here is your progress report. • If you have a “D” or below, please have mom/dad sign it and return it or (better) have mom/dad email me. • Thanks.

  4. Warm-up • BOB DYLAN!!! • Aw, man. He’s a rock star. Let’s listen to his ballad. • As you do so, identify the major traits of the ballad (review your notes). • 1. Tragic story? Summarize the story and describe its tragic-ness. • 2. Simple plot? One basic incident? • 3. Is there dialogue? • 4. How do the lyrics reflect the dialect of the characters?

  5. The Middle Ages 1066-1534 AD

  6. The Norman Conquest • 1066 AD - The Battle of Hastings • One of the most important dates in all of Western history • Anglo-Saxon King Harold II killed in the battle • Duke of Normandy, William the Conqueror becomes king of England • After his victory at the Battle of Hastings, William marched on London and received the city's submission. • Crowned King of England. • No more Anglo-Saxons. • King spoke French at court and, eventually, French merged with Anglo-Saxon and became English. • See how important that was now?

  7. Major Dates • 1096 AD - the beginning of the First Crusade. • 1215 AD - The Magna Carta • 1254 AD - the end of the Seventh Crusade • 1517 AD - Martin Luther posts his Ninety-Five Theses • If y’all don’t know what this means, it started the Protestant Church. • So, with a few exceptions, if you’re Christian, you’re either a Protestant or a Catholic. Before Luther, if you were a Christian, you were a Catholic. • 1534 AD - Henry VIII passes the Act of Supremacy

  8. French Influence • Feudal System • Political: Premise that the king owns all land, distributes to loyal lords who distribute to lesser nobles, and the land is worked by the peasants (or serfs—basically slaves). • Church: The Pope is the head of the Church on Earth. Power is distributed to Archbishops, Bishops and lesser Church officials, and finally to lay officials and worshipers.

  9. Feudal Pyramid http://gcuonline.georgian.edu/wootton_l/Medieval_files/image004.gif

  10. Activity Create a “feudal” pyramid for ArdreyKell—who’s at the top, who is at the bottom. It should mirror the form of the provided example, but may differ in the number of levels.

  11. French Influence • Societal • Chivalric Code: Code by which the knights lived, based on faith in the Christian God (specifically Catholicism), loyalty to their liege lord, and responsibility toward the people. • Rules of Courtly Love: Encouraged loyalty to the liege lord’s lady, often through completion of quests or deeds in her honor. Eventually came to require loyalty to the Virgin Mary.

  12. The Chivalric Code, from The Song of Roland To guard the honor of fellow knights To eschew unfairness, meanness and deceit To keep faith At all times to speak the truth To persevere to the end in any enterprise begun To respect the honor of women Never to refuse a challenge from an equal Never to turn the back upon a foe • To fear God and maintain His Church • To serve the liege lord in valor and faith • To protect the weak and defenseless • To give succor to widows and orphans • To refrain from the wanton giving of offense • To live by honor and for glory • To despise pecuniary reward • To fight for the welfare of all • To obey those placed in authority

  13. Activity Classify and divide the elements of the Chivalric Code: Place them in groups and determine what they have in common—why did you group them the way that you did? Each group should have a classification or category heading and a brief (1-2 sentence) explanation.

  14. Gawain passage analysis • 1. What descriptors give the reader the feeling of excess and abundance in lines 25-80? Why might this appeal to the audience of the Middle Ages? Today’s audience? • 2. What gives the impression that Arthur is an unusual kind of king? How does that affect our impression of him as a leader (l. 85)? • 3. The author spends lots of time describing the Green Knight in lines 137-205. What first impressions do you have of this character? • 4. Why would the poet describe the Green Knight as both huge and graceful? Ghastly and opulent? What effect does this use of paradox have on our perception of the Knight (ll. 140-145)? • 5. Why has the Knight sought out the men in Arthur’s court? Why not another king’s court (ll. 257-283)? • 6. Why is Gawain facing the Knight instead of Arthur (l. 345)? What are Gawain’s apparent virtues and strengths? • 7. How does the Knight’s description of the stellar reputation of Arthur and his court spur the knights on to accept the challenge? How is hubris involved (ll. 257-338)? • 8. Should a knight in Arthur’s court have accepted the challenge of the Green Knight? Why or why not? Consider what you've learned of chivalry. • 9. What is Gawain’s motive for accepting the challenge? • 10. Why did the poet include such a gruesome description of the beheading of the Knight in lines 424-443? Describe, too, the humor of the scene.

  15. Close and HW • HW: Read part 2. Answer part 2 study guide questions. • CLOSE: Dude! He played soccer with that guy’s head! How are we not drawing that already! That’s freakin’ awesome. • Write a bob and wheel to describe how awesome it is (or, at least, how awesome I think it is)

  16. 4 March Objectives • Analyze film for genre characteristics. • HW due: surprisingly none. • Upcoming: • Wed: Ballad/Gawain quiz

  17. Close and HW HW: Finish part 2. Quiz tomorrow. Study ballad traits. CLOSE: What modern day sagas have Arthurian traits. Choose two of the traits discussed in the film and, in a ticket out, explain how your modern day story exemplifies those traits.

  18. 5 March Objectives • Analyze a text for theme and historical context • React to modern criticism of a text • YOU HAVE TO BE IN ALL YOUR CLASSES ON THE DAY OF YOUR BOARDS TO BE ALLOWED TO PRESENT THAT NIGHT. • Due: Nothing, really. I don’t need to check your study guide. You should do it because I’m using it to write the test . . . • Upcoming: • Quiz today. • Next Tuesday: Gawain/Arthur/Ballads test

  19. So what is Gawain? • It’s a poem. • And it sure feels epic. • What is an epic poem?

  20. Old English Middle English HWÆT, WE GAR-DEna in geardagum, þeodcyningaþrymgefrunon, huðaæþelingasellenfremedon! oft ScyldScefingsceaþenaþreatum, monegummægþummeodosetlaofteah, egsodeeorlas, syððanærestwearðfeasceaftfunden; he þæsfrofregebad,weox under wolcnumweorðmyndumþah,oðþæt him æghwylcymbsittendraoferhronradehyranscolde, gombangyldan; þætwæs god cyning! Þiskyng lay at CamylotvponKrystmasse With monyluflychlorde, ledez of þe best, Rekenly of þeRounde Table alleþo rich breþer, With rychreueloryȝt and rechlesmerþes. Þertournayedtulkes by tymezfulmony, Justedfuljoliléþisegentylekniȝtes, Syþenkayred to þe court caroles to make. For þerþe fest watzilychefulfiftendayes, With alleþe mete and þemirþeþat men couþeavyse; Such glaumandegle glorious to here, Deredynvpon day, daunsyng on nyȝtes, Al watz hap vponheȝe in hallez and chambrez With lordez and ladies, as leuest him þoȝt.

  21. Alliterative Romance • Written on subjects representative of the time: kings and knights, Courtly Love, the Chivalric Code • Sir Gawain and the Green Knight is an excellent example of an Alliterative Romance.

  22. Alliterative Romance • Written combination of two oral traditions • Anglo-Saxon Scops • Long poems with heavy usage of Alliteration • French Troubadours • Long poems with heavy usage of Rhyming

  23. Alliterative Romance • Made up of extended stanzas, with alliteration predominant in the first part. • Stanzas end in a Bob-and-Wheel • Made up of 5 lines: • 1st line is the “Bob” at the end of the open stanza – A rhyme • Last 4 lines, the “Wheel”, have an ABAB rhyme scheme

  24. The Chivalric Code, from The Song of Roland To guard the honor of fellow knights To eschew unfairness, meanness and deceit To keep faith At all times to speak the truth To persevere to the end in any enterprise begun To respect the honor of women Never to refuse a challenge from an equal Never to turn the back upon a foe • To fear God and maintain His Church • To serve the liege lord in valor and faith • To protect the weak and defenseless • To give succor to widows and orphans • To refrain from the wanton giving of offense • To live by honor and for glory • To despise pecuniary reward • To fight for the welfare of all • To obey those placed in authority

  25. Ballads/Gawain quiz • Usual quiz procedure. • After quiz, pick up the article. • Read, annotate, answer questions, kick a severed head around like a soccer ball. • We’ll discuss 10 minutes after last quiz is complete. • If you finish and are waiting for your classmates, begin reading Part 3 (due tomorrow)

  26. Five virtues p. 77 • Love and friendship for other men. • Freedom from sin. • Courtesy that never fails. • Pity for others.

  27. Close and HW • HW: Read part 3, answer questions (online—I might actually check these) • Close: create a feudal pyramid for AK (go beyond usual considerations of Mr. Switzer on top—consider actual social dynamics of this school) or the U.S. or some other compatible social system. • Be sure to identify your social system. • Make it PRETTY!!! I wanna hang these up.

  28. Feudal Pyramid http://gcuonline.georgian.edu/wootton_l/Medieval_files/image004.gif

  29. 6 March Objectives • Close read a passage for literary devices • Analyze a passage for theme • Due: Nothing • Upcoming: • More than likely, your Medieval test (Gawain, Arthur, ballads) will be moved from Tuesday to Thursday) • Product proposal due on 3.10. (Form online.) • Next Friday (3.14): Vocab. 10 quiz

  30. Quick questions • Epic poem. Big, violent story. • Beowulf is an epic poem. Who is the audience? What was the purpose? • Ballad. Quick, singable, entertaining. • “Barbara Ann” is a ballad. Who is the audience? What was the purpose? • Alliterative romance. Big, faith-based, chivalric story. • Gawain is an alliterative romance. Who is the audience? What was the purpose?

  31. 6 March 2014: Warm Up Assignment: Read Shakespeare’s Sonnet 19. Identify any of the author’s use of figurative language (there are several) and its effect. Devouring Time, blunt thou the lion’s paws, And make the earth devour her own sweet brood; Pluck the keen teeth from the fierce tiger’s jaws, And burn the long-lived phoenix in her blood; Make glad and sorry seasons as thou fleet’st, And do whate’er thou wilt, swift-footed Time, To the wide world and all her fading sweets, But I forbid thee one most heinous crime: O carve not with thy hours my love’s fair brow, Nor draw no lines there with thine antique pen; Him in thy course untainted do allow, For beauty’s pattern to succeeding men. Yet do thy worst, old Time: despite thy wrong, My love shall in my verse ever live young.

  32. The speaker in sonnet 19 personifies time. Time is “swift-footed” (6) moving quickly through the “wide world” (7) sparing no one. The speaker asks that Time avoid one more “heinous crime” (8): aging his lover. This, of course, is impossible. The speaker knows that, ultimately, Time will do its “worst” (13); his lover will age and die, and so will he. So, at least, he has preserved his lover’s beauty eternally in the lines he’s written, where she will live “ever [ . . . ] young” (14). Devouring Time, blunt thou the lion’s paws, And make the earth devour her own sweet brood; Pluck the keen teeth from the fierce tiger’s jaws, And burn the long-lived phoenix in her blood; Make glad and sorry seasons as thou fleet’st, And do whate’er thou wilt, swift-footed Time, To the wide world and all her fading sweets, But I forbid thee one most heinous crime: O carve not with thy hours my love’s fair brow, Nor draw no lines there with thine antique pen; Him in thy course untainted do allow, For beauty’s pattern to succeeding men. Yet do thy worst, old Time: despite thy wrong, My love shall in my verse ever live young.

  33. Literary Device Tracing • Let’s start with one together. Go back to lines 20-21. Using the alliteration there, write a response that analyzes why the poet used it. • The speaker in sonnet 19 personifies time. Time is “swift-footed” (6) moving quickly through the “wide world” (7), sparing no one. The speaker asks that Time avoid one more “heinous crime” (8): aging his lover. This, of course, is impossible. The speaker knows that, ultimately, Time will do its “worst” (13); his lover will age and die, and so will he. So, at least, he has persevered his lover’s beauty eternally in the lines he’s written, where she will live “ever [ . . . ] young” (14). • The poet of Gawain begins with a brief description of the mythological origin of Britain. He rapidly marks in two successive lines that “Brutus’ Britain grew rich/In battle-bold knights” (20-21). The alliteration here note only marks the violent beginnings of Britain but starkly contrasts with “Gawain/The good” (108-109). The hero of this alltierative romance isn’t a violent battler; he is a chivalric, faithful Christian whose only goal is to provide England with “[f]ar more . . . [w]onderful things” (23-24) through his selfless service.

  34. Close reading continued • With a partner who is not sitting in your row, re-read and analyze lines 941-994. • What literary devices are used in this passage? • What is their effect? • What is the significance of this passage. • Think pair share • NOW Choose three of the following literary devices and find one example of each from Part II of SGGK. Write out three separate responses that analyze the use of the devices you have found. • Allusion, Archetype, Characterization, Foreshadowing, Imagery, Irony, Metaphor, Motif, Parallelism, Personification, Simile, Symbolism, Tone

  35. Passage Close Reading • With a partner, turn to the description of Sir Gawain shield on lines 592-669 of the work. • Analyze the significance and symbolism of his weaponry and preparations to leave. • Annotate. Don’t miss anything of importance.

  36. ACH! • That last pentangle was student generated, and it was horrible! • I bet you can do better . . . • (Did anyone bring glitter glue today? Glitter glue is awesome. You can, like, put it on stuff and it sticks and it’s glittery all at the same time. And you’re all like, Shamwow, and he’s all like, Dang straight, and you’re all like, Rock on. And it’s all purpley or greeney and sparkly and, like, sticky.)

  37. HW and Close • HW: Finish Gawain • Make a prediction (if you have not finished)—what will happen when Sir Gawain meets the Green Knight in Part IV?

  38. 7 March Objectives • Herd cats • Analyze lit for lit devices • Analyze lit for themes • Due: Nothing? Again? Man . . . • Upcoming: • Product proposal (form online) due Mnday • Medieval test next Thursday • Vocab. 10 quiz next Friday • Vocab. 10 journal due next Friday

  39. “I Wandered Lonely as a Cloud” by Wordsworth I WANDERED lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed--and gazed--but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

  40. The personification of nature is in stark contrast to the simile that begins the poem. We are prepared for the speaker to be sad. He is, after all, “lonely as a cloud” (1). But it’s clear that he’s not sad at all. The “jocund company” (line) he keeps cheers him up. Nature is his friend; therefore, he’s a hippy and smelly.

  41. The Product Dun, dun, DUN!

  42. Graduation Project Product The product is a potentially real-life application of your research. Most ideas can be completed, but you want to make sure that it is a high-level extension of your research.

  43. Graduation Project Product • There are some products that are usually unacceptable: • Brochures • Scrapbooks • Posters & Tri-folds • Websites • These are frequently viewed as “receptacles” for your papers. Talk to me if you think you want to do any of these.

  44. Product Ideas to Consider • Offers a solution to a problem • Creates an organization • A bill/law • Applies research to real life • Running a marathon • Creating a work of art • Trying a lifestyle, i.e. becoming a vegetarian

  45. Product Ideas to Consider • Is educational • Teaching an audience • Creating a guide or educational resource • Is a learning/service experience • Volunteerism • Internship (in which you apply your research) • Scientific experiment

  46. Guiding Questions • Who could benefit from your research; who is your audience? • What is the most effective way to convey your research (even continuing) to them? • What is the best way to present this product to the board? • Should be professional quality • Must clearly indicate your process and the purpose of your product—you may not explain it.

  47. Product Rubric Components at the 4 level

  48. Learning Over Time & Depth of Knowledge • Chooses a product demonstrating significant learning over time • Demonstrates a significant, logical and relevant link to research topic • Demonstrates comprehensive, critical analysis of research in developing an original product • Demonstrates exceptional creative thinking, decision-making, reasoning, and/or problem-solving • Demonstrates extensive connection to real world situations (takes research “on the road”)

  49. Quality of Work/Effort • Exhibits creative and exceptional results using talents, abilities and varied resources • Displays extensive use of detail • Displays evidence of exceptional technical, creative &/or organizational skills • Product demonstrates exceptional quality that exceeds 15 hours of time and effort