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Medieval Unit

Medieval Unit. Canterbury Tales. Warm-up: 9/17, 18. Breakdown the prompt below using what we have learned about the Georgia High School Writing Test.

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Medieval Unit

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  1. Medieval Unit Canterbury Tales

  2. Warm-up: 9/17, 18 • Breakdown the prompt below using what we have learned about the Georgia High School Writing Test. Many students do not think the subjects they study in high school prepare them for the real world they will face after graduation. The principal at your school is asking students for their opinions about new courses that could be offered to prepare students for life after high school. What new course do you think should be offered?

  3. What did we need for our warm up? • Choose an actual class • 3 points as to why this class should be offered

  4. CCGPS • ELACC11-12L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  5. CCGPS • ELACC11-12L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

  6. CCGPS • ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  7. CCGPS • ELACC11-12W1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  8. Essential Question How can ideas stated in an essay be supported or made relevant? How is literature influenced by the time period in which it is written?

  9. Today’s Activity • Materials: • Finished paragraph from last class period. • 3 sticky notes • Directions • Leave paragraph on your desk • Rotate to desks every 3 minutes (On teacher’s announcement) • Place a sticky note on the paragraph and look for: • Topic sentence • Concrete details • Explanation of details

  10. Body Paragraph: Supporting Details. • Topic Sentence: (Focus of the paragraph) • 1 of the supporting points of the controlling idea. • Concrete Details: (No more than 2) • A specific fact/detail that explains the significance of the topic sentence. • Explanation: (Provides support to Concrete Detail) • A specific fact, detail, or point that explains the significance of the topic sentence.

  11. Simpler Version Topic Sentence: Why is the topic sentence important? Elaborate on the details of the importance.

  12. The Canterbury Tales:Independent Notes (p.22 -25) Historical Context Literary Context • 1. Who is Sir Thomas a Becket? • 2. Why was Henry II’s time as king memorable? • 3. What is the Magna Carta? • 4. Why did feudalism decline? • 1. How are stories and feelings shared with society during this time period? • 2. What are mysteries and miracle plays? • 3. What is the goal of a morality play? • 4. What are the main points of the Code of Chivalry? • 5. What is a romantic play?

  13. Warm-Up (9/19, 9/20) • Writing Situation • One of your friends is considering going to work on a full-time basis in addition to staying in school. Your friend feels the need to increase her income in order to increase her standard of living. Her parents feel that her grades will suffer if she works full-time, and she may even flunk out of school. You know her well, what do you think? • Write a letter to your friend convincing her to agree with your opinion about work and school. Use clear and convincing reasons to persuade her.

  14. CCGPS • ELACC11-12L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  15. CCGPS • ELACC11-12L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

  16. CCGPS • ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  17. CCGPS • ELACC11-12W1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  18. Essential Question How can an effective conclusion be written in an essay? How is literature influenced by the time period in which it is written? What are the types of characterization?

  19. Paragraph Conclusions • Conclusion sentences: • Bring closure to the paragraph • May suggest what action the reader should take. • May serve as a link to the next paragraph.

  20. Paragraph Conclusions • Research papers also allow the student to develop in the area of responsibility. As a great deal of the research will be conducted outside of the classroom, the student must develop a conducive system of time management in order to ensure that they remain on pace to have a finished product by the due date. In addition, students must also independently identify sources and materials to be utilized for research without the supervision of the teacher. In a classroom environment, the instructor is primarily responsible for the management of time and the distribution of instruction and materials. As the instructor is often absent from the research environment, the student is now responsible for making important decisions regarding time management and the acquisition of knowledge.

  21. Paragraph Conclusion Analysis • Let us discuss: • What options do I have in terms of my conclusion? • What purpose did my conclusion serve?

  22. Essay Conclusions • Purpose of conclusions • Brings a logical ending to an essay. • Lets your reader know that he or she has reached the essay’s end. • Leaves your reader with a final thought to ponder. • Never leave without saying good-bye!

  23. Essay Conclusions (cont.) • Effective ways to write a conclusion: • Acknowledge the opposition, even mentioning a point of agreement. • Comment on the reasons why your approach is better • Leave the reader with a specific action to do or thought to ponder.

  24. Example • Research papers are very beneficial to the development of productive students. While they are extremely tedious in terms of time necessary for their completion and critiquing, the independence given to students during the assignment allows for the student to develop a sense of responsibility while allowing them to freely express their ideas through choosing sources of information. In addition, students are able to receive feedback through the submission of rough drafts to the instructor as well as through peer-editing workshops. Turning in rough drafts guarantee that while freedom is given for the work period, students will never feel as if they are lacking structure or guidance towards creating an effective essay. Through the assignment of research papers, students are able to take a giant step towards becoming more independent and rational thinking young adults.

  25. Who is Geoffrey Chaucer? Author: 1340?-1400 Wealthy family (traded wine and leather). Served as an attendant of Prince Lionel (son of King Edward III). Chaucer was captured during the Hundred Years’ War. (Prince Lionel provided his ransom). Buried in Westminster Abbey.

  26. Canterbury Tales • Canterbury: Monastery established by the Roman missionary Augustine in 597 in the kingdom of Kent. • The text details a group of travelers from various walks of life making a pilgrimage to the shrine of Thomas a Becket in Canterbury. • a Becket: archbishop of Canterbury murdered by Henry II’s knights after an argument over issues regarding the church.

  27. Characterization • Definition: The techniques that writers use to develop characters and their personalities. • Two Types of characterization. • Direct characterization • Indirect characterization

  28. Characterization • Direct characterization: • The writer may tell the audience what the personality of the character is. • The narrator may make direct comments about the character’s nature. • Main Point: Readers are specifically told necessary information.

  29. Characterization • Indirect characterization: • May be revealed through speech, thoughts, feelings, or actions of the character. • May be revealed through speech, thoughts, feelings, or actions of other characters. • Readers will be able to make an inference about a character. • Inference: A conclusion reached on the basis of evidence and reasoning

  30. Direct Characterization • Ed Johnson scratched his head in confusion as the sales rep explained Dralco’s newest engine performance diagnostic computer. The old mechanic hated modern electronics, preferring the old days when all he needed was a stack of manuals and a good set of tools.

  31. Indirect Characterization • “That Ed Johnson,” said John Anderson, watching the old mechanic scratch his head in confusion as the sales rep explained Dralco’s newest engine performance diagnostic computer. “He hasn’t got a clue about modern electronics. Give him a good set of tools and a stack of yellow manuals with a carburetor needing repair, and he’d be happy as a hungry frog in a fly-field.”

  32. Independent Practice • Explain how the following passage is an example of direct characterization. Julie owned a multitude of outfits and accessories, and it always took her forever to decide which combination might impress Trent. As usual, she called her sister several times for advice. After doing so, Julie decided to give the navy blue skirt with the white sweater a try.

  33. Independent Practice • Use the STEAL chart to discuss the indirect characterization of the following selection. Julie held up six different outfits in front of the mirror and pondered which would go best with her navy blue shoes, pastel eye shadow and the diamond earrings she’d already procured from her overflowing selection of clothing. After ninety minutes of mixing and matching, and calling her sister three times for advice, Julie finally made up her mind. She decided to give the navy blue skirt and white sweater a try, hoping Trent would love it.

  34. STEAL: Indirect Characterization • (S) peech: What does the character say? How does the character speak? • (T) houghts: What is revealed through the character’s private thoughts and feelings? • (E) ffect :on others toward the character. What is revealed through the character’s effect on other people? How do other characters feel or behave in reaction to the character? • (A) ctions : What does the character do? How does the character behave? • (L) ooks : What does the character look like? How does the character dress?

  35. Class Activity • In pairs: • Students will send one group member up to randomly select a character to analyze. • Discuss the characterization of each individual character. In addition, please identify: • Name • Occupation • Utilize the S.T.E.A.L chart to aid you in your characterization.

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