http://teacherlink.ed.usu.edu/yetcres/multimedia/McDougalLiterature/g12/cd02/from%20History%20English%20Church.mp3

Tuesday - Whoot whoot

Today, we will be discussing your comparison paragraphs between Sir Gawain and Le Morte D' Arthur.  Then we will be looking at The Book of Margery Kempe.

Questions to answer on your blog:

1) What kind of person does Kempe present herself to be, and for what purpose?  Support your answer with details from the text.

2) What conclusions can you draw about each of the following:
a) Kempe's religious beliefs
b) Kempe's illness
c) English society in Kempe's time

3) Kempe undergoes a transformation during her illness.  What does this transformation symbolize?

4) Some critics feel that Kempe was mentally unstable and should not be taken at seriously.  Others see her as a strong-minded woman who insisted on the validity of her own spiritual life.  Do you agree with either of these opinions, or do you see Kempe differently?  Why?

So, we need to have a vocabulary quiz on Friday and move past the words below:

Guerdon
Aghast
Recreant
Roister
Tryst
Largesse
Covetous
Beldame
Doughty
Panoply
Behest
Respite

Le Morte D'Arthur

Please turn in your essays!  

We are going to read selections from Le Morte D'Arthur so either in your text book turn to page 246 or click on the link below:

https://www.pottstownschools.org/Downloads/Arthur.pdf

When we finish you need to work on questions on page 263: 1-3, 5 and 9.

HW: Compare Sir Gawain and the Green Knight to Le Morte D'Arthur on your blogs.  What are the differences between the texts?  What are the similarities?  Please cite evidence.  This should be at least two paragraphs in length.

Tuesday

Today - you have time to continue with your Sir Gawain essays.  Remember these are due on Monday.

Below is the rubric:

Analytical Essay Rubric

	4	3	2	1
Thesis, opening paragraph.	Student takes a clear position on the prompt/topic.  Thesis Statement is defensible.  Hook and thesis statement link.  Order of development is present and sets up how the thesis will be investigated.  Thesis connects prompt to the text as a whole.	Student has a clear and defensible thesis statement. Thesis connects prompt to the text as a whole.	Thesis statement is attempted, But – maybe not be defendable.  May not be clear.  May be wordy. May not connect to the text as a whole.	There is no recognizable thesis statement. Or there may be multiple thesis statements.
Use of Evidence	Evidence is introduced and relevant to the thesis and analysis is thorough makes clear how the evidence connects to and defends the thesis.  Evidence is properly cited.	Evidence is introduced and relevant to the thesis.  The analysis makes connection between evidence and thesis, but the quality and/or quantity is inconsistent.  Evidence is cited.	Evidence is relevant to the thesis and there is some analysis attempted, but the analysis may be taken out of context, misinterpreted, or oversimplified.	Evidence is attempted, but may not defend thesis or there is no connection made between evidence and the thesis.
Sophistication of Writing	Use of prose style that is especially vivid.  Student uses rhetorical strategies such as parallel structure.  Varied syntax.  High level vocabulary.   Language consistent for an academic essay.	Student uses varied syntax.  Some high level vocabulary present.  Prose style is engaging.  Language consistent for an academic essay.	Student attempts varied syntax.  Vocabulary might be simplistic or repetitious.  Prose style is sometimes engaging but might be repetitious of ideas.  Language may not be consistent for an academic essay	Wordy, repetitious.  Vocabulary might be repetitious or the use of “to be” verbs may be overused.  Not engaging.
Grammar	1-2 errors that do not distract from reading.	2-5 errors that do not distract from reading.	More than 5 errors, or the errors present distract from reading.	Many errors.  Errors seriously distract from the reading of the text.
Length	More than 3 pages	2-3 pages	Less than 2 pages	Less than 1 page

Monday

Today we are going to discuss the last part of the book, discuss the quiz, and finally work on Essays.

Here is the list of topics that you can choose from:

Students will be able to write a series of short analysis papers looking at BEOWULF in five different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

12. MEMORABLE QUOTE:  Choose and type out one quotation that you 

believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

FIT III

Things to think about in the section:

1) Lady Bertilak can be equated to an Eve type figure (a sexual being) or the seducer (the snake):

"You will not surely die. For God knows that when you eat of it your eyes will be opened, and you will be like God, knowing good and evil.”

2) The number three is important.  Gawain denies his faith on the third day.

3) Absolution - even through Gawain does and prays to be absolved of his sins in case he meets his Judgment Day, it is not complete, because absolution cannot be given for the sin he still intends on committing. 

4) Girdle as symbol.  What is it?  

5) The Old Lady.  The description of the Bertilak.  The animals.

6) Make sure you look at the language of the bedroom scenes and relate them to sword fighting or fencing.  Really.  There is something going on here. 

 

Wednesday

Today - we will try and finish FIT 3 and you'll have some time to work on study questions.  Please remember that FIT 2 questions are due tomorrow.

Here are Fit 2 and Fit 3 questions:

Fit 2

1) Look at the progression of each stanza in this section and briefly list/discuss in order 
what every stanza is about.

2) Look at the motif of games and discuss how it works in this section.

3) Other than the pentangle describe a symbol in this section and relate it to a theme. 
Discuss how this symbol reinforces the theme.

4) How is Gawain different in this section as compared to the last?

5) Discuss the setting.

FIT 3

1) Compare each of the hunting scenes with the bedroom scenes in the castle. 
Explain how the hunting scenes symbolize what is going on in the bedroom 
and explore how the differ animals hunted relate to the different tactics used by the lady each day.

2) What is your impression of Gawain during this section? How do you think he behaves? 
Does he uphold his honor while not dishonoring the lady and the lord?

3) What is the climax of the book?

4) What does the girdle symbolize?

5) There are a few allusions to Christ, Mary and faith (or failure of faith) 
can you pick a couple out and discuss why they are there?