September 16, 2019

Periods 1 and 2:
Copy/paste ONE of the following into your notebook and table of contents:

9/16/19 - Beowulf reading response #1Draft a paragraph about a potential theme in the story so far. How do you know?ORDraft a paragraph analyzing the character of Beowulf? How could he be described? Why?
We took ten minutes to write as much as necessary on this prompt. I'm not looking for an essay (although these responses could easily be one).


After, everyone read at their tables with their groups from page 57-71. Groups discussed:
1. Describe the aftermath of Grendel’s defeat.
2. What does Hrothgar do? How do people react?
3. Analyze lines 1016-1018.
4. In lines 1019-1048, what Anglo-Saxon concept is featured? (Use your list from Friday).

5. What potential new conflict may arise based on Hrothgar’s consideration of Beowulf?

You should also by up to about EIGHT dialectal journal entries.

No homework tonight (unless you are absent, then please read).

Periods 3 and 4:
Everyone read at their tables with their groups from page 85-104. Groups discussed:
1. A foil character is one who contrasts the main character. Why can we describe the Englishman as a foil character? 
2. What does the Englishman refer to as the “principle of the Soul of the World? How does this connect to the caravan and the desert?
3. What information do Santiago and the Englishman exchange? What do they learn? 
4. How does Santiago feel when he meets Fatima? How does Santiago believe his reunion with Fatima represents the Language of the World? Each encounter that Santiago has presents him with an opportunity for personal growth. What does Fatima think about his journey? What lesson does this teach him? 
5. Who finally shows Santiago how the find The Alchemist? Why is this significant? 
6. What vision does Santiago have when he witnesses the hawks in the desert? What conclusion does he draw from the vision?

Groups wrote answers on sticky notes and placed them around the room at designated spots. This allowed me to check for understanding while allowing you all to work collaboratively.

You should also by up to about EIGHT-TEN dialectal journal entries.

Homework is to read up to page 127 AND enter one symposium question by class on WEDNESDAY.

Period 6:
We started by reviewing the mentor texts from Friday and filling in the chart below, trying to connect others' experiences with our own. This should help us generate more potential ideas for our memoirs.

Title of Memoir	Author’s Experience	My Closest Experience (something like this that happened to me)

Next, we spent time learning about the ladder of abstraction.

Ladder of abstraction: A tool that helps writers move from abstract [BIG] concepts (vacation) to more concrete [SMALL] examples of the abstract.

Below is an example of moving from a BIG idea to a FOCUSED idea for a memoir.

 

Level 5: Abstract	Sports
Level 4: Noun Classes	Soccer
Level 3: Noun Categories	Soccer Games
Level 2: Specific, Identifiable Nouns	Playing Club Soccer
Level 1: Situation/Event	The Time I Scored a Hat Trick

Finally, we reviewed two two-minute stories and considered how they became focused ideas.

To finish out class, you are asked to:

Select ONE six-word memoir you’ve written (maybe the one you think you’re going to turn into your memoir) and:

- Write it out LARGE on the paper given

- Illustrate the memoir to the best of your ability.

- Use color if available.

Homework: Complete the form here by tomorrow to help me think about what you are going to write about on Wednesday.