27 Feb: Wife of Bath's Tale

1. Journal: Choose 3 words from Wife of Bath vocabulary and create a cinquain or acrostic for each.
2. We finished reading "The Wife of Bath's Tale" (we skipped lines 253-297).
3. Students had time to work on packet questions.
4. Grade reports were handed out. Any work without a grade is due by Tuesday, March 3.

MIDDLE AGES LITERATURE TEST: THURSDAY, MARCH 5!

25 Feb: Wife of Bath

• Turn in: Metaphor Graffiti. Attach lyrics to back.
• Journal: Choose 4 Wife of Bath vocabulary words and complete a vocab activity for each.
  

Packet, page 11 notes:

• Literary Terms (add “couplets” and “allusion”)

• Dynamic characters – change during the story. Decisions these characters make, things they say, or their thoughts reflect these changes. (Guy Montag, Equality)

• Static characters – remain unchanged during a story. (Mildred, Captain Beatty)

• Couplet (add this one) – 2 lines in a row that rhyme

• allusion – a reference to something that is known from literature, history, religion

Geoffrey Chaucer lived during 1300s
Author of The Canterbury Tales
“Father of English poetry”
Wrote in the vernacular (everyday language), Middle English. Most literature was written in French at that time, so Chaucer writing in Middle English helped to increase respect for the English language.

The Canterbury Tales
Pilgrimage: journey to a sacred/religious place
Setting of the “big” story: London, Canterbury, the road from London to Canterbury
**People are going on a pilgrimage to Canterbury. On the way & back, they have a storytelling contest. This is the frame that binds the tales together. The smaller stories are the stories they tell for the contest.
**Chaucer opens The Canterbury Tales with a prologue. He explains what they are doing and gives a description of each pilgrim.
Some of these pilgrims include:
Knight - Monk
Squire - Farmer
Nun - Student
Priest - Wife (actually a widow)

The Canterbury Tales: The Sequel (poem)
Read slide 1 (slide # in bottom corner). This is the first stanza in the poem.
**Identify the rhyme scheme
**Summarize what it is about in the summary box.
**Can you find any metaphors?
**Illustrate the scene &/or images from the passage.

Your section of the sequel (various other stanzas that describe someone)
On the back of slide 1 is your individual section of the poem.
**Read it.
**Summarize it.
**Identify any metaphors.
**Illustrate it.
These were finished and turned in.

“The Wife of Bath’s Tale” - We read through line 203 on page 779. We will finish reading the story on Friday.

23 February: Frame Story, Wife of Bath Vocab

1. Journal: "What Women Want"
   Write 2 paragraphs explaining what you think women want.


2. Frame Story (handout): Due Friday, February 27
   1) Write a short story. Put your story inside the frame.
   2) Group or individual: create a frame that will hold multiple stories. Explain this frame in at least 3 sentences. Write the sentences around the frame that holds your story.
   Take 10 minutes to brainstorm your individual story on the back. Use the 5 bullets. Below is an example of your assignment using the Decameron. "The Tale of the Falcon" would be your individual story. The bigger story of the 10 people fleeing the plague and going to the country where they tell stories would be the story your group develops that will bind your individual ones.



3. "The Wife of Bath's Tale" Vocabulary
   •Use the glossary in your textbook or a dictionary to define the words in Part A.
   •Part B) example
   –What do the 3 words “putrefy, acrid, and rank” have in common?
   •First, find 2 words that have something in common. Then see if you can find another word that will fit with those 2.


4. Second example: •First: What do the words “purge” and “extort” have in common? •Next: How might “disperse” have something in common with those words?
   •Purge – v. to cleanse of impurities; to clear away or out. (when someone purges what he ate, he throws it up or gets it out of his stomach)
   •Extort – v. to get money or goods by threats or violence. (when someone extorts money, they illegally get money from someone)
   •What do these 2 words have in common?
   •Disperse – v. to break up and scatter; distribute widely (When the police disperse a rowdy crowd, they spread them out from the big group they were in. They get them out of the mob or riot.)
   •What do all 3 of these words have in common?


5. DUE NEXT CLASS: Metaphor Graffiti project
   
   

19 Feb: Tale of the Falcon

1. Journal: “Box of Chocolates” If life is like a box of chocolates, what parts of your life are the chocolate covered…
   1.Caramels
   2.Coconut
   3.Strawberry filling
   4.Chocolate filling
   5.Other
   Explain your answers.
2. Songs with Metaphor, Graphic Organizer. Students filled out the graphic organizer below for 2 songs (frong and back).
3. Metaphor Graffiti - assigned. Due February 25. Quiz Grade
4. Chevrefoil - we went over the answers to packet pages 8 & 9.
5. "The Tale of the Falcon" (packet page 10). Activities and notes include:
6. Giovanni Boccaccio (p813)
   •Using your book, read about the author, Giovanni Boccaccio. Then create questions that begin…
   1.Who
   2.What
   3.When
   4.Where
   5.Why
   6.How
   •Write these questions on the back of one of your pages.
   •Answer the questions
7. Packet notes:
   •Frame story: a story that binds (holds together) several/many other stories.
   –A “bigger” story is created. It is a “frame.”
   –This bigger story is used to “house” other stories.
   •Decameron’s frame:
   –Setting: Italy during the Black Plague
   –Frame: 10 people go to the country to get away from the plague (This is the “bigger story”)
   –When they are in the country, they tell 10 stories a day for 10 days.
   –How many stories are in the Decameron?
   •Situational irony – What actually happens in a story is the opposite of what is expected
8. "The Tale of the Falcon" - we began reading (page 815) and read through "in your debt forever" on page 819.
9. HOMEWORK:
   •Finish “The Tale of the Falcon” page 819 “When he heard what…”
   •Answer questions page 820:
   •First Thoughts, Identifying Facts 1-3, Interpreting Meanings 1-3
   
   
   

17 Feb: Metaphors, Chevrefoil

1. JOURNAL: "Love Story" Think of all the love stories that you have read, seen on television or at the movies, or heard about.
   1.Jot down the features of these love stories.
   2.Are they happy or tragic?
   3.Do the lovers die or do they live “happily ever after”?
   4.Give specific examples.
2. List/Create metaphors:
   •List as many metaphors as you can think of, or make
   •Look around the room.
   •Can you compare these objects to other concepts? Love? Freedom? Peace? Etc.
3. "Life is a Highway" Rascal Flatts song.
   •Identify similes, metaphors, and other figurative language (words & phrases that aren’t meant to be taken literally) that support the metaphor “Life is a Highway.”
   •Add your own ideas that support “Life is a Highway." You must have at least 5.
4. "Chevrefoil" by Marie de France. Read page 715 to find the answer to the following:
   *Why does "an atmosphere of mystery" surround Marie de France?
   *Why is it concluded that Marie was a noble? Be specific.
   *How were Marie’s lais different than other literature during her time? (3 reasons)
   *Renaissance means "rebirth." Describe the "Renaissance of the Twelfth Century."
   *If there were a "Renaissance of the Twenty-First Century" that started during your lifetime, what would you want it to be a rebirth of. Explain in at least 2 sentences.
   *Contemporary: What does it mean?
   "Chevrefoil" (page 716)
   *What does this word mean in French?
   *Who is it about?
   *Summarize the story of these two lovers.
   *What moment in their lives is "Chevrefoil" about?
   Extended Metaphor (Packet page 8) A metaphor that is developed over several lines of writing or throughout an entire work. ("Life is a Highway" – the song gives details that develop this metaphor.)
   Conflict – a struggle or clash between opposing characters, forces, or emotions.
   What is the extended metaphor found in "Chevrefoil"?
5. We read the poem "Chevrefoil" on pages 717-719.
6. HOMEWORK: re-read the poem. Answer questions on pages 8 & 9 of packet.
   
   
   
   

Feb 12: notes, article, metaphor

Today, students will:
•Take a few notes about “romance,” “courtly love,” and “chivalry”
•Create statements a chivalric knight might say that prove he is chivalrous.
•Read an article about the history of playing cards.
•Answer questions about the article to show you understand what you read.
•Form metaphors

1. Journal: "Honor and Loyalty"
   •Write a paragraph explaining what “honor” and “loyalty” mean to you.
   •You must have a topic sentence and at least 3 supporting details.
   •Remember supporting details: RENNS = reasons, examples, names, numbers, senses


2. Notes: Middle Ages, Medieval Period, Chivalry, Romances
   •Middle Ages: 500-1500
   •Medieval Period: 1066 – 1485.
   •Medieval period begins when the French enter England. The English language starts to be influenced by the French language.
   •CHIVALRY
   •French word for knight = chevalier
   Chivalry: A military code of conduct. A knight exhibited the following qualities:
   •Fairness to his opponents
   •Loyalty to his lord
   •Honorable in all things
   •Humility (means being humble, modest, not arrogant) to his peers
   •Kindness to those beneath him
   •Generosity to all
   •What did chivalry do the world of the Middle Ages? Civilize


3. Chivalric Statements: Draw 6 speech balloons around the knight on the front of the packet. In the balloons, write a statement that a knight would say to prove he is 100% chivalrous, to prove he exhibits the qualities you just took notes on. For example:
   
   
   
4. Notes: Romances (pages 688, 689 in text)
   1.What were romances? Written expressions of chivalry, long poems
   2.What were they about? knightly adventures
   3.Who told them? traveling poets
   4.What were Arthurian Romances? Popular medieval romances about Arthur, a Celtic king, and his knights of the Round Table.
   5.Who was Chretien de Troyes? A French poet who wrote Arthurian romances.
   6.Lai is the French word for song.
   7.What are Lais? Poems influenced by courtly love.
   8.How were lais often presented? They were sung to music (usually a lyre or lute)
   9.Who was Marie de France? She wrote lais.
   
5. "A Breef History of Playing Cardes" - article in packet, pages 4 & 5.
   •Read the article on pages 4 & 5.
   •Answer questions on page 3.
6. Extra Credit Option, 10 Quiz Points:
   •Create a design on the playing card provided you.
   •Create a new suit for the playing card.
   •In at least 3 sentences, explain the meaning of your designs.
   •DUE: Thursday, February 19
7. Notes and activity: Metaphor = A comparison of 2 seemingly unlike things that actually have something in common.
   Common metaphors:
   •He is an early bird.
   •She is a night owl.
   •Life is a journey.
   •Football is life
8. "Metaphors and You" activity:
   On a separate sheet of paper, number from 1-15 and write how you are like 15 images shown in PowerPoint. (This PowerPoint can be found on the Y-Drive)
   (There is a difference between you “being like” something and “liking” something. Because you “like” to watch television doesn’t make a comparison with you and television. You would consider what you and a television have in common.) We got through image #9. This metaphor activity was turned in at the end of class.

HOMEWORK: Finish reading the article "A Breef History of Playing Cardes" and answer questions on packet page 3. Due Tuesday, February 17.

10 Feb: Middle Ages, Courtly Love

Today, students will:

1. Write an MLA works cited entry for your book.
2. Present your book project
3. Figure out what you know about the Middle Ages and make a list of questions you want to know.
4. Take a few notes on courtly love. Get an idea of what courtly love is.
5. Read statements from "The Art of Courtly Love" determining which they agree &/or disagree with and why. Write paragraphs about 2 (homework).

Works Cited entry for a book includes the following: Author’s last name, author’s first name. Title of Book. Place of publication: Publisher, Year of publication.

When typed, it should look like this:

Students presented Outside Reading projects and turn them in.

The Middle Ages. We began this unit today. Students were given a packet they will work on during the next few weeks.

1. On the back of the packet cover, students make a "KWL" chart. In the "K" column, they wrote what they already know about the Middle Ages and Literature of the Middle Ages. In the "W" column, they make a list of questions they want to know about the Middle Ages and Literature of the Middle Ages. They will fill out the "L" column when we finish the unit.
2. Courtly Love notes:

• Women in the Middle Ages were often treated as property
• Medieval Country Marriages: Married for LOVE.
• Medieval Noble Class Marriages: Married more for business transactions (money) than true love.
• Knights returned from the Crusades bringing with them reverence for women.
• Courtly Love: Modeled on the feudal relationship between a knight and lord.
  The knight serves his courtly lady with the same obedience and loyalty.
  She is in complete control of the love relationship
  The knight's love for the lady inspires him to do great deeds in order to be worthy of her love or to win her favor.
• "Courtly love" was originally an ennobling force whether or not it was consummated, and even whether or not the lady knew about the knight's love or loved him in return.
• "Courtly Love" – modern word "courtesy"

3. The Art of Courtly Love:

• Choose 5 from the list that you agree or disagree with.
• List why.
• Next, follow instructions at top of page. Your paragraphs are due Thursday. O

"The Middle Ages" packet was checked for completed "K" and "W" on KWL chart and courtly love notes.