Continue to work towards Monday’s goal of publishing your first blog post. See the previous agenda (M/T Apr 3/4) for details and guidelines. Also, start your biography reading in earnest, since presentations–about which I will say more next week–begin during the third week of April.
thank you for your thoughtful writing
comments welcome on my response
learning goal: how do I want to allocate my class time today for next Monday’s goals?
by next Monday, have three paragraphs each which describes and explains reasons for a top book choice; conclude third paragraph by explaining current leanings towards one these three
Mr. Brown’s demo of his top three (10′)
by next Monday, have read through Volume 1 of Mary Shelley’s novel Frankenstein
Mr. Brown’s brief intro to novel (10′): ghost-story contest, family background (our edition’s “Table of Dates”), story frames (visual),
readingcolors.wordpress.com (opening questions)
time to work on either project for next Monday
learning goal: what makes monsters?
continue to use the study guide questions to establish touchpoints as you read
As you read, consider the course’s essential questions:
How do the characters in the poem handle struggle–external and internal?
Where do they see monsters, or demons? What makes these things so?
What influences their responses to these monsters?
image credit: http://historyofenglishpodcast.com/wp-content/uploads/2013/08/42-Beowulf-Vikings.png
learning goal: what forces are primarily responsible for “senioritis”?
After reading this post on the subject of “senioritis,” please describe and explain your reaction to any of its ideas. Please write your reaction as a comment to the post itself, remembering that this blog’s contents are entirely open to the public. Thank you.
After you have read and commented on the above post, you have . . .
. . . time to complete the Interview Sheet for the Biography Project (individual interviews start next week) and, if ready, to hand in completed sheet
. . . time to locate your copy of Beowulf and to start reading towards Monday’s goal of the first third of the poem–i.e., 1000 lines (as you start, keep in mind the course essential questions about struggle, monsters, and responses)
We will be reading this book during February, starting the week of February 7.
learning goal: how does play hang together with our chosen theme(s)?
prep time (half class)
performances (recorded)–two to three minutes per presentation
reflection-assessment (TBA) write this independently of your group members, and submit it to TURNITIN before next class