Period 1: We used visualization to drill deeper into the text. Remember on your illustrations, you want to have text that justifies your illustration. For example, if Grendel slices warriors with his claws, you don't want to draw a picture of him using a sword. You can make up a lot of details, but you can't make up ANY detail. To do so would puncture the integrity of the transaction between you and the text.
Period 2: Since we didn't get to work on Beo's resume in class on Wednesday, we used today to group it up. Like period one's comments above, you, too, must wrestle with the text to determine whether your assertion is supported or not. For example, if you assert that one of Beowulf's degrees is in sailing, you need to be able to support this inferential bit of evidence with a line number (123-124). These line numbers prove that your inference has evidence. You didn't just creatively make it up.
Period 4: We got to work on our Beowulfian resumes. Check out the paragraphs above for more tips and thoughts. The end result of your group's resume will be a digital anda physical posting. We will include portraits of our characters that you create. Have one of your group members TYPE the resume. Be sure to include parenthetical line citations, like (55-56).
ALL PERIODS:
We will work on visualizations of any scene or image out of the section on Beowulf fighting Grendel.
The top 10 out of my three periods will be chosen for a trip to the media center for POSTERIZATIONS of your visualizations.
* All PERIODS: We looked at the appropriate use of your vocabulary terms. Remember that being able to recognize definitions out of a list is not the same thing as being able to USE those same words. Pay close attention to the type of words you're given. It makes a big difference to use, say, the word apathetic as a noun or verb, rather than its actual form, an adjective. "I want to apathy you" doesn't make sense; whereas, "Timmy's apathy was apparent, especially when he put his head down on his desk and fell asleep during the review for the final exam" does.
Period 2: Since we didn't get to work on Beo's resume in class on Wednesday, we used today to group it up. Like period one's comments above, you, too, must wrestle with the text to determine whether your assertion is supported or not. For example, if you assert that one of Beowulf's degrees is in sailing, you need to be able to support this inferential bit of evidence with a line number (123-124). These line numbers prove that your inference has evidence. You didn't just creatively make it up.
Period 4: We got to work on our Beowulfian resumes. Check out the paragraphs above for more tips and thoughts. The end result of your group's resume will be a digital anda physical posting. We will include portraits of our characters that you create. Have one of your group members TYPE the resume. Be sure to include parenthetical line citations, like (55-56).
ALL PERIODS:
We will work on visualizations of any scene or image out of the section on Beowulf fighting Grendel.
The top 10 out of my three periods will be chosen for a trip to the media center for POSTERIZATIONS of your visualizations.
* All PERIODS: We looked at the appropriate use of your vocabulary terms. Remember that being able to recognize definitions out of a list is not the same thing as being able to USE those same words. Pay close attention to the type of words you're given. It makes a big difference to use, say, the word apathetic as a noun or verb, rather than its actual form, an adjective. "I want to apathy you" doesn't make sense; whereas, "Timmy's apathy was apparent, especially when he put his head down on his desk and fell asleep during the review for the final exam" does.