Canterbury Tales character write ups – post your weekend homework here

In the comments below, post the write ups about your character. (If you worked with a partner, only one of you needs to post, but please put both of your names in it.)

Again, here’s the list and assigned questions from class: Prologue character sign up and questions

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Seniors – Canterbury Tales notes and prologue (updated)

Today we began looking at the prologue to Geoffrey Chaucer’s Canterbury Tales — get the notes from someone in class.

We paired up into partners to translate the first dozen or so lines of the book-length poem. Translate it into modern day English, but also translate it so that it still fits the conventions of Chaucer’s time — in other words, they should be rhyming couplets.

Here’s the sheet we used in class today: Prologue character sign up and questions. Ignore the stuff about character sign ups and questions. We’ll do that tomorrow.

Seniors – Translating modern songs into Middle English

A lot of students weren’t in class today because of Posse and Clark classes. All we did was try and translate Drake’s “Hold On, We’re Going Home” into Middle English. Don’t worry if you missed it.

Thursday we’ll begin the Canterbury Tales, a collection of stories by Geoffrey Chaucer written in Middle English. We’ll be reading the translated version.

Make sure to get me your reflections on “The Wanderer” poem.

Seniors – The Wanderer poem

Hey seniors,

Nice work on the homework from over the weekend. If you haven’t yet posted a comment or handed me something then please still add comments to the post from Friday. I’ll start responding to them today.

Here’s a copy of the poem we worked on today, with the directions: The Wanderer.

For those of you in class, finish up the work from today and add your observations to the class writing we did at the beginning of the period today. You do not need to post anything online tonight. For those of you who are taking the course as an independent study (you know who you are) just do the three questions for homework and hand them to me tomorrow.

Any questions, just email me: shulkinj@worc.k12.ma.us

Good luck!

Shulkin

Seniors – The Seafarer question

Hi seniors,

If anyone doesn’t have the poem I’ve attached it as a word doc here: The Seafarer

In the comments section of this post, answer the following question before midnight Sunday night. As always, use evidence from the text to support your ideas (to cite something just put the line number in parenthesis). As for length, this is a two part question that asks you to address the idea that there are actually two journeys going on here, so I’m guessing you’ll need between two to three solid paragraphs with evidence in them.

To help you answer the question, keep the context (the time and place it was written) of the poem in mind. Use the blog post/your notes from yesterday to help you with this if you’ve forgotten the specifics.

Don’t forget to leave your name on your comment.

Question:

We’ve discussed the ways in which the poem mixes elements of early (450 AD) Anglo-Saxon culture and later (post 597) Anglo-Saxon culture. Explain why the poet(s?) does this. Also, we know that the seafarer is on a literal journey, but what  else might be going on figuratively speaking?

Seniors – Thursday, August 27

Hi Seniors,

Thanks for your hard work today. I’m posting that brief powerpoint we looked at today but I’ll also give some brief highlights below:

450 AD – Before this Britain is mostly pagan with a little bit of Christianity sprinkled around. Then the Anglo-Saxons invaded, bringing in more Norse/Viking culture and Old English . We’re not going to read anything from this time period in class.

597 AD: Christianity arrives and the English king converts. Christianity mixes with pagan rituals (Christmas trees! Bunnies!) and Latin gets mixed in with the language of the land. Stories still had many Norse/Viking themes though, like that idea of Jesus being more like a warrior hero than the passive martyr we know him as today.

1066 AD: The Normans — former Vikings/Norse who had moved down to France — invade, and make Britain even more Christian. Most importantly they brought the French language with them, which mixed with Old English to create Middle English. Most writing in this period was religious, but at least they got women involved as characters, unlike before.

1400s — 1600s AD — Christianity fractures, writing improves and the invention of the printing press means Middle English becomes more standardized, which created a simpler language known as Early Modern English (which is what Shakespeare wrote in).

I’ll end there because this is the time period we’ll be exploring for the first couple of months. If you want the rest of the notes from today, the powerpoint is attached below.

Brit Lit context clues

 

Senior Gateway Schedule

Seniors!

Here’s the schedule for your gateways tomorrow. (Nothing has changed from the earlier one many of you saw.)

Remember to get to JC 101 at 8:30 tomorrow so we can check and make sure all your Prezis are working. I’ll also have donuts and coffee for y’all.

One last thing: I need your books! Macbeth, 1984, Animal Farm, Canterbury Tales. Bring them to me!

  JC 101 JC 102
9:00 – 9:15 Amanda Edson Vanna Tran
9:20 – 9:35 Vivian Feliciano Ludwing Mendez
9:40 – 9:55 Liz Green Sabrina Santiago
10:00 – 10:15 Phuong Le Nelson Mersali
10:20 – 10:35 Alex Davis Emmy Pham
10:40 – 10:55 Kendrick Queck Brittany Richard
11:00 – 11:15 Nikolle Rivera Yen Nguyen
11:20 – 12:00 Break Break
12:00 – 12:15 Sara Vo Elvin Ponce
12:20 – 12:35 Nashali Vargas Sashary Roberto
12:40 – 12:55 Duc Le Vanessa Le
1:00 – 1:15 Peter Nguyen Brianna LeBlanc
1:20 – 1:35 Leslie Benitez Sarah Cao
1:40 – 2:00 Christian Molina Kayden Borelli