B - The one with Mr. Araujo.

ESSENTIAL QUESTIONS: How are Anglo-Saxon ideals and the chivalric code exposed in literature? What does this exposition tell us about the time period?

Learners worked independently to prepare a timed essay for next class.

(See the prompts here.)

NEXT CLASS: Timed writing

G - The one with Mr. Casiano.

ESSENTIAL QUESTION: Why is it important to understand the power of literature to control and manipulate?

Learners read their independent novels.

Learners used the period to work in small groups to create an infographic on their soliloquy and to practise a choral reading of their soliloquy.

NEXT CLASS: Infographs and choral readings

B - The one with two cooks, a pardonner, an Oxford cleric, and a friar.

ESSENTIAL QUESTION: What does the green knight tell us about medieval beliefs?

We guessed at each other's "pilgrim costumes."

We read together the excerpts from Sir Gawain and Green Knight and discussed what it reveals about chivalric ideals.

We read together the excerpt from Malory's Morte D'arthur and we discussed it as a prose form from the medieval era and for it's portrayal of chivalric ideals.

NEXT CLASS: essay prep on chivalric ideals (honour, courage, courtesy) - see the link to the left essay prompts - Chivalric Ideals

G - The one with work on the infographic.

ESSENTIAL QUESTION: Why do we practise deception?

Learners read their independent novels.

We reviewed the character paragraphs that learners completed last class. I used samples and modelled how to make sentences clearer and how to integrate quotes. Learners took some time to review and edit their paragraphs.

Learners made new groups of four and I assigned each group a soliloquy / important speech from Hamlet.

Learners used the rest of the period to strategize and prepare:

• a choral reading
• an infographic (include: a narrative context (for the speech), a breakdown of of the speech (into "thought sections") and summary of the section, a list of important words and phrases, questions to extended thinking.

NEXT CLASS: Time to work in groups

B - The one with the Pardonner and his morals.

ESSENTIAL QUESTION: Why were morality tales popular in medieval times?

We reviewed the Pardonner's Tale and commented on the ironies that exist in the pardonner telling a morality tale.

We reviewed the narrative context for the excerpt from Sir Gawain and the Green Knight.

READ: the excerpt from Gawain

NEXT CLASS: Chaucer's contemporaries, prose, Malory

G - The one about "quintessence of dust."

ESSENTIAL QUESTION: What happens to the individual when deception is one's motive in life?

Learners read their independent novels.

Learners worked in groups from last day and shared out how they "sectioned" Hamlet's speech to Rosencrantz and Guildenstern in Act II, scene ii. We discussed what "quintessence" means and Hamlet's "state" at this point in the play.

Learners used the rest of the period to write a nine-sentence character paragraph about Hamlet.

NEXT CLASS: the other soliloquies

B - The one with Unferth.

ESSENTIAL QUESTION: How do know what the Anglo-Saxons valued?

We continued our discussions of the excerpts from Beowulf. Learners shared summaries and gave examples of Anglo-Saxon ideals from "The Coming of Beowulf," "Unferth's Taunt," and "The Battle with Grendel."

READ: "The Burial of Beowul's Body"

NEXT CLASS: pagan beliefs v. Christian beliefs