For the ill and the absent-minded -

Here, you will find a very brief summary of class discussions and activities, lists of assigned readings, and links to other resources. The posts are reminders of what we covered in class and/or of what you missed by being absent physically and/or mentally. If we are required to work remotely, the posts will give directions for the day's activities, and let you know when we will meet via Google Meets. Please read the posts, talk with your classmates, and do the practise work as it suits the timing at home. Please put all work in your digital folders via Google Drive. Feel free to make comments and if you're still confused, please email me!

(NB: I do not condone class absences - you must be present, in class, actively listening and participating whenever possible. Always communicate your absences with the school office as well as with me. It is your responsibility to make arrangements for missed learning opportunities. You MUST meet all assignment deadlines. If we have to meet via Google Meets, please make a note of the QR link posted in Room 205 for the meeting id and passwords.)

11 September 2025

B - ... when I modelled a close reading of text and your created a graphic organizer to your notes for the first essay.

ESSENTIAL QUESTION: Is the monster/villain's origin story just as important as the hero's?

I played a fun little summary about how language evolved through the Anglo-Saxon Period:

We reviewed the socio-economic backdrop of the period, then we read together "The Coming of Grendel" and I modelled how to read a text more closely and annotate it. I also asked learners tot set up a graphic organizer to help them in their note-taking and prepare for a literary essay at the end of the month. I suggested that learners note specific quotes and line numbers as evidence of Anglo-Saxon ideals: allegiance to lord and king, love of glory as the ruling motive for a noble life, and belief in the inevitability of fate.

READ: "The Coming of Beowulf"

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