 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
|
|
|
|
 |
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
|
 |
|
|
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Focus for 1st Quarter: Big ideas: xx The Power Of Language To Transform Lives xx oral tradition/ storytelling xx the power of language to transform lives xx the journey xx honor xx truth xx heroic codes xx value systems xx use of language xx transformation/ transformational thinking Themes In the transformation from oral language to the written word, universal truths of human nature were formalized.
The evolution of language impacts life.
Sometimes the journey itself is more important than the destination
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
 |
|
|
|
|
Thurs-Fri: The Heroic Essay. Paragraph 1: Define heroism.
Paragraphs 2, 3 and 4: Select three people who demonstrate heroic qualities. Choose your heroes from a variety of areas, such as sports, literature, history, medicine, science, etc., as well as personal heroes. Explain why these people meet your definition of heroism.
Paragraph 5: Find a quotation that defines your concept of "hero." Use a search engine to find it. At the end of the quotation, be sure to credit the source. Use the correct MLA format for your reference. Be creative; add your own formatting ideas.
Grades for this project will be based on the variety of areas represented by the people in the essay, the details of the written explanation for each hero, and the use of transitions between examples.
|
|
|
|
|
 |
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
ARMS AND THE BOY Let the boy try along this bayonet-blade How cold steel is, and keen with hunger of blood; Blue with all malice, like a madman's flash; And thinly drawn with famishing for flesh. Lend him to stroke these blind, blunt bullet-leads, Which long to nuzzle in the hearts of lads, Or give him cartridges whose fine zinc teeth Are sharp with sharpness of grief and death. For his teeth seem for laughing round an apple. There lurk no claws behind his fingers supple; And God will grow no talons at his heels, Nor antlers through the thickness of his curls. Wilfred Owen
|
|
|
|
|
|
|
|
|
|
Anthem for Doomed Youth What passing-bells for those who die like cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out their hasty orisons. No mockeries now for them; no prayers nor bells, Nor any voice of mourning save the choirs,- The shrill demented choirs of wailing shells; And bugles calling them from sad shires. What candles may be held to speed them all? Not in the hands of boys, but in their eyes Shall shine the holy glimmers of goodbyes. The pallor of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk a drawing-down of blinds.
|
|
|
|
|
|
|
|
|
|
|
 |
 |
|
|
|
|
Teacher & District Resources "Inside the Chrysalis" Contributed by Dr. Lincoln Bower Beowulf Language Lesson: NPR - Talk of the Nation: Audio Resource 1 Audio Resource 2 Beowulf Resource 1 Beowulf Resource 1 Canterbury Tales Resource 1 Canterbury Tales Resource 2 Literary Analysis Rubric Digital Storytelling 1 Digital Storytelling 2
http://t3.k12.hi.us/t302-03/tutorials/digstory/elements.htm http://www.digitales.us/ http://www.storycenter.org/memvoice/pages/tutorial_1.html
Historical context of Beowulf and The Canterbury Tales To connect to the Primary document, order CDs "Scholarly Digital Editions" Burke, Jim. 2003. Writing Reminders: Tools, Tips, and Techniques, Portsmouth, NH: Heinemann. Burke, Jim and Carol Ann Parker. 2000. I'll Grant You That: A Step by-Step Guide to Finding Funds ,Designing Winning Projects, and Writing Powerful Grant Proposals, Portsmouth, NH: Heinemann.
|
|
|
|
|
 |
 |
|
|
|
|
|
|
|
|
|
Quotations "They said that of all the kings upon the earth he was the man most gracious and fair-minded, kindest to his people and keenest to win fame." (Beowulf . 3180-82)
|
|
|
|
|
|
|
|
|
|