2/13 English III Agenda TSW identify key background information for early British Literature and Culture by using their textbook and database resource to create an interactive wiki page to display the information. TSW utilize their classmates’ projects to complete short answers responses in order to develop an understanding of early British literature and culture.Focus: Revise and edit sample persuasive introduction. Focus: Take the following sentences/phrases and combine them several different ways: 1. Mark spent the majority of his time working or studying. 2. Saturdays were the one exception to Mark’s serious work ethic. 3. After getting into a college with a renowned pre-med program 4. a young man from an impoverished background Activities: 1. Groups: Complete Beowulf background wiki 2. Individuals/Class: Complete background wiki quiz – discuss quiz Closing: Independent reading time.

Sentences can be broken down into two basic elements – dependent and independent clauses: Independent clause: ex. Mark spent the majority of his time working or studying. Makes sense as a sentence by itself. Dependent clause: ex. After getting into a college that has a renowned pre-med program This does not make sense if you put it by itself , so you need to add an independent clause to it, which makes a… …complex sentence (dep. clause + indep. clause) Ex. After getting into a college that has a renowned pre-med program, Mark spent the majority of his time working or studying.

Combining two dependent clauses together, using a comma conjunction (and, but, or, nor, for, so, yet) makes a… …compound sentence (dep. clause + dep. clause) Ex. Mark spent the majority of his time working or studying, but Saturdays were the one exception to Mark’s serious work ethic. You can add a dependent clause to this to make a complex-compound sentence Ex. After getting into a college with a renowned pre-med program, Mark spent the majority of his time working or studying, but Saturdays were the one exception to Mark’s serious work ethic. Or Ex. Mark, a young man from an impoverished background, spent the majority of his time working or studying, but Saturdays were the one exception to Mark’s serious work ethic.

2/14 English III Agenda TSW utilize appositive phrases to add detail to sentences in order to improve the quality of their syntax. TSW revise and edit their pre-assessment (HSPA) essays for syntax and mechanics in order to improve the quality of their persuasive writing. Focus: Using your “Four Wise Men of Writing” sheet, correctly use an appositive/appositive phrase to add details the following sentences: 1. The Anglo-Saxons did not initially have mythology and folklore that was written down. 2. The biggest impact that the Roman Invasion of early British culture, is that Christian Monks set up monasteries. Activities: 1. Class: Complete rewrites of pre-assessment (HSPA Persuasive) essay. Closing: Independent reading time.

Using Appositives/Appositive phrases to add details: The Anglo-Saxons did not initially have mythology and folklore that was written down. The biggest impact that the Roman Invasion of early British culture, is that Christian Monks set up monasteries.

2/15 English III Agenda TSW identify how to properly cite direct quotes from epic poetry in order to complete a reading activity for the “Grendel” section of Beowulf. TSW identify the traits of a villain by identifying examples from Beowulf and in the real world in order to compare and contrast their findings. Focus: In a paragraph describe what makes someone a villain. What are their traits? Activities: 1. Groups: Read p. 38-41 in the textbook and complete the chart (descriptive lines and unknown lines) – citing epic poetry 2. Class/Individuals: Review traits of the epic villain – complete chart Closing: Independent reading time.

The Villain:

2/16 English III Agenda TSW identify how to properly introduce quotes in order to complete a reading activity for the “Beowulf” section of Beowulf. TSW identify the traits of a hero by identifying examples from Beowulf and in the real world in order to compare and contrast their findings. Focus: In a paragraph describe what makes someone a hero. What are their traits? Activities: 1. Groups: Read p. 42-45 in the textbook and complete the chart (descriptive lines and unknown lines) – Leading in to direct quotes. 2. Class/Individuals: Review traits of the epic hero– complete chart. Closing: Independent reading time.

The Hero: