Tag Archives: research

English 9 Enriched: 2013 Short Story Anthology

        My Enriched students just published their short story anthology, Under the Same Skies under the collective name of Sentries of the Past.
        Sentries of the Past is a group of 9th grade students at Webster Schroeder High School who spent six months researching the Hero’s Journey pattern as outlined by mythologist Joseph Campbell. From there, the students explored how the pattern is part of the human condition and how it can be used as a tool to examine their own livUnder the Same Skies Coveres.
        For 60 days, my 9th graders reflected and shared insights as they explored the archetypal hero within. After completing The Sixty Day Sojourn and after reading a book of forensic anthropology, Every Bone Tells a Story: Hominin Discoveries, Deductions, and Debates by Jill Rubalcaba and Peter Robertshaw, each student selected one of the four hominids studied in the work and “put flesh on the bones,” so to speak.
        In order to incorporate the research component of the CCSS, they researched the regions where the bones were found, as well as the cultures of the people who have lived in that area.  From there, they were able to create hypotheses regarding the lives of their chosen hominid.  While the stories are still a work of fiction, they have been based on historical and cultural facts.  They also still incorporate Joseph Campbell’s Hero’s Journey pattern.
You may click on the picture to link to the publication page.
______________________________
Here are the students and their story titles (in no particular order):
 ______________________________
Katie Ramsey:  “The Lion Heart”
Abigail Rettew:  “Sacrifice”
Myuri Arujunan:  “The Road to Destiny”
Alexis Duggan:  “Wayfaring Towards Danger”
Haley Guidice:  “Marco’s Tools”
Karina Rzepa: “Shadows of the Night”
Julia Deacon:  “Veritas Vos Liberabit”
Xilin Zhou:  “Fallen”
Elizabeth Geiser:  “Simi’s Mountain”
Phoebe Huang:  “Flight”
Thomas Ambalavanar:  “Vladavina od Vatra”
Ben VanderStouw:  “The Bones of Alsem”
Matina Chanthavongsay:  “Let Them Live”
Christina Ambalavanar:  “The Silent Warrior”
Ishitri Bandyopadhyay:  “Hunted By Amber Eyes”
Jamie Lai:  “Godling”
Student books
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Filed under Domain 1: Planning and Preparation, Domain 3: Instruction, Domain 4: Professional Responsibilities, English 9 Enriched

English 9 Regents: Persuasive Writing Related to The Odyssey

This is the research unit that I did with my Regents students.  We took ten class days to prepare for writing the research paper.  The first class was for explaining the process in advance, and the remaining nine classes are outlined below.

Research Paper: War and The Odyssey

 

Your assignment is to create a critical thinking paper; a thoughtful answer to a question of your own devising (which you have cleared with me in advance), based on your own interpretation of specific passages in your research articles and The Odyssey.   Your interpretation should be defended with logical arguments. Clarity and organization in the presentation of your argument are crucial, both to the persuasiveness of your paper and to your grade.

 

You will have a choice between the two following general topics:

  1.  Soldiers returning home from war (any war except the Trojan War)
  2. Loved ones and families of those who went to war and either have yet to return (MIAs and POWs) or who never returned

 

Your task will be to narrow down the topic to a specific war in history, and then create a specific “yes” or “no” question about that topic (see later in these notes for examples).  Once you have the questions formulated (to which the answer is either “yes” or “no”), take your position (in other words, answer your own question).  Once you have your position, you need to come up with three reasons why you answered the way you did (these will become your signposts).  As soon as you finally have your question, your position, and your reasons for your position, you are ready to write your thesis statement.

 

Class activities preparing for writing the paper:

Activity 1:  Writing three questions to which the answer is either “yes” or “no” that relates to soldiers returning from a specific war, or families who await(ed) word on loved ones in a particular war

Activity 2:  Library visit to find sources that will provide information about the selected war as well as finding both “yes” and “no” answers to their questions.  They will then have to decide which of the three questions will be the focus of their paper.  Students need five sources that will both support and provide a counter argument against their position on the question.  No more than two sources may come from the World Wide Web; they may use the electronic databases that the school purchases, or they may use books (but NO encyclopedias of any kind, either print or electronic).

Activity 3:  Taking a clear position and creating a thesis statement with three solid signposts.  Students are then told that they will have a body paragraph for each signpost as well as one body paragraph that will give background information about the war they have chosen (for a minimum of four body paragraphs for the essay).

Activity 4:  Using the five sources, students will create five bibliography cards and number them in the upper right-hand corner.  Students will then put the cards in alphabetical order, therefore creating a preliminary Works Cited list.

Activity 5:  Students must create 50 note cards, taking ten concrete details from each source.  If they cannot get ten details to support and/or argue against their position from a particular source, then the source isn’t strong enough and they have to find another one.  Each note card must contain a direct quotation (concrete detail or CD), and the corresponding number from the source’s bibliography card also goes in the upper right-hand corner of each note card.   Students must also mark in the upper left-hand corner which signpost paragraph the CD supports/argues against or if it goes in the “war background” paragraph.

Activity 6:  Connections to The Odyssey.  For those writing about a soldier returning home from war, the students must find connections to the journey home for Odysseus and relate it to the soldiers returning from war that they are targeting in their paper.   For those writing about loved ones waiting for the return of a soldier, you may focus on either Penelope or Telemachus.   Make note cards for each connection (copy lines that you could possibly embed).  These will be new CDs (at least ONE per signpost).

Activity 7:   Students will divide their 50 note cards into 4 piles (one for each of the aforementioned body paragraphs) based on the notations in the upper left-hand corner of the cards.   By doing so, they will see if they have unbalanced details/research based on the number of cards per pile.  If they have no cards for a particular pile (because they have no CDs to support that particular signpost or information about the war), they know that they will have to return to the research process to find information and make additional cards (including a new bibliography card, if necessary).  They will then choose one of the four piles pile and lay the cards out in front of them.   From there, students must discard 50% of that pile’s CDs that they had originally come up with.  This is where they have to be more discerning about the details that will ultimately end up in the paper (BUT they must keep all cards to show the process they went through).  Repeat for remaining three piles.

Activity 8:   For all the “keeper” cards in the Note Card piles, students will go through and highlight the key phrases from the sentences they’d copied (CDs) to use as embedded quotations.  There will be no “sentence plops” in the paper!

Activity 9:  Students will create a topic sentence outline for the overall paper.  First, students must come up with a “hook” to use as an opener for the introduction of the paper…they must get the reader’s (my) attention and make me want to read what they’ve written.  Choices of hooks include: imagery, an anecdote, a pithy quotation, or a shocking statistic.   All that has to go on the outline is the first sentence or two that they are thinking of using as an opening.  They must then include their improved thesis statement.  From there, they have to outline the body.  They will provide the topic sentence for each body paragraph as well as the sentences embedding the choice of concrete details from their Note Cards (see example below):

A.  Topic Sentence for first signpost

1.   Sentence with embedded quotation of strong support for argument as CD1 (cited).

2.  Sentence with embedded quotation of strong support for argument as CD2 (cited).

3.  Sentence with embedded quotation of counter argument as CD3 (cited).

4.  Sentence with embedded quotation refuting counter argument as CD4 (cited).

5.  Sentence with embedded quotation from The Odyssey making a connection to the topic as CD5 (cited).

Concrete details from Note Cards will have been further pared down to a minimum of five CDs per paragraph.

Once students have finished with their topic sentence outlines, they go on to finish writing the essay by filling in the paragraphs with their commentary.  Final essays due in four weeks, which gives students plenty of time to see me with any questions or problems.

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English 9 Regents: The Hobbit WebQuest (The Goblins)

Welcome members of the Great Goblin’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for the Great Goblin’s character:

–  A physical description of the Great Goblin (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of goblins

–  A two chunk paragraph with textual support describing two positive character traits of the Great Goblin (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of the Great Goblin (use parenthetical documentation)

Goblins  http://en.wikipedia.org/wiki/Goblin

Encyclopedia of Arda: Goblins  http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/g/goblins.html

The Grey Havens: The Relationship Between Orcs and Goblins  http://tolkien.cro.net/orcs/goblins.html

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Wargs.  One person in your group will illustrate a warg based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Wargs.  Make sure to consult with one another so that you have different responses! 

Encyclopedia of Arda: Wargs

http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/w/wargs.html

Wargs  http://www.santharia.com/bestiary/warg.htm

Wikipedia: Wargs  http://en.wikipedia.org/wiki/Wargs

Day 3:  Specialties: Those Goblins just love their dark, underground world and making trouble for anyone who dares enter into it!  No wonder they are such fierce warriors!

Each member will complete ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Goblins.  In three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Goblins would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Warfare:  Goblin war tactics are not only fierce, they are often not fair!  Examine the links below and gather information about other battles that have taken place in Middle Earth (even those not in The Hobbit).  In three two-chunk body paragraphs (you still have to write an intro and a conclusion), describe the tactics of the Goblins in three other battles in Middle Earth.

Telroth’s Tower: Middle Earth War Tactics  http://www.djcl.com/telroth/tactics3.html

Tolkien’s Middle Earth Battles  http://larsen-family.us/~1066/

– Spelunking:  Batman is not the only one who loves spelunking!  Goblins live for it!  Examine the links below and then create at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the best places to spelunk and why.

 

Wikipedia: Spelunking  http://en.wikipedia.org/wiki/Spelunking

Chimney Mountain and Eagle Cave  http://www.steuben.org/hobbies/ChimneyMountain/index.html

On-line Tour of Howe Caverns  http://www.howecaverns.com/

– Swords/Weaponry:  Goblins are also not-so-skillful makers of weapons: axes, swords, instruments of torture.  Examine the links below, and then write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history and process of sword and other weapon-making.

 

Sword Making   http://www.anvilfire.com/FAQs/swords_faq_index.htm

Medieval Weaponry   http://www.palos118.org/South/curriculum/team6c/midages/weaponry/index.htm

Day 4:  Riddles and Songs

Everyone in the group must do ALL of the following:

    –  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing. 

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

What has roots as nobody sees,

                         Is taller than trees,

                                  Up, up it goes,

                                  And yet never grows?

 

                         Thirty white horses on a red hill,

                                   First they champ,

                                  Then they stamp,

                         Then they stand still.

 

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– Even the underground, grubby goblins aren’t beyond singing a song or two!  Re-read the songs of the goblins from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to the singers.  Does each song support what we as readers know about the goblins’ character?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both of the goblin songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the singers.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

                     page 60-61

                                                page 106-107

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support The Great Goblin’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for the Great Goblin.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: the Goblin Caves

Each member will do ONE of the following:

Your group is promoting travel and tourism for the realm of the Goblins.  Hey, you never know…Goblins have out of realm relatives, don’t they?  Your group is compiling promotional information in order to attract visitors to come and spend their gold in the Goblins’ underground town.

Each member of your group will do ONE of the following:

  –  Create an overall guidebook to The Goblin Caves that includes:

* a detailed map of the region

* enticing reasons why The Goblin Caves is the place for

anyone’s next vacation

* climate information

* transportation available

* quotations from previous visitors praising The Goblin Caves

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in The Goblin Caves.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Goblin Caves.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

 

Day 7:  The Great Goblin’s Journal

Every member of the group will do ALL of the following:

Each member of your group will create a series of journal responses for the Great Goblin.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in the Great Goblin’s cave. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for the Great Goblin.

Respond to each of the following:

     –  The attitude of the Great Goblin toward other creatures in general

     –  The thoughts of the Great Goblin about the creature that lives in the dark, underground lake

     –  The Great Goblin’s reaction when he first heard there were intruders in his cavern

     –  The Great Goblin’s reaction to the capture of the dwarves in their caven

     –  What might have been the Great Goblin’s journal entry if he had survived the arrival of Gandalf?

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English 9 Regents: The Hobbit WebQuest (The Elves)

Welcome members of Elrond’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Elrond’s character:

–  A physical description of Elrond (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of elves

–  A two chunk paragraph with textual support describing two positive character traits of Elrond (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Elrond (use parenthetical documentation)

The Elves of Middle Earth  http://www.tuckborough.net/elves.html

The Encyclopedia of Arda: A Reference Guide to Tolkien    http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/m/middleearth.html

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Ents.  One person in your group will illustrate an Ent based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Ents.  Make sure to consult with one another so that you have different responses! 

Encyclopedia of Arda: Ents

http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/e/ents.html

Wikipedia: Ents  http://en.wikipedia.org/wiki/Ents

Day 3:  Specialties: Those merry creatures of the forest love music and dancing, but they are also master craftsmen.  No one stands a chance against an elven-sword!

Each member of your group will do ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Elves.  In three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Elves would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Archery:  Elves are known for their skill with a bow; even Odysseus would be envious!  After examining the links below, write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history of archery.

Archery    http://www.archaeolink.com/history_of_archery.htm

Archery History   http://www.archeryhistory.com/index.php

A Shot in Time: A History of Archery  http://www.centenaryarchers.gil.com.au/history.htm

     – Swords/Weaponry:  Elves are also skillful makers of beautiful, strong swords.  Thorin’s Orcrist, Gandalf’s Glamdring and even Bilbo’s Sting are all elven-made swords.  Examine the links below, and then write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history and process of sword-making.

Swords Making: Poof! You’re A Swordsmith!    http://www.anvilfire.com/FAQs/swords_faq_index.htm

Medieval Weaponry    http://www.palos118.org/South/curriculum/team6c/midages/weaponry/index.htm

     – Runes:  Elrond is very skillful at reading ancient runes.  Using the links below, research what runes are and how they were used as part of ancient written languages.  Then write at least three two-chunk body paragraphs (yes, you need an intro and a conclusion) about the history and use of runes.

 

Runes, Alphabet of Mystery  http://www.sunnyway.com/runes/

The Runic Journey  http://www.tarahill.com/runes/

Omniglot: A Guide to Written Language  http://www.omniglot.com/writing/runic.htm

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

Voiceless it cries,

                         Wingless flutters,

                         Toothless bites,

                         Mouthless mutters.

 

                         An eye in a blue face

                        Saw an eye in a green face.

                        “That eye is like to this eye”

                        Said the first eye,

                        “But in a low place

                         Not in a high place.”

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– The elves sure love to sing!  Re-read the songs of the elves of Rivendell and the wood-elves from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to the elves.  Does each song support what we as readers know about the elves’ character?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both of the elves’ songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the singers.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

page 48-49

                                              page 183-184

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support Elrond’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Elrond.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: Rivendell

Each member will do ONE of the following:

After returning home, Bilbo raved so much about his wonderful treatment in Rivendell that travel and tourism to and from the elven area has been booming!  Not wanting to miss out on the opportunity to gain some capital, your group is compiling promotional information in order to attract visitors to come and spend their gold in Rivendell.

  –  Create an overall guidebook to Rivendell that includes:

* a detailed map of the region

* enticing reasons why Rivendell is the place for anyone’s next

vacation

* climate information

* transportation available

* quotations from previous visitors praising Rivendell

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in Rivendell.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in Rivendell.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

Day 7:  Elrond’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Elrond.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Elrond’s home. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Elrond.

Respond to each of the following:

     –  Elrond’s reaction to the arrival of the company in Rivendell

     –  Elrond’s thoughts about the moon runes

     –  Elrond’s view of the ancient conflict between the elves and the dwarves

     –  Elrond’s reaction after the company leaves Rivendell for Lonely Mountain

     –  Elrond’s reaction to the changes in Bilbo after the journey 

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English 9 Regents: The Hobbit WebQuest (The Dwarves)

Welcome members of Thorin Oakenshield’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Thorin Oakenshiled’s character:

–  A physical description of Thorin Oakenshield (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of dwarves

–  A two chunk paragraph with textual support describing two positive character traits of Thorin Oakenshield (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Thorin Oakenshield (use parenthetical documentation)

Thorin Oakenshield  http://www.tuckborough.net/thorin.html

The Encyclopedia of Arda: A reference Guide to the Words of Tolkien   http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/d/dwarves.html

Dwarves  http://tolkienics.com/tolkien/dwarves.htm

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Trolls.  One person in your group will illustrate a troll based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Trolls.  Make sure to consult with one another so that you have different responses! 

Encyclopedia of Arda: Trolls

http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/t/trolls.html

The Grey Havens: The Origins of Trolls  http://tolkien.cro.net/else/trolls.html

Day 3:  Specialties: Ah, those hard working dwarves!  Although they can be a little gruff around the edges, they create some of the most beautiful objects with the gemstones they mine and through their skillful metalworking. 

Each member will complete ONE of the following activities:

– Celebrations: Select (or create) a holiday that would have been celebrated by Dwarves.  In at least three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Dwarves would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Map Making:  Fortunately for the company, Thorin had a map to get them to Lonely Mountain, complete with clues about how to get inside.  Examine the links below and then write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history of map making and what goes into making an accurate map.

Fantasy Maps: Map Making  http://www.fantasymaps.com/101/

The Mathematics of Cartography http://math.rice.edu/~lanius/pres/map/maphis.html

Map Making for Gamers   http://www.profantasy.com/

     – Gem Stones:  Dwarves are known for their mining skills and their knowledge of precious gems.  Look at the links below and then write at least three two-chunk body paragraphs (do not forget an intro and a conclusion) about gemstone mining and the symbolic significance of two types of gems that might have been mined by the dwarves.

Mineral Miners  http://www.mineralminers.com/

Gemstone Symbolism  http://www.jewellers.net/gemstone_varieties.htm

     – Metal Working:  Not only are the dwarves excellent miners, they create beautiful metal works!  Examine the links below and then write at least three two-chunk paragraphs (don’t forget an intro and a conclusion) about early metal working and what jobs that the dwarves might find today with these skills.

Metalworking Career Guide  http://www.khake.com/page29.html

The Bronze Age: A Guide to Early Metalworking http://www.templeresearch.eclipse.co.uk/bronze/intro.htm

Early History of Metalworking http://www.dartfordarchive.org.uk/early_modern/industry_me.shtml

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

It cannot be seen, cannot be felt,

                         Cannot be heard, cannot be smelt.

                         It lies behind stars and under hills,

                                            And empty holes it fills.

                         It comes first and follows after,

                                          Ends life, kills laughter.

Alive without breath,

                        As cold as death;

                        Never thirsty, ever drinking,

                        All in mail never clinking.

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– The dwarves certainly love to sing!  Re-read the songs of the dwarves from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to the dwarves.  Does each song support what we as readers know about the dwarves’ characters?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both the dwarves’ songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the dwarves.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

           page 14-15             at Bilbo’s house

                                   page 263-264        before the battle

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support Thorin Oakenshield’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Thorin.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: Lonely Mountain

Each member will do ONE of the following:

Now that the dwarves have reclaimed Lonely Mountain from Smaug, travel and tourism to and from The Lonely Mountain and nearby Laketown has been booming!  Your group is compiling promotional information (including re-naming Lonely Mountain to something more pleasant and dwarf-ish) in order to attract visitors to come and spend their gold in the area.

  –  Create an overall guidebook to Lonely Mountain that includes:

* a detailed map of the region

* enticing reasons why the Lonely Mountain area is the place

for anyone’s next vacation

* climate information

* transportation available

* quotations from previous visitors praising The Lonely Mountain

area

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in Lonely Mountain and Laketown.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Lonely Mountain and Laketown areas.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

Day 7:  Thorin’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Thorin Oakenshield.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Thorin’s home. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Thorin.

Respond to each of the following:

     –  Thorin’s reaction to Gandalf’s recommendation of Bilbo as a burgler

     –  Thorin’s reaction after meeting Bilbo and preparing to leave on the journey

     –  Thorin’s thoughts while in the Elvenking’s dungeon

     –  Thorin’s search for the Arkenstone

     –  Thorin’s deathbed journal entry (final thoughts)

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English 9 Regents: The Hobbit WebQuest (The Wizards)

Welcome members of Gandalf’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Gandalf’s character:

–  A physical description of Gandalf (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of wizards

–  A two chunk paragraph with textual support describing two positive character traits of Gandalf (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Gandalf (use parenthetical documentation)

Wizards: Gandalf  http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/g/gandalf.html

Thoughts on Wizards  http://www.pattern.com/wizards.html

Gandalf Biography   http://www.tuckborough.net/gandalf.html

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Orcs.  One person in your group will illustrate an orc based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Orcs.  Make sure to consult with one another so that you have different responses! 

Wikipedia: Orcs  http://en.wikipedia.org/wiki/Orcs

Encyclopedia of Arda: Orcs  http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/raceorcs.html

Day 3:  Specialties: Gandalf certainly knows how to make an impression with his fireworks displays!  His magical powers keep others on their toes as well; even those in the animal world.  Birds certainly seem to flock to Gandalf bringing him messages and other important information.

Each member will complete ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Wizards.  In at least three two-chunk body paragraphs (don’t forget your intro and your conclusion!), describe the significance of the holiday as well as activities that all good Wizards would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  

http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Fireworks:  Ah yes, Gandalf and his pyrotechnics!  It seems to be the thing that Bilbo remembered most about Gandalf’s previous visits to The Shire.  Obviously, Gandalf knows quite a bit about how to create fireworks as well as all safety precautions necessary (remember Merry and Pippin’s escapade in The Fellowship of the Rings?)  In at least three two-chunk body paragraphs (don’t forget your intro and your conclusion!), discuss the history of fireworks as well as how to be safe while using them.

The History of Fireworks  http://www.twilightbridge.com/hobbies/festivals/independence/historyfireworks.htm

Longwood Gardens: Fireworks History

http://www.longwoodgardens.org/Fireworks/FireworksHistory.htm

      – Birds:  Gandalf certainly has a way with the animal kingdom, especially those of the winged variety.  In the novel , eagles, thrushes, and ravens talk to others, providing important information.  For each of these, in at least three two-chunk body paragraphs (don’t forget an intro and a concllusion!), describe the aid that is given to the company while on their journey.  Using the symbolism links below, research the symbolic meaning of each type of bird (eagle, thrush, raven) and add your findings to your “chunks”.

Bird Symbolism  http://members.aol.com/ivycleartoes/birds.html

More Bird Symbolism  http://www.brigids-haven.com/bos/info/birds.html

      – Magic:  Gandalf’s magical powers were able to help the company along their journey as well as in the battle at the end.  Fantasy novels that include such magical “people” have become very popular in today’s culture.  Harry Potter has not only taken over the book shelves and gotten kids to put down their video games and read, he has taken over the big screen and his product line has contributed much to the American economy.  Now THAT’S magic!  In at least three two-chunk body paragraphs, explain the impact of the Harry Potter phoenomenon on American culture.

Official J.K. Rowling Site: Harry Potter   http://www.jkrowling.com/en/thankyou.cfm

Scholastic.Com: Harry Potter  http://www.scholastic.com/harrypotter/home.asp

Wikipedia’s Harry Potter  http://en.wikipedia.org/wiki/Harry_Potter

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

This thing all things devours:

                        Birds, beasts, trees, flowers;

                        Gnaws iron, bites steel;

                        Grinds hard stones to meal;

                        Slays kings, ruins towns,

                        And beats high mountain down.

 

                        An eye in a blue face

                        Saw an eye in a green face.

                        “That eye is like to this eye”

                        Said the first eye,

                        “But in a low place

                         Not in a high place.”

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– Well, we all know that Gandalf isn’t much for singing himself, but he certainly seems to enjoy a good tune!  Re-read the songs of the dwarves while at Beorn’s home and of the men at Laketown from The Hobbit.  For each, summarize the message/central idea of the song and relate the idea to the singers.  Does each song support what we as readers know about the dwarves’ and the men’s characters?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both the dwarves’ song at Beorn’s home and the song of the men at Laketown: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the singers.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

                page 126-127     the dwarves’ song at Beorn’s

                              page 197          the men of Laketown’s song

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support Gandalf’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Gandalf.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

– Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: The Misty Mountains

Each member will do ONE of the following:

Although it’s not known where Gandalf hangs his hat and calls home, it’s apparent that he displays a certain fondness for The Misty Mountains.  Yeah, it’s cold and snowy, but your group is compiling promotional information in order to attract visitors to come and spend their gold in The Misty Mountains.

  –  Create an overall guidebook to The Misty Mountains that includes:

* a detailed map of the region

* enticing reasons why The Misty Mountains is the place for

anyone’s next vacation

* climate information

* transportation available

* quotations from previous visitors praising The Misty Mountains

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in The Misty Mountains.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Misty Mountains.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

Day 7:  Gandalf’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Gandalf.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Gandalf’s travel bag. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Gandalf.

Respond to each of the following:

     –  What might Gandalf have written in his journal the night before he arrived in the Shire to invite Bilbo to go on an adventure?

     –  Gandalf’s reaction to his initial visit with Bilbo

     –  Gandalf’s reaction to Bilbo’s decision to join the company

     –  Gandalf’s feelings before he leaves Bilbo in charge of the company

     –  Gandalf’s decision to return to the company

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English 9 Regents: The Hobbit WebQuest (Hobbits)

Welcome members of Bilbo Baggins’ group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Bilbo Baggins’ character (you must decide among yourselves who will complete each component):

–  A physical description of Bilbo Baggins (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of hobbits

–  A two chunk paragraph with textual support describing two positive character traits of Bilbo Baggins (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Bilbo Baggins (use parenthetical documentation)

About Hobbits http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/h/hobbits.html

The Grey Haven: About Hobbits in General  http://tolkien.cro.net/hobbits/hobbits.html

Wikipedia: Hobbits  http://en.wikipedia.org/wiki/Hobbit

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Dragons.  One person in your group will illustrate a dragon based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Dragons.  Make sure to consult with one another so that you have different responses! 

Here Be Dragons!  http://www.draconian.com/

Encyclopedia of Arda: Dragons  http://www.glyphweb.com/arda/default.asp

Dragons in the Writings of Tolkien  http://www.phil.unt.edu/~hargrove/dragons.html

Wikipedia: Dragons  http://en.wikipedia.org/wiki/Dragons

Day 3:  Specialties: Hobbits, those especially clever creatures, happen to like riddles and puzzles almost as much as they like to eat!  These homebodies rarely go beyond the borders of The Shire if they want to remain “respectable” in the eyes of others.  Use the links to help you.

Each member of your group will complete ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Hobbits.  In at least three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Hobbits would engage in!  The link below will help define holidays that would most likely have taken place in Middle Earth.

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.

http://www.circlesanctuary.org/pholidays/PaganHolidays.html

Food:  Create a menu for the celebration of the aforementioned holiday.  The meal would most likely have many courses, so don’t skimp!  You would not want to be known as a stingy host, would you?  Include some recipes as well!  The links below can help you get started.

Recipes and Menu Planning  http://entertaining.about.com/od/recipesandmenus/#

Menu Planning 101  http://www.iparty.com/index.cfm?pageid=2097

Home Entertaining for the Holidays  http://home.ivillage.com/entertaining/topics/0,,4tkj,00.html

– Puzzle solvers:  Create a crossword puzzle that would have at least twenty five clues/responses, or create five “brain teasers” that would challenge even the most clever Hobbit!  Be sure that it relates to the Hobbit unit and that you include an answer key.  The links below can help you if you get stumped along the way.

Brain Bashers   http://www.brainbashers.com/

Braingle  http://www.braingle.com/

Brain Teasers   http://brainden.com/

Interior Decorating:  Those homebody Hobbits would have very cozy Hobbit holes with plenty of comfy furniture.  Design a Hobbit hole floor plan complete with decorating scheme.  Describe color schemes and choice of textures, and support your choices.  The links below can help you.

Essortment: Home Decorating   http://www.essortment.com/in/Home.Decorating.Interior/

Home and Garden Makeover   http://www.homeandgardenmakeover.com/

Home Popular: Floor Plans   http://www.homepopular.org/members/house-floor-plans/

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

What has roots as nobody sees,

                         Is taller than trees,

                                  Up, up it goes,

                                  And yet never grows?

 

                         Thirty white horses on a red hill,

                                   First they champ,

                                  Then they stamp,

                         Then they stand still.

 

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

     – Re-read Bilbo’s songs from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to Bilbo.  Does the song support what we as readers know about Bilbo’s character?  What does it demonstrate about him? 

– Define each of the following poetic terms and use them to analyze Bilbo’s songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of Bilbo.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

page 159-160   (to the spiders)

                         page 302   (on his way home)

Day 5:  Symbolic Objects/Tools

–  Each member of your group must decide on a different specific object or tool that would best represent or support Bilbo’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Bilbo.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: The Shire

Each member will do ONE of the following:

Now that Bilbo has become an adventurous Hobbit, travel and tourism to and from The Shire has been booming!  Your group is compiling promotional information in order to attract visitors to come and spend their gold in Hobbitown.

  –  Create an overall guidebook to The Shire that includes:

* a detailed map of the region

* enticing reasons why The Shire is the place for anyone’s next

vacation

* climate information

* transportation available

* quotations from previous visitors praising The Shire

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in The Shire.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Shire.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

 

Day 7:  Bilbo’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Bilbo Baggins.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Bilbo’s hobbit hole. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Bilbo.

Respond to each of the following:

     –  Bilbo’s reaction to Gandalf’s arrival in the Shire

     –  Bilbo’s reaction to leaving the Shire with the dwarves

     –  Bilbo’s reaction to Gandalf leaving him in charge of the dwarves before the party embarks through Mirkwood

     –  Bilbo’s reaction to the killing of the spider

     –  Bilbo’s decision to give Bard the Arkenstone

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