Welcome to War

Daily Opening Activities:

Writing Workshop-

1. Journaling-see day for topics
2. DGP (daily grammar practice) – Parallelism

Monday:

Grammar– LG:  Use parallel structure (L1)

• View Shmoop A/V clip on parallelism

• Add definition to survival guide (PPT)
• Write examples and compose your own

LG:  Acquire and review background knowledge of foundational works (the Iliad); use knowledge of world mythologies to understand the meaning of new words; recognize and identify literary terms and elements of an epic for analysis (RL5, L5)

• Review reading scanning skill  (PPT slide)
• Students (partner optional) complete Focus Questions: Intro to Iliad (handout) (text pp. 14-15, 360-362 handout)
• Create QHT of unit terms.
• Discuss foundational terms with “Intro notes lit terms”  PPT (stopping at “the epic” intro slide) with students adding notes  to “Intro”  handout (chart on back)

Tuesday:  

Grammar- Springboard Parallelism handout Practice A

LG:  Acquire and review background knowledge of foundational works (the Iliad); use knowledge of world mythologies to understand the meaning of new words; recognize and identify literary terms and elements of an epic for analysis (RL5, L5)

• Verbally tell “The Golden Apple/Judgment of Paris” with PPT images
• Follow with 3.5 min illustrated A/V summary
• Complete Background summary using text pg. 361–cloze reading exercise with a partner (“Iliad intro and character notes” handout)
• Perform Reader’s Theater “Judgment of Paris” (handout)

Wednesday: 

Collect extra credit

Grammar- Springboard Parallelism handout Practice A & B

LG:  Acquire and review background knowledge of foundational works (the Iliad); use knowledge of world mythologies to understand the meaning of new words; recognize and identify literary terms and elements of an epic for analysis (RL5, L5)

Continue intro activities from yesterday

• Finish intro activities from Wednesday
• The Judgement of Paris Retelling Collaborative Assignment- after reading  students will retell the story in a storyboard poster presentation (electronic or paper) or dramatic presentation (working GO/rubric handouts)
• If time permits, work on Team Troy VS Gang Greek character wall adding gods/goddess from background research, character introductions

Thursday:  

LG:  Acquire and review background knowledge of foundational works (the Iliad); use knowledge of world mythologies to understand the meaning of new words; recognize and identify literary terms and elements of an epic for analysis (RL5, L5)

Continue intro activities from yesterday

• The Judgement of Paris Retelling Collaborative Assignment- after reading, students will retell the story in a storyboard poster presentation (electronic or paper) or dramatic presentation (working GO/rubric handouts) (25 pts. to reading & LS standard)

Friday:  Happy Fall Break

LG:  Acquire and review background knowledge of foundational works (the Iliad); use knowledge of world mythologies to understand the meaning of new words; recognize and identify literary terms and elements of an epic for analysis (RL5, L5)

Continue intro activities from yesterday

• Present Storyboard
• Work on Team Troy VS Gang Greek character wall adding gods/goddess from background research, character introductions
• Shmoop Iliad: https://www.youtube.com/watch?v=dL6y26tACnk
• “Intro Iliad Character” PPT & text book with guided notes & Iliad plot using “Intro notes lit terms”  PPT (starting at “the epic” intro slide)
• Homer’s Iliad Youtube clip from History Channel – 9 minutes http://www.youtube.com/watch?v=ccdneMYVVVo
• Oral reading of “Ship Gathering” (Black Ships before Troy)
• View Troy as scenes correlate to text (from the HHS Media Center, an edited, educational, age appropriate version)

Daily Opening Activities:

Writing Workshop-

1. DGP (daily grammar practice) – #4 CD

Monday:

DGP#4 Day 1

LG:  Analyze how an author (George Lucas) draws on and transforms old mythologies and heroic archetypes into film

• Finish analyzing Luke Skywalker as the archetypal hero of Star Wars 

LG:  Write informative/explanatory texts to examine and convey how Luke Skywalker fulfills archetypal hero traits clearly and accurately through the effective selection, organization, and analysis of content. (W2)

• Answer: How does Luke Skywalker fit the archetypal hero mold in a well-developed paragraph (typed in MLA format) using evidence from George Lucas interview, film and archetypal hero notes. (Summative expository W2 Standard) checklist/Rubric

Tuesday:  

DGP#4 Day 2

• Intro Extra credit: Write expository paragraph how modern film hero fulfills archetypal hero traits -due Wednesday 9/18 in MLA format (handout)
• Compose and submit explanatory paragraph with rubric and graphic organizer if not done yesterday
• If time permits, review Lit terms with PPT Star Wars Section with Lit term guided notes and highlighters adding to Survival Guide

Wednesday: 

DGP#4 Day 3

• Submit explanatory paragraph with rubric and graphic organizer if not done yesterday
• Review Lit terms with PPT Star Wars Section with Lit term guided notes and highlighters adding to Survival Guide

LG: Acquire and review background knowledge of Greek Mythologies for the Iliad.

Intro Greek Mythology and relevance to understanding the Iliad:

• Use Greek Intro PPT and A/V clips with Guided Notes

Thursday: 

DGP#4 Day 4

LG:  Acquire and review background knowledge of foundational works (the Iliad); use knowledge of world mythologies to understand the meaning of new words; recognize and identify literary terms and elements of an epic for analysis

• Introduce Greek Mythology Poster Project- begin researching topic on computers (handout)

***Check your class notebook for handout*

• Research and design Greek Mythology Poster Project researching topics on computers (handout)
• Individual writing conferences reviewing Archetypal hero paragraph while students are researching

Friday:  End of 6 weeks

LG:  Acquire and review background knowledge of foundational works (the Iliad); use knowledge of world mythologies to understand the meaning of new words; recognize and identify literary terms and elements of an epic for analysis

structure for organizing and arranging research findings; Student choice in topic.

• Research and design Greek Mythology Poster Project researching topics on computers (handout)
• Individual writing conferences reviewing Archetypal hero paragraph while students are researching

Luke Skywalker-an archetypal hero

Daily Opening Activities:    

• Grammar:  Sentence Fragment/appositives
• Vocabulary “Vocab for Success”- Unit 7
• Journal quick writes- see individual days for topics

Monday:  Labor Day Holiday

Tuesday: 

Grammar- Sentence or Fragment Practice 1

NoRedInk assignment due

Vocabulary Unit 7-bookwork

LG:  Analyze the commonalities of heroes across cultures and time beginning with archetypal similarities

• Journal: Brainstorm Session:  List as many ideas for the following archetypal hero characteristics:  special weapon, (supernatural*) helper, unhealable wound, flaws of heroes  (Journal PPT)

LG:  Through reading and analysis, compare and contrast other cultures’ heroic mythologies. 

• Campbell’s Archetypal Hero PP w/guided notes

Wednesday:

Grammar- Sentence or Fragment Practice 2 Khan Academy

Vocab Unit 7 pg.77

LG:  Through reading and analysis, compare and contrast other cultures’ heroic mythologies. 

LG:  Analyze how an author (George Lucas) draws on and transforms old mythologies and heroic archetypes in into film

• View “Mythology of Star Wars” film interview with analysis questions (film from Media Center)

Thursday: ipads

Grammar Appositives Practice 1 (handout)

Vocabulary Unit 7 page 79 & Nearpod Review

LG:  Analyze how an author (George Lucas) draws on and transforms old mythologies and heroic archetypes into film

• Review findings from yesterday’s interview
• View clips of George Lucas’s film Star Wars
• Using guide notes, analyze how Luke Skywalker fulfills heroic archetype

Friday:  PEP Rally Schedule

Vocabulary Unit 7 Quiz consisting of M/C and sentence writing (to language standards)

Book Check #2

Independent Reading

Flipgrid assignment due today

Gilgamesh Statue

Planning Your Week:

• NF Article on Gilgamesh – Thursday 8/29
• Gilgamesh Battle with Humbaba- Friday 8/30
• NoRedInk “Formatting Dialogue” -Tuesday 9/3  CLick here to start your NoRedInk assignment  
• Unit 7 Vocab Quiz- Friday 9/6
• IR Book Check #2- Friday 9/6
• IR Flipgrid- Friday 9/6
• Extra Credit Gilgamesh Flipgrid 9/6    https://flipgrid.com/54dcb6fa

**Extra handouts available in our class notebook in Office 365

Daily Opening Activities:

DGP #3

Vocabulary “Vocab for Success”- Unit 7 (quiz on Friday 9/6)

Journal quick writes- see individual days for topics

Monday –

DGP #3 Day 1

• Vocab Unit 7 Intro words 1-6
• Mini lesson on indirect and direct characterization adding notes to survival guide with “Characterization STEAL notes
• Intro IRP Flipgrid Project (handout)

Begin Hero Unit:  EQ Why does the world need heroes? How does the hero reflect cultural values?

LG:  Students will collaborate with peers to create a definition and illustration of an ideal hero to discuss with class

Anticipatory activity:  What is a Hero? PPT activity with partner.

• Partner hero activity. With your partner, write down as many characteristics of a hero as you can come up with.
• Create a visual to represent your group’s characteristics and definition
• Gallery walk to view all heroes. Place on bulletin board. Time permitting.
• Talk about different types of heroes with similar hero journeys

If time permits, view “What Makes a Hero?”  Matthew Winkler video 4.5 min.

https://www.ted.com/talks/matthew_winkler_what_makes_a_hero/up-next

Tuesday:

DGP #3 Day 2

Review grammar homework

Vocab Unit 7 Intro words 1-6

 LG:  Through reading and analysis, compare and contrast heroes of the ancient Sumerians and Hebrews.

• Read “Intro to Epic Hero” informational handout from old text
• Discuss “How Does the Hero Reflect Cultural Values?” using teacher made Handout
• Intro Gilgamesh with Crash Course Mythology #25 Gilgamesh (13:45 min)

  https://www.youtube.com/watch?v=sWppk7-Mti4

• Complete close reading of NF Article “The Epic of Gilgamesh: What is this story about anyway?“ with questions finishing for homework (reading grade)

Wednesday:  EARLY RELEASE Schedule

LG:  Through reading and analysis, compare and contrast heroes of the ancient Sumerians and Hebrews.

• Pre-reading review of indirect and direct characterization “G&G intro PPT”
• Read Gilgamesh and the Battle of Humbaba paraphrased version (handout) analyzing characterization and key details using PPT slide to guide student analysis and Venn diagram to compare /contrast heroes.
• Review Gilgamesh with student created film rendition

Thursday:

DGP #3 Day 3 & 4 Review sentence types notes in survival guide

Review graded homework NF Article “The Epic of Gilgamesh: What is this story about anyway?” from Tuesday discussing reading strategies, highlight the text for correct answers/context clues

LG:  Demonstrate independent literal and inferential reading skills

• Continue Gilgamesh studies from yesterday
• Fill in Cultural Hero notes on Gilgamesh answering “How does Gilgamesh reflect the values of the Sumerian Culture”
• Review terms: Simile, epithet
• Formative Assessment: Complete “Gilgamesh-The Battle with Humbaba” close reading exercise. (formative reading)
• FINISH for homework

IF time permits, begin Hebrew Hero David

Friday:

Journal: Do heroes still exist in our society today? How do I identify a modern-day hero?  (Journal PPT)

 LG:  Through reading and analysis, compare and contrast heroes of the ancient Sumerians and Hebrews.

• Turn in homework
• Read Hebrew giant killing narrative David and Goliath (old text /paraphrased version) analyzing characterization and key details using PPT slide to guide student analysis and Venn diagram to compare /contrast heroes.
• Complete Venn diagram analyzing heroes
• View David and Giant 15 second animation (point out the use of summary)
• Fill in Cultural Hero notes on David answering “How does David heroic actions reflect the values of the Hebrew Culture”
• Review and add plot notes to survival guide if need using PPT “Gilgamesh & David”

Compose your own Trickster Tale

Planning Your Week:

• Trickster narrative- Friday 8/23
• Unit 6 Vocab Quiz- Friday 8/23
• Book Check #1- Friday 8/23

Writing Workshop Opening Activities:

• DGP #2
• Vocabulary “Vocab for Success”- Unit 6- Quiz on Friday 8/23

Monday:  

DGP#2 Day 1

LG:  Students will write a narrative developing trickster motif using effective technique, well-chosen details, and well-structured event sequences.(W4)

Intro Narrative Trickster Tale summative assessment: (Directions and graphic organizers).

• Steps to writing a trickster tale: https://amymacdonald.com/educators/writing-your-own-trickster-tale/ to help fill out GO  (Writing Resource)
• How to Write a narrative mini lesson: Using “Writing Narrative Notes “(SG writing folder)
• Prewrite using graphic organizer

Tuesday: 

 DGP#2 Day 2

Vocab Unit 6 book work

Compose Narrative Trickster Tale summative assessment: (Directions and graphic organizers).

• Finish Prewrite
• Compose first draft

 Wednesday:

DGP#2 Day 3

Compose Narrative Trickster Tale summative assessment: (Directions and graphic organizers).

• Compose first draft

Thursday:  OPEN HOUSE

DGP#2 Day 4 & Day 5 Write sentence with vocab word

Vocab Unit 6 Kahoots with ipad

Compose Narrative Trickster Tale summative assessment: (Directions and graphic organizers).

• Bring in first draft
• Students then will complete trickster tales and evaluate their own narratives and revise/edit using rubric; peer conference

Friday:

Book Check #1

Vocab Unit 6 Quiz (multiple choice and sentence writing)  ( Language standard)

Complete Trickster unit:

• Turn in narrative with rubric/edited first draft and graphic organizer prewrite by end of period. (100 summative grade Writing 3 standard) (Formative writing process W5)
• Independent Reading Time