September 15

World Lit Lit Week 7: September 16-20

Welcome to War

Planning your week:

  • Greek Myth Research Poster- Monday 9/16
  • Hero Paragraph Extra Credit –Wed. 8/18
  • Judgment of Paris Storyboard- Friday 9/203rd Book check- Friday 9/20
  • (must have book in class)
  • Fall Break -next week
  • End of book Still Life Project- Friday 10/11

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
Parallel Structure Resources:

Shmoop https://www.youtube.com/watch?v=aoiW5LWuQGA

Genius Plaza https://www.youtube.com/watch?v=cJiu5pD_YuQ

https://www.youtube.com/watch?v=oTjmVOPqN9I

  • 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)
September 15

American Lit Week 7: September 16-20

Planning your Week:

  •  Character Collage Presentation –Wed 9/18
  •  GG Essay rewrites- Friday 9/20 (must have writing conference and visit Writing Center)
  • USATestPrep-Red Dot Assignment every night for homework

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #5
  2. Mentor Sentences/Brushstrokes-Participle Phrases

 

Monday:  Using class computers

MUG #5A

Pre-teach/review vocab for touchstone tomorrow using matching cards and answer key notes. (terms:  Rhetorical question, logos, pathos, & ethos appeal, metaphors, rhetorical devices, text structure, anecdote, persuasive essay, unbiased, editorial)

The Great Gatsby Finale

  • As a class, create Works cited page for primary source (Fitzgerald) and secondary source (Donaldson) used using guided notes.
  • Return essays-students may rewrite with writing conference and visit to writing center
  • Present George Wilson Character Collage as example
  • Work on character collage

 

Tuesday:   LAB 113

The Great Gatsby Finale:

  • Touchstone
  • Work on Character collage
  • USA Testprep Red dot assignment

 

 Wednesday: 

MUG #5B

The Great Gatsby Finale:

  • Analyze “A Dreamed Deferred”  and how it relates to Jay Gatsby

    https://www.youtube.com/watch?v=v6JXHzyX60M

  • Organize and put GG materials in binders/return novels
  • Character collage presentations (SL4) (with rubric)
  • View student choice of scene from 2013 Gatsby film adaptation comparing it to text and 1974 version.

 

 Thursday:

 

Friday:  Happy Fall Break

  • Submit Gatsby Rewrites
  • Lit Term Friday- #3
  • Continue Participle Phrases intro and practice

LG:  Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American Literature (RL9)

  • Review & assess knowledge from yesterday with “American Lit” word splash- student will write a bullet or 2 about what they recall form yesterday’s A/V clip and PPT (butcher paper and markers)
  • Finish Period overview notes
  • Period work sort with manipulatives
September 9

World Lit Week 6: September 9-13

Planning your Week:

  • Skywalker Hero Paragraph– Wed. 9/11@ beginning of class
  • Mythology Poster- Monday 9/16
  • Extra Credit- Wednesday 9/18

 

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
September 8

American Lit Week 6: September 9-13

Learning Target this week is to write your argument essay to support  your claim in an analysis of  The Great Gatsby (W1).

Planning your Week:

  • Each night you should be working on your Gatsby Essay. 
  • Visit our Writing Center in Lab 9129 FA for extra help!
  • First draft due Thursday 9/12
  • Revised and polished final on Friday 9/13

 

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) –in essay
  2. Mentor Sentences/Brushstrokes-Adjective shifted out of Order in essay

 

Monday: 

LG:  Write arguments to support claims in an analysis of texts, using valid reasoning and relevant and sufficient evidence (W1)

Begin GG Argument essay using PPT and graphic organizers:

  • Create thesis/claim statements
  • Complete outline
  • Read NF article “Possession in the GG” and highlight any supporting evidence (finish for homework)

 

Tuesday:

Continue GG Argument essay using PPT and graphic organizers

  • Review 2nd source from yesterday
  • Working in collaborative groups using character posters, add sticky notes of textual evidence
  • Model body paragraphs
  • Begin composing body paragraphs using CEI graphic organizers (finish for homework)

 

Wednesday: 

  • Brushstrokes- ASO in essay

Continue GG Argument essay using PPT and graphic organizers

  • Add counter argument (GO) if time permits
  • Compose intro and conclusion paragraphs with GO (finish for homework)
  • Begin typing final draft

 

Thursday:

  • Present George Wilson Character Collage as example
  • Type first draft (finish for homework)
  • Highlight thesis and claim pink, circle, abstract associations, highlight evidence yellow & interpretation green

 

Friday: 

  • Collect extra credit Wealth Current Event Analyze assignment
  • Peer revise and edit with checklist and rubric (W5)
  • Publish final drafts and submit (summative writing grade)
  • Work on Character Collage

 

  

September 2

American Lit Week 5: September 2-6

We continue our study of The Great Gatsby.

Planning your Week:

  • GG Ch. 7-9 quiz- after we finish the novel
  • NoRedInk- Wed 9/4
  • GG Journals- Thursday 9/5
  • Gatsby Test-Friday 9/6     (Study Resource:  Spark Notes on the Great Gatsby)
  • Vocab 12 Sentences- Friday 9/6
  • Character Collage-TBD
  • USATestPrep Red Dot assignment- ongoing spending 30 minutes weekly

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) –none this week
  2. Mentor Sentences/Brushstrokes-Adjective shifted out of Order in vocab and essay
  3. Vocab for Success-Unit 12
  4. Journal quick writes (see individual days for topics)

 

Monday:  HOLIDAY

 

Tuesday

  • Vocab Unit 12: Introduce alternate assessment “Active and Concise Vocab Sentences” and complete “Check for Understanding “questions pg. 129

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer-chapter 8 and 9

    https://www.youtube.com/watch?v=46es4OZ83lo  

  • Discuss study guide (handout)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

Wednesday: 

  • Vocab Unit 12 – pp. 130
  • Brushstrokes: Compose sentence with ASO about a character corrupted by wealth in Gatsby-tape to board

Example:  George Wilson, despondent and weak, suspects that his wife is having an affair with a wealthy man

  • Intro extra credit Wealth Current Event Analyze assignment (up to 25 points to reading)

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6)

  • If needed finish The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer-chapter 9

    https://www.youtube.com/watch?v=vwyLVg4BmHc

  • Reading Checking chapters 7-9 (Reading formative)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

 Thursday:

  • Vocab –sentence writing assignment

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby (RL1-6)

  • Journal- GG5 “Was the great Gatsby really great?” (PPT) Collect journals for grade (writing formative W10)
  • Revisit Body Bios
  • Review for assessment
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

Friday:   Pep Rally Schedule

  • Vocab Unit 12 assessment-submit for grade
  • Great Gatsby Summative Assessment (multiple choice and constructed response) (RL1-6)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
  • Work on Character Collage
September 2

World Lit Week 5: September 2-6

 

Luke Skywalker-an archetypal hero

Planning Your Week:

  • NoRedInk- “Formatting Dialogue” Tues. 9/2
  • Unit 7 Vocab Quiz- Friday 9/6
  • IR Book Check #2- Friday 9/6 
  • IR Flipgrid  Presentation- Friday 9/6    https://flipgrid.com/5f281319
  • Gilgamesh reenactment video Extra Credit (upload to Flipgrid) -Monday 9/9    https://flipgrid.com/54dcb6fa

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

 

August 26

World Lit Week 4: August 26-30

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”
August 25

American Lit Week 4: August 26-30

 

How does Fitzgerald portray the corruption of the American Dream?

 

Planning your Week:

  • Vocab Poster- Wednesday
  • 2 Perfect Sentences-Tuesday
  • GG Ch. 7-9 quiz-Friday
  • NoRedInk- Wednesday 9/3   Directions with links:  Noredink Directions
  • Vocab 12 quiz- Friday 9/6
  • USATestPrep Red Dot assignment- ongoing spending 30 minutes weekly

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #4
  2. Mentor Sentences/Brushstrokes-Adjectives shifted out of order
  3. Vocab for Success-Unit 12 Assessment Friday 9/6
  4. Journal quick writes (see individual days for topics)

 

Monday: 

  • Brushstrokes- Introduce  “Adjectives out of order” PPT and practice
  • Vocab – review and reflect Unit 11 quiz from Friday & Unit 12: Each student will create a poster for 2 words

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Journal- GG4 “Gossip Scandal Rumors Celebrities”
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer Chapter 7:

    https://www.youtube.com/watch?v=HSWbwQmIeRg 

 

Tuesday:

  • MUG 4A
  • Vocab 12- continue to work on posters

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Gatsby Two Perfect CEI Sentences (formative assessment writing standard)
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

 

Wednesday:  EARLY RELEASE SCHEDULE

  • Intro NoRedInk Assignment
  • Vocab 12- Students present words 1-6 posters with sticky note wall walk, review & complete coordinating “Check for Understanding “questions pg. 129

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

 

Thursday:  

  • MUG 3B.
  • Vocab 12- Students present words 7-12 posters with sticky note wall walk, review & complete coordinating “Check for Understanding “questions pg. 129

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Journal #5 “Daisy” (after chapter 7)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Friday: 

  • Brushstrokes: Compose sentence with ASO about a character corrupted by wealth in Gatsby-tape to board

Example:  George Wilson, despondent and weak, suspects that his wife is having an affair with a wealthy man

  • Vocab Unit 12 pp. 128

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer Ch 9

    https://www.youtube.com/watch?v=vwyLVg4BmHc

  • Reading Checking chapters 7-9 (Reading formative standard)
August 18

American Lit Week 3: August 19-23

We continue our novel study: The Great Gatsby

 

Planning your Week:

  • Vocab Unit 11 quiz- Friday 8/23
  • USATestPrep Red Dot assignment- ongoing spending 30 minutes weekly

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #3
  2. Mentor Sentences/Brushstrokes- Clauses & Phrases
  3. Vocab for Success-Unit 11 Assessment Friday 1/27
  4. Journal quick writes (see individual days for topics)
Resources for Gatsby:

Audiobook:

https://www.youtube.com/watch?v=EXwG2WMNtj0

Sparknotes:

http://www.sparknotes.com/lit/gatsby/section1.rhtml

Crash Course:  (spoiler alert!) https://www.youtube.com/watch?v=xw9Au9OoN88

Monday: 

  • Brushstrokes- Create grammar/brushstroke tabs to Survival guide and review/add “Clauses” notes to notebook
  • Vocab 11-book work/Visual Vocab

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • If needed, analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby chapters 1-3
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer chapter 4

    https://www.youtube.com/watch?v=EXwG2WMNtj0

  • If time permits, Analyze author’s Characterization of Tom (handout)

 

Tuesday:

  • MUG 3A
  • Vocab Unit 11- pg 121

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Journal GG#3 (after chapter 3) Character symbols (staple/glue GG# 2 into journal section)
  • Read and analyze The Great Gatsby 4-6 looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer. Chapter 5 Audiobook:  https://www.youtube.com/watch?v=YupaESYcBjc

 

 

Wednesday: 

  • Brushstrokes- Continue reviewing clauses: students will compose DC & IC on white boards
  • Vocab 11-oral review and page 123

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.  (RL1-6)

  • Characterization of Tom activity  if not completed Monday
  • Read and analyze The Great Gatsby 4-6 looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Thursday:  OPEN HOUSE

  • MUG 3B
  • Unit 11 Kahoot review
  • Brushstrokes- Add/Review “Phrases” notes to SG book (handout)

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.(RL1-6)

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer Chapter 6 Audiobook:

 

Friday: 

  • Lit Term Friday #1- create Lit term section to Survival Guide
  • Vocab Unit 11 assessment M/C and sentence writing (Language standards) *Bonus points for vocab flashcards

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6)

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Reading check after chapters 4-6 ( reading stand.)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

August 18

World Lit Week 3: August 19-23

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).

 

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