Daily Opening Activities:

Writing Workshop-

1. Journaling-see day for topics
2. DGP (daily grammar practice) – #3
3. Vocabulary –none this week

Monday:

DGP#3 Day 1

• Intro Extra credit: Write expository paragraph how modern film hero fulfills archetypal hero traits -due Monday we return from break in MLA format (handout)

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)

• Formative Assessment Writing Response: 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.  (50 pt. to W2 Standard) checklist/Rubric

Tuesday:  

DGP#3 Day 2

• 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
• If time permits, Introduce Greek Mythology Poster Project- begin researching topic on computers (handout)

Wednesday:

DGP#3 Day 3

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

Intro Greek Mythology and relevance to understanding the Iliad:

• If needed, finish Greek Mythology intro notes from yesterday
• Introduce Greek Mythology Poster Project- begin researching topic on computers (handout)

***Check your 365 account*

Thursday: 

DGP#3 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

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

Friday:  Happy Winter 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

• Epic poetry element/Iliad pre-assessment to measure background knowledge. (Standards RL5 and L5)
• Journal: Write a quick summary of a film/book from Greek Mythology that you have seen/read, and explain why you did or did not enjoy the film/book.
• Present Greek Mythology Project (60 points to W7 & 25 points to SL4)
• If time permits, view “Zeus” and “Hercules” from History Channel’s Documentary Clash of the Gods

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: 

Grammar- Sentence or Fragment Practice 1 (handout)  Khan Academy on Sentence Fragments

Vocabulary Unit 7-bookwork

• Submit homework, “ Battle with Humbaba,” if not completed in class (30 pts. to reading standard)
• View David and Giant 15 second animation (point out the use of summary)
• Fill in Cultural Hero notes on Gilgamesh and David answering “How does David heroic actions reflect the values of the Hebrew Culture”
• 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:  Analyze the commonalities of heroes across cultures and time beginning with archetypal similarities

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

• Campbell’s Archetypal Hero PP w/guided notes

Tuesday: 

Grammar- Sentence or Fragment Practice 2 (handout)

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) 56 minutes

Wednesday:

Grammar Appositives Practice 1 (handout)  Khan Academy on Appostives

Vocabulary Unit 7 page 79

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

Thursday: ipads

Grammar Appositives Practice 2 (handout)

Vocabulary Unit 7 Nearpod

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

• View clips of George Lucas’s film Star Wars
• Using guide notes, analyze how Luke Skywalker fulfills heroic archetype
• Discuss Luke Skywalker as an archetypal hero

Friday: 

Vocabulary Unit 7 Quiz consisting of M/C and sentence writing (50 pts. to language standards)

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

• Finish if needed analyzing Luke Skywalker and 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)

• Formative Assessment Writing Response: 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.  (50 pt. to W2 Standard) checklist/Rubric

Gilgamesh Statue

Planning Your Week:

• NF Article on Gilgamesh – Wednesday 1/30
• Gilgamesh Battle with Humbaba- Friday 2/1
• Unit 7 Vocab Quiz- Friday 2/8

Daily Opening Activities:

• DGP #2
• Vocabulary “Vocab for Success”- Unit 7 (quiz on Friday 2/8)
• Journal quick writes- see individual days for topics

Monday –

DGP #2 Day 1

Vocab Unit 7 Intro words 1-6

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 #2 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

  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:

DGP #2 Day 3

Vocab Unit 7 bookwork

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

• Pre-reading mini lesson on indirect and direct characterization adding notes to survival guide with “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 #2 Day 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

• 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.       (30 pts. reading standard)     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)

Continue comparing and contrasting 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.

Differentiation:  Assign key ideas to analyze based on interest and attention/focus ability.

• 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”

Composing our own trickster narratives this week!

Planning Your Week:

Trickster narrative- Friday 1/25

Unit 6 Vocab Quiz- Friday 1/25

Quizizz POS Review- Friday 1/25  Game Code:  360657  Quizziz Link

Writing Workshop Opening Activities:

DGP #1 Continues

Vocabulary “Vocab for Success”- Unit 6- Quiz on Friday 1/25

Monday:  Holiday

Tuesday: 

Review Clauses/DGP#1 Day 3

Finish Odysseus the Hero Trickster if needed

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:Writing Tip: Trickster Tales in 7 Steps
• How to Write a narrative mini lesson: Using “Writing Narrative Notes “
• Prewrite using graphic organizer

Differentiation Assignment Option:  Students can write an original trickster tale or re-imagine an old tale in a modern setting.  Partners optional

Wednesday: 

DGP#1 Day 4

Vocab Unit 6 book work

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

• Finish Prewrite
• Compose first draft

Differentiation Assignment Option:  Students can write an original trickster tale or re-imagine an old tale in a modern setting.  Partners optional

Thursday:  OPEN HOUSE

DGP #1 Day 5 Write sentence with vocab word

Vocab Unit 6 Kahoots with  ipad

Compose Narrative Trickster Tale summative assessment:

• Compose first draft
• Students then will complete trickster tales and evaluate their own narratives and revise/edit using rubric; peer conference
• Differentiation Assignment Option: Students can write an original trickster tale or re-imagine an old tale in a modern setting.  Partners optional

Friday:

Vocab Unit 6 Quiz (multiple choice and sentence writing)  (50 pts. 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) (30 pts. writing process W5)

If time permits, Noredink.com or online vocab practice

Let’s Examine the Trickster Archetype Across Cultures

Writing Workshop Opening Activities:

DGP #1

Vocabulary “Vocab for Success”- Unit 6- Quiz on Friday 1/25

Quick Write Journals

Monday:

• Vocab for Success review of last year’s vocab words -formative assessment
• Journal Trickster #1: What lessons do you remember learning as a child? (Use your table manners, chew with your mouth closed, don’t run with scissors, etc.)

LG: Read and analyze trickster tales from different cultures answering “How is the culture reflected in the tale?  What was the purpose of the tale?”  (RL1-2, 3-6)

Use literary analysis graphic organizer to help students organize thoughts and evidence

• “Hermes the Cattle Thief” (trickster god Ancient Greek) handout
• “Coyote and the Origin of Death” (overhead) (Native American)
• “Briar Rabbit” film clips (early American (cultural hero trickster)
• “How Monkey Tricked Shark” Myths and Legend book pp.124-127
• Stone Soup (Asian trickster)(own picture book)
• “Loki: The Kidnapping Of Idun”(trickster god) handout
• Odyssey Trickster Hero (revisit Cyclopes scene) Transition to Hero archetype
• Extra Resources: Trickster Tales: Forty Folk Stories from Around the World

Tuesday: 

Learning Commons- Office 365 Lesson

• Students will learn about Office 365 and create a class PPT of assigned vocab unit 6 words (link to shared PPT on class blog)

Unit 6 Class Vocab PPT

Wednesday:

• Vocab Unit 6 Intro words 1-6 and corresponding completing the sentence exercises
• Journal Trickster #2: What natural phenomenon amaze you?

LG: Read and analyze trickster tales from different cultures answering “How is the culture reflected in the tale?  What was the purpose of the tale?”  (RL1-2, 3-6)

Continue to read and analyze trickster tales from different cultures answering “How is the culture reflected in the tale?  What was the purpose of the tale?”  Use literary analysis graphic organizer to help students organize thoughts and evidence.

• “Coyote and the Origin of Death” (overhead) (Native American)
• “Briar Rabbit” film clips (early American (cultural hero trickster)
• “How Monkey Tricked Shark” Myths and Legend book pp.124-127
• Stone Soup (Asian trickster)(own picture book)
• “Loki: The Kidnapping Of Idun”(trickster god) handout
• Odyssey Trickster Hero (revisit Cyclopes scene) Transition to Hero archetype
• Extra Resources: Trickster Tales: Forty Folk Stories from Around the World

Thursday:

• Vocab Unit 6 Intro words 7-12 and corresponding completing the sentence exercises

LG: Read and analyze trickster tales from different cultures answering “How is the culture reflected in the tale?  What was the purpose of the tale?”  (RL1-2, 3-6)

Continue to read and analyze trickster tales from different cultures answering “How is the culture reflected in the tale?  What was the purpose of the tale?”  Use literary analysis graphic organizer to help students organize thoughts and evidence.

• “Coyote and the Origin of Death” (overhead) (Native American)
• “Briar Rabbit” film clips (early American cultural hero trickster)
• “How Monkey Tricked Shark” Myths and Legend book pp.124-127
• Stone Soup (Asian trickster)(own picture book)
• “Loki: The Kidnapping Of Idun”(trickster god) handout
• Odyssey Trickster Hero (revisit Cyclopes scene) Transition to Hero archetype
• Extra Resources: Trickster Tales: Forty Folk Stories from Around the World

Friday:

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
• How to Write a narrative mini lesson: Using “Writing Narrative Notes “ J
• Students will write a narrative developing trickster motif using effective technique, well-chosen details, and well-structured event sequences.