February 10

9th Lit Week 6: February 11-15

Planning your week

  • “Stolen Party” narrative ending- Monday 2/11
  • Short story sitcom extra credit – Tuesday 2/12
  • Lit Term Study Guide -Wed 2/13
  • Literary term post test- Thursday 2/14
  • Cask Insult narrative writing- Friday 2/15

Extra Resources:

Cask Text:

https://americanenglish.state.gov/files/ae/resource_files/the_cask_of_amontillado.pdf

Audiobook

https://www.youtube.com/watch?v=hqSIRsmu7DE

Analysis

http://study.com/academy/lesson/poes-the-cask-of-amontillado-summary-and-analysis.html

 

Daily Opening Activities:

Writing Workshop-

  1. DGP- #3 (Compound sentence)
  2. Vocab for Success- none

 

Monday:  

DGP #3 Day 1

Turn in “Party” continuation narrative

Intro “The Cask of Amontillado” Springboard 2.8 (PDF handout)

  • Review Point of View, setting/mood
  • Intro “Cask of Amontillado” with “Pre reading/post reading” PPT with anticipatory questions, vocab, and background information handout

 

Tuesday:

Submit Extra Credit

DGP #3 Day 2

LG:  Read/listen to “The Cask of Amontillado” analyzing how the setting and POV shape mood, plot and style using guided notes  (17 min. audiobook)

  • Discussion Points: What do the following add to the mood of the story? How would the story change if it were altered?
  1. Montressor’s 1st person point of view                               b. Italian Carnival setting

Post-reading activities:

  1. Analysis of setting questions

 

 

Wednesday:

DGP #3 Day 3

Review Finish Post-reading activities:

  1. Review Study Guide
  2. Student Made Video of Cask (4 minutes)
  3. Brainstorm with a peer-what we know about each character and possible motives for revenge
  4. View first 2 minutes of Cask A/V adaptation with example of “insult”

    https://www.youtube.com/watch?v=XwQ2fcqe5w0

  5. Begin narrative assessment

 

 

Thursday:  Freshman Advisement C Lunch

DGP #3 Day 4

Short story literary term posttest (25 multiple choice)  (50 pts. RL Standard)

Continue “Cask of Amontillado”

Post reading assessment (EOC narrative practice) “Insult”): (50 pts. W3 standard)

  1. Discuss EOC Narrative Rubric (handout)
  2. Keeping in mind the setting and staying in 1st POV of Montressor, write a diary or letter entry that tells the story of the “insult” that Fortunato inflicted upon Montressor. GO prewrite and EOC 4-Point Holistic Rubric
  3. Scaffold with narrative starters on PPT if needed

HW:  Work on “Cask” narrative

 

Friday:  Lab

Touchstone 2

Finish typing Cask narrative-submit

Category: 9th Lit | LEAVE A COMMENT
February 10

World Lit Week 6: February 11-15

 

Planning your Week:

  • Skywalker Hero Paragraph– Tuesday 2/12@ beginning of class
  • Mythology Poster- Friday 2/15
  • Extra Credit-ASAP but Monday 2/26 last day

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

 

February 4

9th Lit Week 5: February 4-8

Planning your week:

  • MDG Mood Storyboard-Thursday 2/7
  • Unit 2 Vocab Quiz-Friday 2/8
  • “Stolen Party” narrative ending- Monday 2/11
  • Short story sitcom extra credit – Tuesday 2/12
  • Lit Term Study Guide -Wed 2/13
  • Literary term post test- Thursday 2/14

 

Daily Opening Activities:

Writing Workshop-

  1. Grammar- sentence types
  2. Vocab for Success-Unit 2 (quiz on Friday 2/8)

 

Monday:  

Grammar- Create square sentence flip notes in survival guide (paper)  Khan Academy on Simple and Compound Sentences

Vocab Unit 2:  bookwork

Post reading Activities:

  1. Literary analysis Conflict handout/ plot events chart
  2. Intro short story sitcom extra credit
  3. Mood Story Board with quotes (60 pts. RL Standard)
  4. Ticket Out the door: Lit element/Quote Match-up (18 pts. RL standard)

HW:  Work on MDG Mood Storyboard

 

Tuesday:

Vocab Unit 2:  bookwork

Continue MDG Post reading Activities:

  1. EOC Short Answer practice with MDG using PP, graphic organizers, prompt and highlighters
  2. Mood Story Board with quotes (60 pts. RL Standard)

If time permits, begin film adaptation

HW:  Work on MDG Mood Storyboard

 

Wednesday:

Vocab Unit 2

Student will finish Mood Story Board with quotes (60 pts. RL Standard)-due tomorrow

LG:  Analyze multiple interpretations of a story (RL7)

  1. View film adaptation of MDG (63 min) comparing and contrasting film to text
  2. Ticket Out the Door: 3 Differences, 2 similarities, 1 you liked best and why

If time permits, begin “Stolen Party”

HW:  Work on MDG Mood Storyboard

 

Thursday:  ipads

Vocab Unit 2 Kahoot Review

Turn in Mood Story Board with quotes & rubric (60 pts. RL Standard)

LG:  Analyze the stylistic elements of foreshadowing, point of view, and imagery to interpret author’s purpose in the short story “The Stolen Party” Springboard 2.6

  1. Review lit terms on QHT moving terms on class and individual charts
  2. Lit term study guide (handout)
  3. Discuss POV using PPT adding notes to survival guide
  4. Read, annotate and analyze Springboard 2.6 “The Stolen Party” (PDF handout)

HW: If we finish story, begin working on continuation narrative.

 

Friday: 

Grammar “Writer’s Craft: Clauses”- Springboard pg. 124 in “Stolen Party” Packet

Vocab Unit 2 Quiz (50 pt. assessment language standard)

LG:  Apply the stylistic use of point of view, and imagery in my narrative writing.

  1. Continue to read, annotate and analyze Springboard 2.6 “The Stolen Party” (PDF handout)
  2. As a class, answer text dependent questions
  3. With a partner, compose narrative creating a continuation of the narrative devising an alternate resolution showing Rosaura’s realization and new perspective (prompt handout w/ EOC narrative rubric)
Category: 9th Lit | LEAVE A COMMENT
February 4

World Lit Week 5: February 4-8

Luke Skywalker-an archetypal hero

 

Planning Your Week:

  • Battle w/Humbaba-Monday 2/4
  • Unit 7 Vocab Quiz- Friday 2/8
  • The Archetypal Hero Paragraph- Monday 2/11

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
January 27

World Lit Week 4: January 28-February 1

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”
January 27

9th Lit Week 4: January 28-February 1

 

Planning your week:

  • Unit 2 Vocab Quiz-Friday 2/8
  • MDG Mood Storyboard- Monday 2/4

Daily Opening Activities:

Writing Workshop-

  1. DGP- #2
  2. Vocab for Success-Unit 2   See link to right for online resources

 

Monday:   

DGP #2 Day 1

Review and reflect Unit 1 quiz from Friday

Vocab Unit 2:  Intro Words 1-6 and complete corresponding activities page 17

LG:  Analyze how an author uses diction, figurative langue, imagery and conflict to create mood?

  1. Intro terms diction, mood, suspense, imagery, foreshadowing and conflict, with lit term PPT MDG section taking notes on Short Story Lit guide
  2. “Game” Anticipatory Questionnaire
  3. Pre-teach MDG Vocab
  4. Intro Mood Storyboard assignment
  5. Begin reading the ‘Most Dangerous Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing. Students will highlight text evidence/ quote pg. # for use with Mood Story board as we read.

 

Tuesday:

DGP #2 Day 2

Vocab Unit 2:  Intro Words 7-12 and complete corresponding activities page 17

LG:  Analyze how an author uses diction, figurative langue, imagery and conflict to create mood?

MDG

Continue reading and analyzing “Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

 

Wednesday:

DGP #2 Day 3

Vocab Unit 2 draw the word sticky note image activity

MDG

Continue reading and analyzing “Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

 

Thursday:

DGP #2 Day 4 and write 2 simple but meaningful sentences with vocab words

Vocab Unit 2 bookwork

MDG

Finish reading and analyzing “Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

Post reading Activities:

  1. 4 question reading comprehension check (12 points)
  2. Literary analysis Conflict handout/plot events finish conflict side for homework
  3. Mood Story Board with quotes (60 pts. RL Standard)
  4. Ticket Out the door: Lit element/Quote Match-up (30 pts. RL standard)

 

 

Friday: 

Vocab Unit 2 bookwork

MDG Post Reading Activities:

  1. EOC Short Answer practice with MDG using PP, graphic organizers, prompt and highlighters
  2. Mood Story Board with quotes (60 pts. RL Standard)
  3. Analyze multiple interpretations of a story (RL7) by viewing film MDG comparing and contrasting film to text
  4. Ticket Out the Door: 3 Differences, 2 similarities, 1 you liked best and why
Category: 9th Lit | LEAVE A COMMENT
January 21

9th Lit Week 3: January 21-25

We write our war theme CEI paragraphs this week.

Planning Your Week:

  • Quizizz POS Review- Friday 1/26  Game Code:  360657  Quizziz Link
  • War Theme CEI Paragraph- Thursday 1/24
  • Vocab Unit 1 quiz- Friday 1/26

Daily Opening Activities:

Writing Workshop-

  1. DGP- #1 and Create interactive notebooks adding notes
  2. Vocab for Success-Unit 1 (quiz on Friday 2/2)

 

Monday:   School Holiday

 

Tuesday:

  • Discuss and add S/V notes to Survival guide
  • DGP #1 Day 2
  • Vocab Unit 1 bookwork

LG:  Write war theme argument paragraph using textual evidence (W1)

Write argument paragraph using war theme as claim; gather evidence/quotes from stories using handout/chart

  • Finish “Ambush” activities
  • Introduce CEI and add notes to Survival guide
  • Use graphic organizer to structure CEI paragraph

HW:  Finish CEI graphic organizer CEI Graphic Organizer-ztz3ol

 

Wednesday:

  • Students add clause notes to interactive notebook using notes from board and colored pencils
  • DGP #1 Day 3
  • Vocab Unit 1 book work
  • Work on CEI War theme Paragraph using Office 365  (SEE TECH HELP PAGE TO THE RIGHT)

HW:  Finish typing CEI paragraph

 

Thursday:  OPEN HOUSE

  • Create square sentence type notes for SG notebook (orange paper squares)
  • DGP#1 Day 4
  • Review Vocab Unit 1 Kahoots

LG:  Analyze how an author uses irony to create theme; summarize a narrative in 6 sentences

  • Mini lesson on irony (PPT)adding notes to survival guide
  • View “Gift of the Magi” (Springboard text 5)  https://www.youtube.com/watch?v=eEYKlV0vkIs
  • Complete irony graphic organizer, write theme statement, summarize the narrative in 6 sentences (scaffolding graphic organizer)

 

Friday: 

  • Vocab Unit 1 M/C and sentence quiz (50 pts language standard)

LG: Determine a central idea in the literature (theme). How is mood created in The Most Dangerous Game”?  How is it shaped by specific details? 

  • After vocab quiz, complete “Game” Anticipatory Questionnaire
  • Preview MDG vocab with handout
  • If time permits, intro terms mood, imagery, diction, foreshadowing and conflict, with MDG PPT slides taking notes on Short Story Lit term in survival guide
Category: 9th Lit | LEAVE A COMMENT
January 21

World Lit Week 3: January 21-25

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).

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

January 13

9th Lit Week 2: January 14-18

Planning Your Week:

  • Bring in ASAP:
  • Vocab Book money
  • Supplies (binder with 5 dividers, two 100 page composition books, highlighters)
  • Quizizz Review homework- Sat 1/19

 

Daily Opening Activities:

Writing Workshop-

  1. DGP- #1 and Create interactive notebooks adding notes
  2. Vocab for Success-Unit 1 (quiz on Friday 1/25)

 

Monday:

  • Organizer binders with dividers
  • Create Survival Guide and Interactive notebooks (MUST have two 100 page compositions books)

LG: Analyze elements of theme, language and style, point of view, irony and plot structure in “The Sniper” and  “Ambush” (RL1-6).

  • Sniper Pre/post-reading info PDF “The History of the Conflict”
  • If time permits, begin reading and annotating “The Sniper”

 

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)

Vocab Unit 1 Class PPT Link

Wednesday: 

  • Parts of Speech- add definitions to composition notebook
  • Review tonight for homework at https://join.quizizz.com    using  game code 530697   due by Saturday night
  • Intro Vocab Words 1-6 Unit 1 using class made PPT completing sentence completion exercises

LG: Analyze elements of theme, language and style, point of view, irony and plot structure in “The Sniper” and  “Ambush” (RL1-6).

  • Review Lit elements from PPT; add to green notes in survival guide: Setting, Characterization, Figurative language, and theme
  • Begin reading “The Sniper” annotating for literary devices as we read
  • Using Norman Rockwell PPT last slide, discuss theme and write theme of sniper on story copy
  • View student made re-enactment video clip

  

Thursday: 

  • Review Parts of Speech notes glued into Survival guide on Friday
  • DGP#1- Day 1 POS
  • Intro Vocab Words 7-12 Unit 1 using class made PPT completing sentence completion exercises

LG: Analyze elements of theme, language and style, point of view, irony and plot structure in “The Sniper” and  “Ambush” (RL1-6).

  • Finish Sniper activities from yesterday
  • Using guided notes from PPT discuss Plot structure
  • Identify & Analyze plot structure of “The Sniper” by creating a plot diagram including:

Exposition-Rising action-Climax-Falling action-Resolution-Conflict-Theme-Protagonist-Antagonist

 

Friday

  • Discuss and add S/V notes to Survival guide
  • DGP #1 Day 2
  • Vocab Unit 1 book work

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, mood, and plot structure in narrative text

Sniper/Ambush:

  • Finish “Sniper” activities if needed
  • Preview “Ambush” Vocab
  • Read and annotate the short story looking at theme
  • Ticket out the door- Compare and contrast the two war short stories
Category: 9th Lit | LEAVE A COMMENT
January 13

World Lit Week 2: January 14-18

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.