August 27

World Lit Week 5: August 29 – September 2

Daily Bell Ringer Activities:

DGP Week 1

Writing Workshop-quick journaling

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

 

Monday: Ipads

Vocab Unit 7 Nearpod Review with Ipads

Continue comparing and contrasting heroes of the ancient Sumerians and Hebrews

  • Review Gilgamesh with student created film rendition
  • Complete Venn Diagram using PPT to guide thoughts
  • Fill in Cultural Hero notes on Gilgamesh answering “How does Gilgamesh reflect the values of the Sumerian Culture”
  • Formative Assessment: Complete “Gilgamesh-The Battle with Humbaba” close reading exercise.

 

Tuesday:

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

Continue comparing and contrasting heroes of the ancient Sumerians and Hebrews

  • 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”

 

Wednesday: 

Journal: Write about your favorite hero from a film. What truly makes them a hero? (5 min.,5 sent.)

Vocab game Review: Hacky sack Review and/or Win, lose or Draw

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

  • Literary Archetypes PPT with student guided notes and a/v clips

 

 

Thursday:

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

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

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

  • Campbell’s Archetypal Hero PP w/guided notes
  • If time permits, view “Mythology of Star Wars” film interview with guided notes

 

Friday:

Vocab Unit 7 assessment (m/c & sentences)

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

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)
August 27

Brit Lit Week 5: August 29-September 2

Things to remember:  

  •  Bring novel everyday and be sure to have it on Fridays
  • Vocab 17 quiz on Friday.  Study!  These are difficult words.  Practice writing sentences with them.

 

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #5
  2. Brushstrokes- participle
  3. Vocab for Success- unit 17 Quiz on Friday
  4. Journal quick writes

 

Monday: Ipads

  • Vocab Unit 17 nearpod review with ipads

Examine the Medieval time period through research to gain a better understanding of chivalric heroes and Sir Gawain

  • Medieval Scavenger Hunt: Working on ipads and small groups students will research Medieval topics: Medieval romance /knights/ chivalry/feudalism/beheading game/weapons & warfare/King Arthur . completing 5 Facts handout
  • If time permits, continue Worst Job Medieval Times

 

Tuesday:

  • MUG 5A

Analyze the behaviors and values of the time period and evaluate and compare/contrast chivalric heroes and the reoccurring theme of redemption.

  • Hero Anticipatory Activity- “Hero Reaction Guide” (questionnaire)
  • Mini-lesson anachronism
  • View A Knight’s Tale: William, a chivalric hero?
  • Take notes on elements of the chivalric hero using graphic organizer and theme analysis-Redemption GO

 

Wednesday: 

Brushstrokes- Participle Practice create new sentences using sentence strips

Analyze the behaviors and values of the time period and evaluate and compare/contrast chivalric heroes and the reoccurring theme of redemption.

  • Continue to view A Knight’s Tale: William, a chivalric hero? and deleted scene “Heart of a knight” (film-132 min.)
  • Take notes on elements of the chivalric hero using graphic organizer and theme analysis-Redemption GO

 

Thursday:

  • MUG 5B

Analyze the behaviors and values of the time period and evaluate and compare/contrast chivalric heroes and the reoccurring theme of redemption

  • Finish viewing Knight’s Tale if needed
  • Complete Chivalric hero and Redemption graphic organizers, discuss
  • Write a well-organized paragraph analyzing whether William fits the requirements of the chivalric hero or not. (underline thesis) (30 points writing standard)

If time permits, added time for vocab practice

 

Friday:  

Vocab Unit 17 assessment M/C and sentence writing (50 pts. Language standards)

Brit Lit author/novel studies:

  • Individual reading of novel with reading check and chapter summaries
August 19

Brit Lit Week 4: August 22-26

narrative writing

Narrative Writing

Important dates to remember:

  •  Tribute Narrative essay due  Wednesday 9/24
  • Open House Thursday 9/25
  • Vocabulary Unit 17 quiz on Friday 9/2
  • Extra Credit Chivalry Code due Friday 9/2

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #4
  2. Vocab for Success- unit 17  (Quiz on 9/2)
  3. Journal quick writes

 

Monday:  

  • Vocab Unit 17 ” Intro new vocab unit with “Own the word” activity: students will create a Graphic Organizer to introduce their assigned word using Frayer Model (They will teach the word using GO and doc camera)
  • 15 minutes to work on Resume if needed (vocab will be homework)

Write narratives to develop real experiences/events using effective technique, well-chosen details, and well-structured event sequences

  • Discuss “showing not telling” using narrative examples: students create a sticky note checklist
  • Introduce Beowulf summative assessment– Tribute Narrative

 

Tuesday: LAB 204 (senior meeting 45 minutes) 

  • Continue Vocab Unit 17 ” Intro new vocab unit with “Own the word” activity

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

  • Work on computers on Beowulf summative assessment– Tribute Narrative

 

Wednesday:  LAB 204

  • Vocab Unit 17

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

  • Work on computers on Beowulf summative assessment– Tribute Narrative –due end of class

Intro extra credit extension assignment:  -Create a Code of Chivalry Extra Credit- Code of Chivalry Directions

 

Thursday:

  • MUG 4A

Transition from Unit 1 Beowulf to Unit 2 Sir Gawain Activities:

  • Journal: SG 1: How is Beowulf different than modern day heroes?
  • Using Compare/ contrast PPT and “Compare and Contrast Epic & Chivalric hero” quotes of support graphic organizer
  • If time permits, View “Worst Job in History – Medieval” (45 min.) with guided notes

 

Friday:  

  • MUG 4B

Brit Lit author/novel studies:

  • Create reading checks and discuss again reading expectations (handout)
  • Individual reading of novel with reading check and chapter summaries

 

August 19

World Lit Week 4: August 22-26

Gilgamesh Statue

    Gilgamesh Statue

Important dates to remember:

  • Trickster Narrative due  Wednesday 9/24
  • Open House Thursday 9/25
  • Vocabulary Unit 7 quiz on Friday 9/2

 

Daily Bell Ringer Activities:

Caught Ya Grammar:  #13-#16 and Adjective Clauses

Vocabulary “Vocab for Success”- Unit 7 (quiz on Friday 9/2)

 

Monday –

Grammar- Adjective Clauses in “Numskulls”  Adjective Clauses Explained

Intro new vocab unit with “Own the word” activity:  students will create a Graphic Organizer to introduce their assigned word using Frayer Model

As time permits, work on Trickster tales-first draft due tomorrow

 

Tuesday:

Continue “Own the word” activity:  students will create a Graphic Organizer to introduce their assigned word using Frayer Model (They will teach the word using GO and doc camera)

Complete Trickster unit:

  • Students then will complete trickster tales and evaluate their own narratives and revise/edit using rubric; peer conference
  • Turn in narrative with rubric/edited first draft and graphic organizer prewrite by end of period or first thing tomorrow if extended time is needed. (100 summative grade Writing 3 standard) (30 pts. writing process W5)

 

Wednesday:

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

  • Anticipatory activity: What is a Hero? PPT activity with partner.  Students will collaborate with peers to create a definition and illustration of an ideal hero to discuss with class.
  • View “What Makes a Hero?” Matthew Winkler video 4.5 min.
  • Read “Intro to Epic Hero” informational handout from old text
  • If time permits: Discuss “How Does the Hero Reflect Cultural Values?”

 

Thursday:

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

  • Discuss “How Does the Hero Reflect Cultural Values?”
  • Intro Gilgamesh with Discovery Education streaming video (7 min.)
  • Complete close reading of NF Article “The Epic of Gilgamesh: What is this story about anyway?“ with questions

 

Friday:

Continue comparing and contrasting heroes of the ancient Sumerians and Hebrews

  • Pre-reading mini lesson on indirect and direct characterization (use green Lit term notes) with “G&G intro PPT”
  • Read Gilgamesh and the Battle of Humbaba text pp16-22 & paraphrased version analyzing characterization and key details using PPT slide to guide student analysis and Venn diagram to compare /contrast heroes.
August 12

Brit Lit Week 3: August 5-19 Hoya Pride Week

How does Beowulf fit the role of the epic hero?

Planning your Week:

  • Bring your independent Brit lit novel to class starting Friday 8/19
  • Vocab Unit 16 Quiz Friday 8/19
  • Proposal due 8/18

 

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #3
  2. Vocab for Success- unit 16  Quiz on Friday August 19th
  3. Journal quick writes

 

Monday:

Brushstroke review- ASO Review Handouts

Analyze how Beowulf fits the role of the epic hero.

  • Continue reading/analyzing Beowulf– complete doodle sheet “HERO Resume” doodle notes & graphic organizer as we read

 

Tuesday:

  • MUG 3A

Analyze how Beowulf fits the role of the epic hero.

  • Review previous reading with discussions of graphic organizer, hero notes and A/V clip “Character Review Part 2” (60 seconds)
  • Continue reading/analyzing Beowulf– complete “HERO Resume” doodle notes & graphic organizer as we read

 

Wednesday: 

  • Brushstroke review- Participles phrases-manipulatives (students cut out and create new sentence)
  • Vocab Unit 16

Analyze how Beowulf fits the role of the epic hero

  • Finish reading/analyzing Beowulf– complete “HERO Resume” doodle notes & graphic organizer as we read
  • If time permits, begin resume (use Microsoft basic resume template)

 

Thursday:  LAB 204

  • MUG 3B

Analyze how Beowulf fits the role of the epic hero.

  • Compose Resume for Beowulf as an epic hero using proper resume format and textual evidence for support. (Partners optional) (50 pts to reading standard)

 

Friday:  

Vocab Unit 16 assessment

Brit Lit author/novel studies:

  • Submit Proposal if not completed already
  • Begin reading novel creating check points
August 12

World Lit Week 3: August 15-19 Hoya Pride Week

brer rabbit

Writing Workshop Daily Bell Ringer Activities:

Caught Ya Grammar 9-12

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

Quick Write Journals

 

 Monday:

Continue Trickster motif 

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.

  • (Tale from India) Numskull and the Rabbit pp 182-186 with intro PPT & post-reading literary analysis graphic organizer
  • (Native American) “Coyote and the Origin of Death” (overhead)
  • (African American Tales) “Briar Rabbit” film clips

 

Tuesday:

  • 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.)

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.

  • (Tale from India) Numskull and the Rabbit pp 182-186 with intro PPT
  • (Native American) “Coyote and the Origin of Death” (overhead)
  • (African American Tales) “Briar Rabbit” film clips

 

Wednesday:

Journal Trickster #2: What natural phenomenons amaze you?

Intro Narrative Trickster Tale summative assessment:

  • Steps to writing a trickster tale:
  • Trickster Help
  • How to Write a narrative mini lesson: Using “Writing Narrative Notes “ Jigsaw notes with individual students teaching the different sections
  • Students will write a narrative developing trickster motif using effective technique, well-chosen details, and well-structured event sequences.

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

 

Thursday: LAB 204

Compose Narrative Trickster Tale summative assessment:

 

Friday:

Vocab Unit 6 M/C and sentence writing quiz (students have choice of word selection) (50 pts. L)

After quiz, continue to compose trickster narratives with writing conferences as needed

August 5

World Lit Week 2: August 8-12

 

Origin Mythology from Around the World

Things  to Remember:  Purchase Vocab book.  Our first quiz will be on August 19th.

Monday:

Caught Ya Grammar #1 & #2

Vocab Unit 6- Intro words 1-6

Hero Essay Feedback and Self-reflection

Continue Origin Myth studies:  Students continue to create “Doodle Sheet” of archetypes and motifs found in myths.  As a class, read and analyze origin myths from the following cultures:

  • Greek: “In the Beginning” & “Prometheus the Creator” & “The Creation of the World Gk Myth” video clip
  • Hebrew: “The One God of the Universe” and old text/Genesis 1 & “God’s Creation according to Genesis” video clip (5 mins.)
  • Mayan: “Four Creations to Make Man”   & “The Creation Tale of the Maya” video clip (3 min.)

 

Tuesday:

Caught Ya Grammar #3 & #4

Vocab Unit 6-words 7-12

Continue Origin Myth studies:  Students continue to create “Doodle Sheet” of archetypes and motifs found in myths.  As a class, read and analyze origin myths from the following cultures:

  • Hebrew: “The One God of the Universe” and old text/(class set handouts) Genesis1 & “God’s Creation according to Genesis” video clip (5 mins.)
  • Mayan: “Four Creations to Make Man” (class set handouts)  & “The Creation Tale of the Maya” video clip (3 min.)

 

Wednesday:

Caught Ya Grammar #5 & #6

Vocab Unit 6

Finish with origin myths creating doodle sheets (Greek, Hebrew, Mayan)

  • Quick check: Formative assessment:  identity archetype and motifs in The Fire Children, A West African Creation Tale (teacher read book orally)

Move on or reteach using short creation myths from “The Top 10 Intelligent Designs (or Creation Myths)” found at http://www.livescience.com/11316-top-10-intelligent-designs-creation-myths.html or move on

  • Finish origin myth-turn in doodle sheet for grade (25 pts. SL standards /25 pts. RL standards)

Journal OM#2:  Read “Letter from a senior” and respond:  What do you think about the advice? Is it wise advice?  Is it relevant to you?  If that senior was standing next to you, what would you say? Ask?

 

Thursday:

Caught Ya Grammar #7 & #8

Cold passage test prep Assessment:  “P’an Ku: A Chinese Creation Story” -Common Archetype and Motif

When finished with cold reading work on vocab unit 6

If time permits, begin Trickster tales with Tale-Wiki research assignment

 

Friday:

Vocab Unit 6

Begin analyzing Trickster motif in tales from various cultures

  • Tale-Wiki Quick Research Assignment )-students will research the cultures from which trickster tales originate
  • Intro PPT Discuss and take notes on characteristic of a trickster
  • My Lucky Day by K. Kasza (modern)
  • Numskull and the Rabbit text pp 182-186; (Ancient India)
  • “Coyote and the Origin of Death” (overhead) (Native American)
  • “Briar Rabbit” film clips (early American)
August 5

Brit Lit Week 2: August 8-12

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG 2 (Mechanics, usage, grammar) #2
  2. Vocab for Success- unit 16
  3. Journal quick writes

 

Monday:

  • Intro Unit 16 Vocab words 1-12 and corresponding fill in the blank exercises

Examine the Anglo-Saxon community to gain a better understanding of Beowulf as the oldest surviving English national epic

  • Introduction to Anglo-Saxons Period– 16 min A/V clip
  • View United Streaming video of an Anglo-Saxon community – Stowa (4 mins)
  • How do I annotate an article? Read an article on “Beowulf” and annotate it (this is practice for next assignment in the lab)

 

Tuesday: Lab 204

  • Work on computers – research an article on the Anglo-Saxons. Read it, annotate it and compose a 40 word summary in MLA format (due at the end of lab time). Rubric
  • Work on Vocab when finished

 

Wednesday: 

  • MUG 2A
  • Vocab Unit 16

Examine the Anglo-Saxon community to gain a better understanding of Beowulf as the oldest surviving English national epic

  • View “Worst Job in History – Anglo-Saxon Era”

 

Thursday:

  • MUG 2B

Analyze how Beowulf fits the role of the epic hero.

  • Beowulf PPT with guided notes/graphic organizer
  • Begin reading/analyzing Beowulf page 40 – complete doodle sheet “HERO” & graphic organizer as we read

 

Friday:  Lab 204

Brit Lit author/novel studies:

  • Anticipatory activity: Funny Marriage Proposal A/V Clip
  • Discuss the who- what -why of proposals with teacher made PPT
  • Students will create a proposal for novel/author/film study including:
  1. NOVEL- title, author, date written/first published, number of pages, synopsis, availability
  2. FILM- film title, release date, actors, length, availability
  3. RATIONAL-reason for your choice. Why is this novel and film a good choice for you?