August 27

Brit Lit Week 5: August 28- Sept. 1

 

William, a chivalric hero?

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:

Vocab Unit 17 bookwork

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

  • Using Compare/ contrast PPT and “Compare and Contrast Epic & Chivalric hero” quotes of support graphic organizer
  • Intro extra credit extension assignment: -Create a Code of Chivalry
  • View “Worst Job in History – Medieval”  with guided notes

 

Tuesday:

  • MUG 5A
  • 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, students will research Medieval topics: Medieval romance /knights/ chivalry/feudalism/beheading game/weapons & warfare/King Arthur . completing 5 Facts handout

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

  • 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- Create sentences about William using ASO adding to class poster.

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?
  • 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 27

American Lit Week 5: August 28- Sept. 1

We continue our study of The Great Gatsby.

Springboard online:  https://cobbga.springboardonline.org/ebook/login

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG 5 (Mechanics, usage, grammar)
  2. Vocab for Success-Unit 12 Quiz on Friday
  3. Reader/writer journal

 

Monday:  

Vocab Unit 12 bookwork

Gatsby:

  • Review Wealth abstract words to help with commentary/interpretation of textual evidence and discuss use of graphic organizer to collect textual evidence

Continue reading and analyzing The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer if time permits

Audiobook: https://www.youtube.com/watch?v=soMKdFH8y1Q&t=766s   https://www.youtube.com/watch?v=p3g6mElQTzQ

 

Tuesday:

  • Mug 5A
  • Vocab Unit 12 Kahoots

Gatsby

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

 

Wednesday:   

  • Add “Clauses” notes to Survival Guide notebook
  • Vocab Unit 12 bookwork

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

 

Thursday: 

  • Mug 5B
  • Vocab Unit 12 –composing upper level sentences
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  •  Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
  • When finished with chapter 3, complete reading check over chapters 1-3 (30 pts. reading stand.)
  • Author John Green on Gatsby A/V clip (after chapter 3)

 

Friday: 

  • Lit Term Friday #1- create Lit term section to Survival Guide
  • Vocab Unit 12 assessment M/C and sentence writing (50 pts. Language standards) *Bonus points for vocab flashcards

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
August 20

American Lit Week 4: August 21-25

How does Fitzgerald portray the corruption of the American Dream?

Springboard online:  https://cobbga.springboardonline.org/ebook/login

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG 4 (Mechanics, usage, grammar)
  2. Vocab for Success-Unit 12
  3. Reader/writer journal

 

Monday:  Eclipse Day

  • Finish and submit Definition Essay
  • EOC practice with USATest Prep based on benchmark results
  • Independent reading

Tuesday:

  • Mug 4A
  • Vocab Unit 12 Intro words 1-6 with corresponding “Check for Understanding” questions pg.129

Gatsby Intro Activities:

  • Unpack Great Gatsby Summative Assessment argument essay “How does Fitzgerald portray the corruption of the American Dream?” using unpacking graphic organizer
  • Survey pg. 63 Springboard discuss
  • Anticipation guide questionnaire
  • Prezi: http://prezi.com/gbbw1ugfsks7/introduction-to-the-great-gatsby/  (doodle notes)

 

Wednesday:   

  • Vocab Unit 12 Intro words 7-12 with corresponding “Check for Understanding” questions pg.129

Continue Gatsby Intro Activities:

  • Intro and discuss 1920s, Gatsby & Fitzgerald ” with PPT (doodle notes)
  • Concrete and abstract mini lesson PPT and Wealth PPT
  • Review summative assessment of argument essay “Does wealth corrupt?” and finding textual evidence for support with graphic organizer
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer Audio Book: https://www.youtube.com/watch?v=p3g6mElQTzQ b

 

Thursday:  Open House

  • Mug 4B
  • Vocab Unit 12 book work
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Friday:  Substitute

  • Vocab Unit 12 – Practice worksheet
  • GG2 “Appearances” in R/W journal
  • Students will continue USATest Prep EOC practice on computers in classroom
  • Independent reading
August 19

Brit Lit Week 4: August 21-25

Tribute Narrative Writing

Daily Bell Ringer Activities:

Writing Workshop-

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

 

Monday:  Eclipse Day

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
  • Discuss Beowulf summative assessment– Tribute Narrative

 

Tuesday:

  • MUG 4A
  • Vocab Unit 17 Intro words 1-6 with corresponding “Check for Understanding” questions pg.191

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences (W4)

  • Add narrative notes to survival guide
  • Work on computers on Beowulf summative assessment– Tribute Narrative

 

Wednesday: 

  • Vocab Unit 17 Intro words 7-12with corresponding “Check for Understanding” questions pg.191

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences (W4)

  • Work on computers on Beowulf summative assessment– Tribute Narrative –due tomorrow when you walk into class

 

 

Thursday: Open House

  • MUG 4B
  • Vocab Unit 17-book work

Analyze multiple interpretations of Beowulf evaluating how each version interprets the source text (W7)

  • Beowulf’s epic finale: View “Beowulf” from History Channel’s Clash of the Gods series and think, pair share commonalities and differences to the text.
  • Journal: SG 1: How is Beowulf different than modern day heroes?

 

Friday: 

Vocab Unit 17 Practice handout-students will work individually than review correct answer allowing them to make corrections

Hero Reaction Guide (questionnaire):  Students will complete then discuss as a class

Brit Lit author/novel studies:

  • Individual reading of novel with reading check and chapter summaries
August 12

American Lit Week 3: August 14-18

Springboard online:  https://cobbga.springboardonline.org/ebook/login

Planning  your week at home:

  1.  Finish  USA TestPrep Benchmark pretest and begin practice exercises
  2. Study Vocab Unit 11 making bonus points flashcards- quiz is on Friday
  3. We write our “What it means  to be an American” definition essay this week-due Monday 9/21. 

 

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG 3 (Mechanics, usage, grammar)
  2. Vocab for Success-Unit 11 (quiz August 18)
  3. Reader/writer journal

Monday:

  • Vocab Unit 11 book work

Springboard 1.9:  LG Compare how a common theme (freedom) is expressed in different text & Synthesize different perspectives of freedom to support a definition (pp 49-54)

  • Chalk Talk discussion of the Four Freedoms
  • Pre-teach vocab- “Words to know” from The Preamble
  • Using teacher made graphic organizer compare the theme of freedom in Four Freedom speech, The Preamble and Bill of Rights annotating the text
  • Discuss and define classification strategy and add to Unpacking EA1 handout
  • Add your ideas of freedom to your “An American is” graphic organizer

 

Tuesday:

  • Mug 2A
  • Vocab Unit 11

Springboard 1.10:  LG Identify and apply use of exemplification, negation, function and classification to define the concept of freedom (W2). (pp 56-59)

  • Review/define exemplification, negation, function and classification using Unpacking EA1 handout
  • Read aloud “What is Freedom” marking the text for definition strategies
  • Complete Check for Understand chart (pg. 58)
  • In reader/writer notebook, complete Transition practice activity
  • Collaboratively, complete the strategies side of “An American is…” graphic organizer

Wednesday:   

  • Vocab book work

Springboard Embedded Assessment 1:  Write a Definition Essay

  • Discuss EA1 Checklist (pg. 60)
  • Model student made definition essay
  • Review outline/rubric handouts
  • With a partner, finalize pre-writing
  • Compose first draft (save to google drive or flash drive)

 

Thursday: 

  • Mug 2B
  • Vocab Unit 11 review with Kahoots iPad minis
  • Continue composing first draft-due tomorrow when you walk into class

 

Friday:  Pep Rally Schedule

  • Vocab Unit 11 Quiz consisting of mulitple choice and sentence writitng (50 pts language standards)
  • Lit term #1 Theme notes in survival guide
  • Peer revise/edit definition essay
  • Publish definition essay EA1-due Monday. (essay=80 pts. to writing & 20 points Language standards, additional 25 points to writing for writing process)

 

 

August 12

Brit Lit Week 3: August 14-18

Dates to remember:

  1. Bring novel for independent novel study Friday
  2. Vocab Quiz Unit 16 Friday

Daily Bell Ringer Activities:

Writing Workshop-

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

 

Monday:

Brushstroke review- ASO Review- write two sentences about Beowulf using ASO

Analyze how Beowulf fits the role of the epic hero.

  • Review purpose for reading:  analyze Beowulf as an epic hero & analyze author’s craft for narrative writing
  • 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- Review by composing 2 sentences about Beowulf using Participles phrases
  • 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

 

Thursday:  

  • MUG 3B
  • Vocab Unit16 Kahoots with ipad  minis

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. (50 pts to reading standard)

 

Friday:   Pep Rally Schedule

Vocab Unit 16 assessment  (M/C and sentence writing using brushstrokes)

Brit Lit author/novel studies:

  • Submit Proposal if not completed already
  • Begin reading novel creating check points (record on bookmark)

HW:  Graphic Organizer for narrative beginning next week

August 5

American Lit Week 2: August 7-11

What does it mean to be an American?

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG 2 (Mechanics, usage, grammar) #2
  2. Vocab for Success-Unit 11 (quiz  Friday,August 18)
  3. Reader/writer journal

Link to textbook online:    Springboard online Access

Monday:

  • Intro Unit 11 Vocab words 1-6 and corresponding fill in the blank exercises

Springboard 1.4:  LG Analyze thematically linked poems (tone, imagery diction) & Create a thesis supporting it with textual evidence (pp 16-18)

  • Close read poems marking the text
  • Collaboratively complete graphic organizer (pg. 552)comparing/contrasting author’s tone, diction and imagery
  • R/W Journal: Create thesis statement address authors’ tones
  • Compose well-developed paragraph supporting thesis with textual evidence.
  • Return to poem, highlight any textual evidence pink that you can use in your in definition essay summative assessment and add thoughts to “An American is…”prewrite GO

HW:  Prepare for “My American Heritage Presentation”

 

Tuesday:

  • Mug 2A
  • Intro Unit 11 Vocab words 7-12 and corresponding fill in the blank exercises
  • Present your American Heritage story 
  • Finish Springboard lesson 1.4 if needed
  • If time permits, begin Springboard 1.8
  • Independent reading

 

Wednesday:   

  • Vocab book work

Springboard 1.8:  LG: Analyze use of imagery in poetry and visual text & Research and explain significance of iconic American Image (pp.42-47)

  • Close read poems marking the text
  • Collaboratively complete text dependent questions
  • Highlight any textual evidence pink that you can use in your in definition essay summative assessment and add thoughts to “An American is…”prewrite GO.
  • On computers, research iconic American image that reflect what it is to be an American. Send to Mrs. Hagerty. francine.hagerty@cobbk12.org    Complete photo plaque card to hang next to photo 1.8 photo plaque

 

Thursday:  

Mug 1B

Vocab quick review

Complete Springboard 1.8

Student will present photo in Photo Walk

Independent reading

 

Friday: 

USA TestPrep EOC Full length Benchmark Baseline Assessment

Vocab Unit 11 book work

Independent reading.

August 5

Brit Lit Week 2: August 7-11

How does Beowulf fit the role of the epic hero?

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG 2 (Mechanics, usage, grammar) #2
  2. Vocab for Success- unit 16 (Quiz August 18)
  3. Brushstrokes/Mentor Sentences- review
  4. Journal quick writes

 

Monday:

  • Intro Unit 16 Vocab words 1-6 and corresponding fill in the blank exercises
  • Unpack Beowulf assessments (Resume, Tribute Narrative). In Reader/Writer notebooks, students will draw a graphic organizer of assessments and skills needs to successfully complete them using rubrics as guides.

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)
  • If time permits, 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)

 

Tuesday:

  • MUG 2A
  • Intro Unit 16 Vocab words 7-12 and corresponding fill in the blank exercises
  • 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 )
  • Work on Vocab when finished

Wednesday: 

  • Brushstrokes Review –using laminated brushstrokes sentence starters, students will work in pairs to create sentences on posters
  • Vocab Unit 16 book work

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  – complete doodle sheet “HERO” & graphic organizer as we read

 

Friday:  

Lit Term 14 “Denotation & Connotation”

Brit Lit author/novel studies: Intro Proposal Assignment with teacher made PPT

  • Anticipatory activity: Funny Marriage Proposal A/V Clip
  • Discuss the who- what -why of proposals with PPT/rubric
  • Show student sample
  • 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?