January 26

World Lit Week 3: January 22- February 2

Gilgamesh Statue

 

Planning Your Week:

 

Daily Opening Activities:

  • DGP #2
  • Vocabulary “Vocab for Success”- Unit 6 (quiz on Friday 2/2)
  • Journal quick writes- see individual days for topics

 

Monday –

DGP #2 Day 1

Vocab Unit 6 bookwork

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?

  • Partner hero activity. Collaborate 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.
  • 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

Vocab Unit 6 bookwork

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:

DGP #2 Day 3

Vocab Unit 6 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  analyzing characterization and key details using PPT slide to guide student analysis and Venn diagram to compare /contrast heroes.

 

Thursday:

DGP #2 Day 4

Vocab Unit 6 Kahoots  review with  ipad

LG:  Demonstrate independent  literal and inferential reading skills

  • 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.

 

 

Friday:

Vocab Unit 6 Quiz (multiple choice and sentence writing)  (50 pts. Language standard)

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.
  • 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 26

9th Lit Week 3: Jan 29- Feb 2

 

Planning Your Week:

 

Daily Opening Activities:

Writing Workshop-

  1. DGP- #2
  2. Vocab for Success-Unit 1 (quiz on Friday 2/2)

 

Monday:   

DGP #2 Day 1

Vocab Unit 1 book work

Turn in CEI War them paragraph for grade (include typed final draft, CEI graphic organizer, rubric)

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 2. 5)

    https://www.youtube.com/watch?v=eEYKlV0vkIs

  • Complete irony graphic organizer, write theme statement, summarize the narrative in 6 sentences (scaffolding graphic organizer)Handout

HW:  Finish for homework

 

Tuesday:

DGP #2 Day 2

Vocab-review and complete pg. 9

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 MDG PPT taking notes on Short Story Lit guide
  2. “Game” Anticipatory Questionnaire
  3. Begin reading the ‘Most Dangerous 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.  Most Dangerous Game Text

 

Wednesday:

DGP #2 Day 3

Vocab Unit 1 page 10

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.

 

Thursday:

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

Vocab Unit 1 page 11 “Practice for Test”

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

MDG

  1. 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.

 

Friday: 

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

Fix it Friday:

After vocab quiz, student will have the opportunity to conference with me and:

  • Reteach/review learning goals covered thus far
  • Complete missing or incomplete work
  • Work on MDG Mood storyboard
  • Independent reading
  • Complete NoRedInk.com
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January 21

9th Lit Week 2.5: January 22-26

Planning Your Week:

 

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:

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

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

  • Finish reading and annotating text for figurative language, setting, characterization, theme and unfamiliar words
  • Discuss theme and write theme of sniper on story copy
  • Review Lit elements from PPT; add to green notes in survival guide: Setting, Characterization, Figurative language, and theme and add examples to notes from the text

 

Tuesday:

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

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

  • Finish “Sniper” activities with analysis of plot structure
  • 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

  • If time permits, preview “Ambush” Vocab

 HW:  Complete Subject/verb practice

Wednesday:

  • Students add clause notes to interactive notebook using notes from board and colored pencils
  • DGP #1 Day 3
  • 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 “The Sniper” and “Ambush”

  • Read and annotate the short story looking at theme
  • Compose theme statement for text
  • Ticket out the door- Compare and contrast the two war short stories

 

Thursday:  OPEN HOUSE

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

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

 

Friday:  LAB 417

  • Type CEI War theme Paragraph
  • Vocab Unit 1 online activities  (see link above)
  •  NoRedInk.com

 

 

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January 21

World Lit Week 2.5: January 22-26

Compose your own Trickster Tale

Planning Your Week:

 

Writing Workshop Opening Activities:

DGP #1

Vocabulary “Vocab for Success”- Unit 6- Quiz on Friday 2/2

 

Monday:

Review Parts of the sentence/DGP #1 Day 2

Vocab Unit 6 bookwork

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

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)
  • Odyssey Trickster Hero (revisit Cyclopes scene) A/V clip

 

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).

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

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

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

  • Compose first draft
  • Begin typing (CHECK w/Kelly about sending a couple of students to 202 if needed)

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

 

Friday: LAB 417

RI make-ups

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. (100 summative grade Writing 3 standard) (30 pts. writing process W5)

If time permits, NoRedInk.com or online vocab practice Vocab for Success Online Practice

January 18

9th Lit Week 2: January 15-19

     We continue our war theme narratives.

Planning Your Week:

Bring in ASAP:

  • Vocab Book money
  • Supplies (binder with 5 dividers, two 100 page composition books)
  • War Theme CEI Paragraph- Wednesday 1/24 end of class
  • 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 1/26)

 

Monday: MLK Holiday

Tuesday:

  • Organizer binders with dividers
  • Intro Vocab Words 1-6 Unit 1 completing sentence completion exercises

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

Continue “The Sniper”

  • Continue reading and annotating text for figurative language, setting, characterization, theme and unfamiliar words
  • Using Norman Rockwell PPT last slide, discuss theme and write theme of sniper on story copy

 

Wednesday:

  • Snow day

Thursday:

  • Snow day

Friday: 

  • Intro Vocab Words 7-12 Unit 1 completing sentence completion exercises

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

Finish “The Sniper”

  • Finish reading and annotating text for figurative language, setting, characterization, theme and unfamiliar words
  • Discuss theme and write theme of sniper on story copy
  • Review Lit elements from PPT; add to green notes in survival guide: Setting, Characterization, Figurative language, and theme and add examples to notes from the text
  • 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

Category: 9th Lit | LEAVE A COMMENT
January 18

World Lit Week 2: Jan. 15-19

Planning Your Week:

  • Vocab Book purchased- Tuesday 1/16
  • Trickster narrative-  Thursday 1/25
  • Unit 6 Vocab Quiz- Friday 1/26

 

Writing Workshop Opening Activities:

DGP #1

Vocabulary “Vocab for Success”- Unit 6- Quiz on Friday 1/26

Quick Write Journals

 

Monday: MLK DAY

Tuesday: 

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

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.

  • “Briar Rabbit” film clips (early American (cultural hero trickster)
  • “Coyote and the Origin of Death” (overhead) (Native American)
  • Stone Soup (Asian trickster)(own picture book)

 

Wednesday:  Snow DAY

Thursday:  Snow DAY

Friday: 

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

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)
  • Odyssey Trickster Hero (revisit Cyclopes scene) A/V clip
January 5

Welcome to World Lit: January 4-12

    Welcome to World Lit

Planning Your Week:

Bring in ASAP:

  • Signed syllabus, profile sheets
  • Vocab Book money if you don’t have a book
  • Supplies (binder with 5 dividers, two 100 page composition books if you don’t have already)

Wednesday 1/10—Simile Slam Nametag due

 

Thursday:

Intro to world lit with A/V clip of works to be studied

Create “Class Optimal Learning Environment” Poster with sticky notes, markers and butcher paper

Review Syllabus World Lit syllabus Spring 2018

Fill out Profile Sheet while teacher completes TRSS forms

Sign up for Remind invite World Lit Remind-sivxxg

Affinity/Aversion share

Intro Simile Slam Nametag with A/V & direction handout–due Wednesday

 

Friday:

Warm up: Collect syllabi and profile sheets

Purchase vocab books if needed

Mini lesson Pathos/logos/ethos appeal with:  “How to Identify Logos, Ethos, Pathos” A/V clip and PPT completing “Art of Persuasion” sketch notes- add to Survival guide

Intro baseline timed writing with editorial on Robert Smalls: “Slave, Warrior, Hero”(Analysis pathos appeal and organization of evidence)

Baseline writing timed essay heroes:  “Who should be hailed as a hero Highlight or underline  thesis statement.  Circle use of Pathos appeal.

Time to work on nametag

 

Monday

Collect syllabi and profile sheets

Purchase vocab books

Introduce archetypes with PPT and guided student notes

Intro the Trickster archetypes with Crash Course “Tricksters: An intro World Mythology #20” (10:10 minutes)

Time to work on nametag

 


 

Tuesday   Lab 417

PSAT Reflection

RI Assessment (directions handout)

NoRedInk.com diagnostic (directions handout)

HW:  Finish name tags and be prepared for presentations tomorrow

 

Wednesday

Present nametags (25 pts. SL grade)

Begin analyzing Trickster motif in tales from various cultures

  • Intro PPT Discuss and take guided notes on characteristic of a trickster

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

  • My Lucky Day by K. Kasza (modern)
  • Numskull and the Rabbit text pp 182-186; (Ancient India) with intro PPT
  • “Coyote and the Origin of Death”  (Native American)
  • “Briar Rabbit” film clips (early American cultural hero trickster)
  • “Hermes the Cattle Thief” (trickster god Ancient Greek) handout
  • “How Monkey Tricked Shark” Myths and Legend book pp.124-127
  • Stone Soup (Asian trickster)
  • “Loki: The Kidnapping Of Idun”(trickster god) handout
  • Odyssey Trickster Hero (revisit Cyclopes scene) Transition to Hero archetype

 

Thursday

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.)

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.

 

Friday

Journal Trickster #2: What natural phenomenon amaze you?

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

January 5

Welcome to 9th Lit: January 4-12

      Welcome to 9th Lit

Planning Your Week:

Bring in ASAP:

Signed syllabus, profile sheets

Vocab Book money

Supplies (binder with 5 dividers, two 100 page composition books)

Wednesday 1/10—Mini-me due

 

Thursday:

“Choices” intro activity: “How will our choices define who we are?” PPT and quick write (pre-write for Mini me)

Check and mark TRSS forms while students write

How to make the best decision in this class PPT with memes

Discuss Syllabus  9th Lit syllabus Spring 2018

Sign up for Remind invite to Remind 9th lit-1tfpjpd

Fill out Profile Sheet

Vocab diagnostic Pretest

Intro Mini-Me–due Wednesday

HW:  Get Syllabus and profile sheet signed and bring money for vocab book; collect/purchase supplies for class (2 composition notebooks, binder with 5 dividers)

 

Friday:

Sticky note parts of speech formative assessment (students place sticky notes on board under POS. Add definitions and give them a chance to collaborate and change answers

Collect syllabi and profile sheets & Vocab $

Lit term baseline pretest

LG:  Provide textual evidence to analyze and interpret writers’ choices that create voice, engage readers, and suggest meanings (RL1&3)

  • Springboard 1.3 Read the excerpt from Speak on pp. 9-11. How does the author use elements of STEAL characterization to bring the narrator to life?
  • Imitate Laurie Halse Anderson’s style to create a STEAL characterization of a little monster

HW:  Get Syllabus and profile sheet signed and bring money for vocab book; collect/purchase supplies for class (2 composition notebooks, binder with 5 dividers)

 

Monday  

Collect syllabi and profile sheets

Lit term baseline pretest

Create QHT of Narrative Choices Unit vocab (using QHT chart and laminated words)

LG:  Provide textual evidence to analyze and interpret writers’ choices that create voice, engage readers, and suggest meanings (RL1&3)

  • Springboard 1.3 Read the excerpt from Speak on pp. 9-11. How does the author use elements of STEAL characterization to bring the narrator to life?
  • Imitate Laurie Halse Anderson’s style to create a STEAL characterization of a little monster
  • View clip from Monster’s University to activate creative thoughts

 

Tuesday Meet in Lab 417

PSAT Review

SRI assessment

NoRedInk.com diagnostic

HW:  Bring in two 100 page compositions books, 3 ring binder with 5 dividers tomorrow.  We will get organized!

 

Wednesday 

Create Survival Guide and Interactive notebooks (MUST have two 100 page compositions books)

Organize 3 ring binders

Present mini-me (SL grade)

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

  • Introduce irony: “Reading Art” PPT slides 5-8 filling in Lit Short Story Lit Term Unit Notes
  • Norman Rockwell paintings of soldiers as Sniper pre-reading discussion:
  • Sniper Pre/post-reading info PDF “The History of the Conflict”
  • If time permits, begin reading and annotating text

 

Thursday

Parts of Speech- add definition to composition notebook

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

  • Begin reading “The Sniper” annotating 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 (7 minutes)

 

Friday 

DGP- Glue Subject/Verb notes into composition notebook and review highlighting main ideas

Students will independently complete “Finding subject and verb exercise” handout

Review correct answers and have students add to DGP section of binder

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

  • 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

  • “Ambush” Vocab preview study
  • Read and annotate the short story looking at theme
  • Ticket out the door- Compare and contrast the two war short stories
  • Complete “Ambush” Review Questions (handout) with a partner or independently-turn in
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