February 24

9th Lit Week 6/7: February 26-March 2

            Poetry Unit

Planning your week:

noredink.com assignments- Friday 3/2

 

Daily Opening  Activities:

Writing Workshop-

  1. Grammar- CD sentences
  2. Vocab – poetry terms

 

Monday: 

Touchstone Assessment in Lab 417

After assessment,

Tuesday: 

Organize binders

Grammar:  LG Use FANBOYS to link independent clauses (L2)

  • Review Simple and compound sentences with “Sentence type Mini lesson” PPT
  • Simple to Compound Sentence Combining using FANBOYS

Review Touchstone results Part 1

Poetry

LG:   Analyze the poet’s use of sound, imagery, figurative language, rhythm, and rhyme to create meaning and tone.

  • Anticipatory discussion-“What are your feelings about poetry?” “Music and songs?”
  • Independently read and annotate “Intro to Poetry” by B. Collins (handout) for understanding, questions, and likes
  • Respond to post reading questions in journal (set up Journal composition book)

 

Wednesday:

Grammar:  LG Use FANBOYS to link independent clauses (L2)

  • Continue Simple to Compound Sentence Combining using FANBOYS

Review Touchstone results Part 2

Poetry

LG:    Analyze the poet’s use of sound, imagery, figurative language, rhythm, and rhyme to create meaning and tone

  • Together as a class, read, annotate and discuss “Intro to Poetry” by B. Collins from yesterday
  • Complete TPFASST graphic organizer
  • Together as a class, complete cloze CEI paragraph graphic organizer answering author’s purpose (handout) (W1)

 

Thursday:

Grammar:  LG Use semicolons link independent clauses (L2)

  • Introduce semicolon with Shmoop a/v clip

    https://www.youtube.com/watch?v=WMKufGCs1Ec

  • Review Simple and compound sentences with “Sentence type Mini lesson” PPT
  • Practice with Simple to Compound Sentence Combining using semicolon (handout)

Review Touchstone results Part 3

Poetry

LG:  Analyze the poet’s use of sound, imagery, figurative language, rhythm, and rhyme to create meaning and tone

  • Intro Poetic Devices PPT with guided notes

Annotate and analyze the following poems:

  • “The Eagle” by Alfred, Lord Tennyson
  • “Harlem [Dream Deferred]” by Langston Hughes

 

Friday: 

Grammar:  LG Use semicolons link independent clauses (L2)

  • Practice with Simple to Compound Sentence Combining using semicolon (handout)

Poetry

LG:   Analyze the poet’s use of sound, imagery, figurative language, rhythm, and rhyme to create meaning and tone

Continue to annotate and analyze the following poems:

  • “The Eagle” by Alfred, Lord Tennyson
  • “Harlem [Dream Deferred]” by Langston Hughes
  • “I Wandered Lonely as a Cloud” by Wordsworth
  • If time permits, ”Casey at the Bat” by Ernest Lawrence Thayer (A/V clip 8 min.)

Complete CEI paragraph graphic organizer:  Langston Hughes’ use of imagery creates a tone of hopelessness in the poem “Harlem.”  (CEI graphic organizer); compose paragraph in journal

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February 24

World Lit Week 6/7: February 26-March 2

 

    Welcome to War

Planning your week:

Hero Paragraph Extra Credit –Monday 2/26

Judgment of Paris Presentation- Friday 3/2

Daily Opening Activities:

Writing Workshop-

  1. Journaling-see day for topics
  2. DGP (daily grammar practice) – Parallelism
  3. Vocab unit 8 (quiz on Friday 3/9)
Parallel Structure Resources:

Shmoop https://www.youtube.com/watch?v=aoiW5LWuQGA

Genius Plaza

https://www.youtube.com/watch?v=cJiu5pD_YuQ

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

mVOPqN9I

Monday:

Collect extra credit

Intro Vocab Unit 8 words 1-6 with corresponding activities pg.85

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 (RL5, L5)

  • Finish last Greek Mythology Presentations (standards assessed W7, SL4)
  • Epic poetry element/Iliad pre-assessment to measure background knowledge. (Standards RL5 and L5)
  • Review reading scanning skill (PPT slide)
  • Students (partner optional) complete Focus Questions: Intro to Iliad (handout) (text pp. 14-15, 360-362 handout)
  • If time permits, create QHT of unit terms.

 

Tuesday:  

Intro Vocab Unit 8 words 7-12 with corresponding activities pg.85

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 (RL5, L5)

  • Finish and review Focus Questions: Intro to Iliad (text pp. 14-15, 360-362
  • Discuss foundational terms with “Intro notes lit terms”  PPT with students adding notes  to “Intro”  handout (chart on back)
  • Verbally tell “The Golden Apple/Judgment of Paris” with PPT images
  • Follow with 3.5 min illustrated A/V summary

 

Wednesday: 

Grammar- LG:  Use parallel structure (L1)

  • View Shmoop A/V clip on parallelism
  • Add definition to survival guide (PPT)
  • Write examples and compose your own.

Vocab- quick review

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 (RL5, L5)

  • Complete Background summary using text pg. 361–cloze reading exercise with a partner (“Iliad intro and character notes” handout)
  • The Judgement of Paris Retelling Collaborative Assignment- after reading a detailed summary, students will retell the story in a storyboard poster presentation (electronic or paper) or dramatic presentation (Summary/working GO/rubric handouts) (25 pts. to reading & LS standard)

 

Thursday: 

Grammar- Springboard Parallelism handout Practice A

Vocab Unit 8 page 86

LG: Demonstrate literal and inferential comprehension by creating an objective summary of the background story (RL2)

  • The Judgement of Paris Retelling Collaborative Assignment- after reading a detailed summary, students will retell the story in a storyboard poster presentation (electronic or paper) or dramatic presentation (Summary/working GO/rubric handouts) (25 pts. to reading & LS standard)

 

Friday: 

Grammar- Springboard Parallelism handout Practice B

Vocab Unit 8- bookwork

LG: Demonstrate literal and inferential comprehension by creating an objective summary of the background story (RL2)

  • Present The Judgement of Paris Retelling Collaborative Assignment- after reading a detailed summary, students will retell the story in a storyboard poster presentation (electronic or paper) or dramatic presentation Differentiation: Choice of activities

LG:  Acquire and review literary terms and elements of an epic for analysis (RL5, L5)

  • “Intro Iliad Character” PPT & text book with guided notes from Wednesday& Iliad plot using “Intro notes lit terms”  PPT (starting at “the epic” intro slide)
  • Homer’s Iliad Youtube clip from History Channel – 9 minutes

http://www.youtube.com/watch?v=ccdneMYVVVo

  • If time permits, work on Team Troy VS Gang Greek character wall adding gods/goddess from background research, character introductions
February 9

9th Lit Week 5: February 12-16

Planning your week:

  • Lit Term Study Guide Flashcards-Wed 2/14
  • Literary term posttest- Thursday 2/15
  • Vocab Unit 2 Quiz- Friday 2/16
  • Cask Insult narrative writing- Friday 2/16

The Cask of Amontillado Resources

Cask Text:  Text

Audiobook  

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

Analysis Study Notes

 

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP- #3 (Compound sentence)  Compound Sentence Lesson
  2. Vocab for Success-Unit 2 (Quiz Friday 2/16)
  3. Journal quick writes- none this week

 

Monday:  

DGP #1 Day 1

Vocab Unit2

Intro “The Cask of Amontillado” Springboard 2.8

  • 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:

DGP #1 Day 2

Vocab Unit 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?

a. Montressor’s 1st person point of view                               b. Italian Carnival setting

Post-reading activities:

  1. Analysis of setting questions

 

Wednesday:

DGP #1 Day 3

Vocab Unit 2

Lit term review with flashcards

Review Finish Post-reading activities:

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

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

  4. Begin narrative assessment if time permits

 

Thursday: 

DGP #1 Day 4 and write CD sentence with vocab word

Vocab Unit2  Kahoots Review (ipads)

Short story literary term posttest (25 multiple choice)

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 entry that tells the story of the “insult” that Furtunato inflicted upon Montressor. GO prewrite and EOC 4-Point Holistic Rubric

 

Friday:  Lab 417

Vocab Unit 2 quiz (multiple choice/sentence)

Finish Cask narrative-type in Lab 417

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February 9

World Lit Week 5: February 12-16

Understanding Greek Gods to Understand Homer

Planning your Week:

·        Skywalker Hero Paragraph– Monday 2/12@ beginning of class

·        Vocab Unit 7 quiz- Friday 2/16

·        Extra Credit-ASAP but Monday 2/26 last day

Daily Bell Ringer Activities:

Writing Workshop-

  1. Journaling-see day for topics
  2. DGP (daily grammar practice) – #3
  3. Vocabulary “Vocab for Success”- Unit 7 (quiz on 2/16)

 

Monday:

DGP#3 Day 1

Vocab Unit 7 bookwork pg. 76

  • Turn in explanatory paragraph with rubric and graphic organizer if not completed Friday

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

  • Review Lit terms with PPT/ 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

 

Tuesday:  

DGP#3 Day 2

Vocab Unit 7 pg.77

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 greek-research-poster
  • Individual writing conferences reviewing Archetypal hero paragraph while students are researching

 

Wednesday:  Lab 417

DGP#3 Day 3

Vocab-page 79

LG: Acquire and review background knowledge of Greek Mythologies and relevance to understanding the Iliad:

 

Thursday: 

DGP#3 Day 4

Vocab Unit 7 Nearpod

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

  • 30 minutes to finish posters
  • Present Greek Mythology Poster Project (60 points to W7 & 25 points to SL4)
  • Epic poetry element/Iliad pre-assessment to measure background knowledge. (Standards RL5 and L5)

 

 

Friday:  Happy Winter Break

  • Vocab Unit 7 quiz (multiple choice and sentence writing)
  • 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.

LG: Acquire and review background knowledge of Greek Mythologies and relevance to understanding the Iliad:

  • The Judgement of Paris Retelling Collaborative Assignment- after reading a detailed summary, students will retell the story in a storyboard presentation (electronic or paper) or dramatic presentation (Summary/working GO/rubric handouts) (50 pts. to reading/LS standard)

 

February 2

World Lit 4: February 5-9

Luke Skywalker-an archetypal hero

 

Planning Your Week:

Luke, The Archetypal Hero Paragraph- Monday 2/12

Unit 7 Vocab Quiz- Friday 2/16    Vocab for Success Online Activities

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)

Vocabulary Unit 7-intro words 1-6 with corresponding activities

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
  • If time permits, view “Mythology of Star Wars” film interview with guided notes

 

Tuesday:  SUBSTITUTE

Grammar- Sentence or Fragment Practice 2 (handout)

Vocabulary Unit 7-intro words 7-12 with corresponding activities

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)

Wednesday:

Grammar Appositives Practice 1 (handout)

Vocabulary Unit 8 Sticky note image challenge

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:

Grammar Appositives Practice 2 (handout)

Vocabulary Unit 8 bookwork

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 filling in red chart

 

Friday:  Lab 417 if time permits

Vocabulary Unit 8

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
  • Using guide notes, analyze how Luke Skywalker fulfills heroic archetype
  • Discuss Luke Skywalker as an archetypal hero filling in red chart

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) Rubric
February 2

9th Lit Week 4: February 5-9

“The Stolen Party” by Heker

Planning your week:

 

Daily Bell Ringer Activities:

Writing Workshop-

  1. Grammar- sentence fragments/Clauses
  2. Vocab for Success-Unit 2 (quiz on Friday 2/16)
  3. Journal quick writes- see individual days for topics

 

Monday:  

Grammar- Sentence or Fragment Practice 1 (handout)

Review and reflect Unit 1 quiz from Friday

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

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. Ticket Out the door: Lit element/Quote Match-up (30 pts. RL standard)

 

 

Tuesday:  Substitute

Grammar- Sentence or Fragment Practice 2 (handout)

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

Continue MDG Post reading Activities:

  1. Student will finish Mood Story Board with quotes (60 pts. RL Standard)-due tomorrow
  2. When finished, they are to work on Noredink.com activities on the computer

 

Wednesday:

Grammar- review clauses types and add notes to survival guide

Vocab Unit 2 draw the word sticky note image activity

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

Analyze multiple interpretations of a story (RL7) by viewing film MDG (63 min) comparing and contrasting film to text

Ticket Out the Door:  3 Differences, 2 similarities, 1 you liked best and why

Or

Begin “The Stolen Party”

 

Thursday:

Vocab Unit 2 bookwork

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. Discuss POV using PPT adding notes to survival guide
  3. Read, annotate and analyze Springboard 2.6 “The Stolen Party”

 

Friday: 

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

Vocab Unit 2 bookwork

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”
  2. As a class, answer text dependent questions
  3. Compose narrative creating a continuation of the narrative devising an alternate resolution showing Rosaura’s realization and new perspective (prompt at end of packet) (Sequence of Events GO, EOC narrative rubric)
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