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
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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.

 

 

January 6

9th Lit Week 1: January 7-11

Daily Opening Activities:

Writing Workshop-

  1. Vocab for Success- Purchase books for 10 (cash only) ASAP; begin Unit 1 Monday 1/14/17
  2. Journal quick writes- see individual days for topics

 

Monday:  

  1. “Choices” intro activity: “How will our choices define who we are?” PPT and quick write (pre-write for Mini me)
  2. Check and mark TRSS forms while students write
  3. How to make the best decision in this class PPT with memes
  4. Discuss Syllabus    9th Lit syllabus
  5. Sign up for Remind invite to Remind 9th lit
  6. Fill out Profile Sheet
  7. Intro Mini-Me–due Friday

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

 

Tuesday: 

DGP- 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 $

Vocab diagnostic Pretest

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

  • Introduce STEAL with The Pirates of the Caribbean intro of Jack Sparrow and completed STEAL GO

https://www.youtube.com/watch?v=CsHPsOR-se8

  • Springboard 1.3 Read the excerpt from Speak on 9-11. How does the author use elements of STEAL characterization to bring the narrator to life?
  • Complete STEAL graphic organizer after annotating text

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

 

Wednesday:

Collect syllabi and profile sheets

Lit term baseline pretest

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

  • 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 https://www.youtube.com/watch?v=vAgUHEkOCQM
  • Prewrite: Choose “incident” of first day, complete STEAL graphic organizer for your narrative

HW:  Finish STEAL graphic organizer for narrative  and bring in supplies

 

 

Thursday  

PSAT Review

SRI assessment

NoRedInk.com diagnostic  Link to join NoRedInk

Type up narrative

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

 

Friday 

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

Organize 3 ring binders

Present mini-me (SL grade)

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

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

 

Category: 9th Lit | LEAVE A COMMENT
January 6

World Lit Week 1: January 7-11

Welcome to World Literature

Monday: 

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

Complete Array Interaction Inventory

Review Syllabus World Lit syllabus

Fill out Profile Sheet and Welcome Sheet while teacher completes TRSS forms

Sign up for Remind 101 on overhead

Affinity/Aversion (Review) and Preceding/subsequently share

Intro Student Choice:   Simile Slam Nametag with YouTube video clip (2 min) & direction handout or Archetype Selfie with Heroic Myth Index Survey –due Friday

HW:  Have parents review and sign syllabus and profile sheets

 

Tuesday: 

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” Scope 1/14/13 ed.-(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/selfie

 

Wednesday: 

Complete “Self-Assessment of Modality Strengths”

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)

https://www.youtube.com/watch?v=RW1ChiWyiZQ&index=21&list=PL8dPuuaLjXtNCG9Vq7vdvJytS-F-xGi7_

Time to work on nametag/selfie

 

 

Thursday:

PSAT Reflection

RI Assessment

NoRedInk.com diagnostic (directions handout)  https://www.noredink.com/join/funny-leaf-17

HW:  Finish nametags/selfie and be prepared for presentations tomorrow

 

Friday:

Present nametags/selfie (25 pts. SL grade)

Begin analyzing the Trickster Archetype 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
  • “Hermes the Cattle Thief” (trickster god Ancient Greek)
  • “Coyote and the Origin of Death”  (Native American)