February 24

9th Lit Week 7: Feb 25- March 1

Intro to Poetry

Daily Opening Activities:

Planning your week:

  • Favorite Song TPFASTT –Monday 3/4

Writing Workshop-

  1. Grammar- CD sentences
  2. Vocab – poetry terms
  3. Reviewing Touchstone Results

 

Monday: 

Organize binders

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)

 

Tuesday: 

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 (handout)

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)

 

Wednesday:

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

  • Continue Simple to Compound Sentence Combining using FANBOYS (handout)

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

  • Intro Poetic Devices PPT with guided notes and add glossary to survival guide

Annotate and analyze the following poems:

  • “The Eagle” by Alfred, Lord Tennyson
  • “I Wandered Lonely as a Cloud” by Wordsworth

 

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

  • “Harlem [Dream Deferred]” by Langston Hughes
  • 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

 

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:

  • Finish “Harlem [Dream Deferred]” by Langston Hughes CEI paragraph
  • ”Casey at the Bat” by Ernest Lawrence Thayer
  • Poetic Finale: Analyze your favorite song lyrics using TPFASTT graphic organizer
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February 24

World Lit Week 7: Feb 25- March 1

Planning your week:

  • Hero Paragraph Extra Credit –Monday 2/25

Daily Opening Activities:

Writing Workshop-

  1. Journaling-see day for topics
  2. DGP (daily grammar practice) – Parallelism
Parallel Structure Resources:

Shmoop

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

Genius Plaza

https://www.youtube.com/watch?v=oTjmVOPqN9I

 

Monday:

Collect extra credit

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

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)

  • Review reading scanning skill  (PPT slide)
  • Students (partner optional) complete Focus Questions: Intro to Iliad (handout) (text pp. 14-15, 360-362 handout)
  • Create QHT of unit terms.
  • Discuss foundational terms with “Intro notes lit terms”  PPT

 

 

Tuesday:  

Grammar- Springboard Parallelism handout Practice A

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)

  • Verbally tell “The Golden Apple/Judgment of Paris” with PPT images
  • Follow with 3.5 min illustrated A/V summary
  • Complete Background summary using text pg. 361–cloze reading exercise with a partner (“Iliad intro and character notes” handout)
  • “Intro Iliad Character” PPT & text book with guided notes & 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

 

Wednesday: 

Grammar- Springboard Parallelism handout Practice A & B

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)

Continue intro activities from yesterday

  • Finish intro activities from Wednesday
  • Perform Reader’s Theater “Judgment of Paris” (handout)
  • If time permits, work on Team Troy VS Gang Greek character wall adding gods/goddess from background research, character introductions

 

Thursday:  Sophomore Counseling Lesson all period

 

Friday:  Sophomore Counseling Lesson ½ of period

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)

Continue intro activities from yesterday

  • Work on Team Troy VS Gang Greek character wall adding gods/goddess from background research, character introductions
  • Oral reading of “Ship Gathering” (Black Ships before Troy)
  • View Troy as scenes correlate to text (from the HHS Media Center, an edited, educational, age appropriate version)
  • Add characters to Character Wall
February 10

9th Lit Week 6: February 11-15

Planning your week

  • “Stolen Party” narrative ending- Monday 2/11
  • Short story sitcom extra credit – Tuesday 2/12
  • Lit Term Study Guide -Wed 2/13
  • Literary term post test- Thursday 2/14
  • Cask Insult narrative writing- Friday 2/15

Extra Resources:

Cask Text:

https://americanenglish.state.gov/files/ae/resource_files/the_cask_of_amontillado.pdf

Audiobook

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

Analysis

http://study.com/academy/lesson/poes-the-cask-of-amontillado-summary-and-analysis.html

 

Daily Opening Activities:

Writing Workshop-

  1. DGP- #3 (Compound sentence)
  2. Vocab for Success- none

 

Monday:  

DGP #3 Day 1

Turn in “Party” continuation narrative

Intro “The Cask of Amontillado” Springboard 2.8 (PDF handout)

  • 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:

Submit Extra Credit

DGP #3 Day 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?
  1. Montressor’s 1st person point of view                               b. Italian Carnival setting

Post-reading activities:

  1. Analysis of setting questions

 

 

Wednesday:

DGP #3 Day 3

Review Finish Post-reading activities:

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

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

  5. Begin narrative assessment

 

 

Thursday:  Freshman Advisement C Lunch

DGP #3 Day 4

Short story literary term posttest (25 multiple choice)  (50 pts. RL Standard)

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 or letter entry that tells the story of the “insult” that Fortunato inflicted upon Montressor. GO prewrite and EOC 4-Point Holistic Rubric
  3. Scaffold with narrative starters on PPT if needed

HW:  Work on “Cask” narrative

 

Friday:  Lab

Touchstone 2

Finish typing Cask narrative-submit

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February 10

World Lit Week 6: February 11-15

 

Planning your Week:

  • Skywalker Hero Paragraph– Tuesday 2/12@ beginning of class
  • Mythology Poster- Friday 2/15
  • Extra Credit-ASAP but Monday 2/26 last day

Daily Opening Activities:

Writing Workshop-

  1. Journaling-see day for topics
  2. DGP (daily grammar practice) – #3
  3. Vocabulary –none this week

 

Monday:

DGP#3 Day 1

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

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) checklist/Rubric

 

Tuesday:  

DGP#3 Day 2

  • Submit explanatory paragraph with rubric and graphic organizer if not done yesterday
  • Review Lit terms with PPT Star Wars Section with Lit term 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
  • If time permits, Introduce Greek Mythology Poster Project- begin researching topic on computers (handout)

 

Wednesday:

DGP#3 Day 3

LG: Acquire and review background knowledge of Greek 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 (handout)

***Check your 365 account*

 

Thursday: 

DGP#3 Day 4

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

  • Continue Greek Mythology Poster Project researching topics on computers (handout)
  • Individual writing conferences reviewing Archetypal hero paragraph while students are researching

 

Friday:  Happy Winter Break

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

  • Epic poetry element/Iliad pre-assessment to measure background knowledge. (Standards RL5 and L5)
  • 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.
  • Present Greek Mythology Project (60 points to W7 & 25 points to SL4)
  • If time permits, view “Zeus” and “Hercules” from History Channel’s Documentary Clash of the Gods

 

February 4

9th Lit Week 5: February 4-8

Planning your week:

  • MDG Mood Storyboard-Thursday 2/7
  • Unit 2 Vocab Quiz-Friday 2/8
  • “Stolen Party” narrative ending- Monday 2/11
  • Short story sitcom extra credit – Tuesday 2/12
  • Lit Term Study Guide -Wed 2/13
  • Literary term post test- Thursday 2/14

 

Daily Opening Activities:

Writing Workshop-

  1. Grammar- sentence types
  2. Vocab for Success-Unit 2 (quiz on Friday 2/8)

 

Monday:  

Grammar- Create square sentence flip notes in survival guide (paper)  Khan Academy on Simple and Compound Sentences

Vocab Unit 2:  bookwork

Post reading Activities:

  1. Literary analysis Conflict handout/ plot events chart
  2. Intro short story sitcom extra credit
  3. Mood Story Board with quotes (60 pts. RL Standard)
  4. Ticket Out the door: Lit element/Quote Match-up (18 pts. RL standard)

HW:  Work on MDG Mood Storyboard

 

Tuesday:

Vocab Unit 2:  bookwork

Continue 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)

If time permits, begin film adaptation

HW:  Work on MDG Mood Storyboard

 

Wednesday:

Vocab Unit 2

Student will finish Mood Story Board with quotes (60 pts. RL Standard)-due tomorrow

LG:  Analyze multiple interpretations of a story (RL7)

  1. View film adaptation of MDG (63 min) comparing and contrasting film to text
  2. Ticket Out the Door: 3 Differences, 2 similarities, 1 you liked best and why

If time permits, begin “Stolen Party”

HW:  Work on MDG Mood Storyboard

 

Thursday:  ipads

Vocab Unit 2 Kahoot Review

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

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. Lit term study guide (handout)
  3. Discuss POV using PPT adding notes to survival guide
  4. Read, annotate and analyze Springboard 2.6 “The Stolen Party” (PDF handout)

HW: If we finish story, begin working on continuation narrative.

 

Friday: 

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

Vocab Unit 2 Quiz (50 pt. assessment language standard)

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” (PDF handout)
  2. As a class, answer text dependent questions
  3. With a partner, compose narrative creating a continuation of the narrative devising an alternate resolution showing Rosaura’s realization and new perspective (prompt handout w/ EOC narrative rubric)
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February 4

World Lit Week 5: February 4-8

Luke Skywalker-an archetypal hero

 

Planning Your Week:

  • Battle w/Humbaba-Monday 2/4
  • Unit 7 Vocab Quiz- Friday 2/8
  • The Archetypal Hero Paragraph- Monday 2/11

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)  Khan Academy on Sentence Fragments

Vocabulary Unit 7-bookwork

  • Submit homework, “ Battle with Humbaba,” if not completed in class (30 pts. to reading standard)
  • View David and Giant 15 second animation (point out the use of summary)
  • Fill in Cultural Hero notes on Gilgamesh and David answering “How does David heroic actions reflect the values of the Hebrew Culture”
  • 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

 

Tuesday: 

Grammar- Sentence or Fragment Practice 2 (handout)

Vocab Unit 7 pg.77

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) 56 minutes

 

Wednesday:

Grammar Appositives Practice 1 (handout)  Khan Academy on Appostives

Vocabulary Unit 7 page 79

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: ipads

Grammar Appositives Practice 2 (handout)

Vocabulary Unit 7 Nearpod

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

 

Friday: 

Vocabulary Unit 7 Quiz consisting of M/C and sentence writing (50 pts. to language standards)

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

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) checklist/Rubric