March 25

9th Lit Week 11: March 25-29

 

Time to write our argument essay!

Planning your week:

Daily Opening Activities:

Writing Workshop-

NoRedInk.com CEI and Lead-in practice: https://www.noredink.com/learn/assigned_practices/3623341

Vocab for Success Unit 4  (RAFT due Wed. 3/27)

Argument Writing Help

 

 Monday:   

Vocab Unit 4-RAFT

R&J Text message plot review

Intro Romeo and Juliet essay using “Argument writing” PPT and,  R&J essay prompt handout, Essay Outline handout  and CEI graphic organizer,

  • Read NF articles in prompt document and highlight any supporting evidence
  • Compose body paragraph topic sentences using CEI model

HW:  Vocab 4 Raft and finish CEI body paragraph

 

Tuesday: 

Vocab Unit 4-RAFT

Romeo and Juliet essay

  • Submit Journal
  • Finish composing body paragraphs
  • Add counter argument (GO)
  • If time permit, Monster Inc. example, compose intro and concluding paragraph

HW:  Finish CEI body paragraph and Counter Claim paragraph/ Vocab 4 RAFT

 

 

 

Wednesday:  

Submit Vocab Unit 4-RAFT with rubric

Continue Argument essay using PPT and graphic organizers

  • Compose intro and conclusion paragraphs with GO
  • Begin typing final draft

HW:  Finish drafting and typing first draft

 

Thursday:

Romeo and Juliet essay:

  • Finish typing essay
  • Peer revise and edit with checklist and rubric (W5)
  • Work on noredink.com

HW:  Finish typing final draft

 

Friday:  Happy Spring Break- Popcorn Finale

Submit Romeo and Juliet Essay and celebrate

  • Highlight thesis and claim pink, circle, abstract associations, highlight evidence yellow & interpretation green
  • View film adaptation if time permits

 

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March 24

World Lit Week 11: March 25-29

Planning your week:

  • Extra Credit- Monday 3/25
  • Unit 9 RAFT -Wednesday 3/27
  • Argument Essay Friday 3/29
  • NoRedInk.com assignments -Friday 3/29
  • Breakfast of Champions-3/29

Daily Opening Activities:

Writing Workshop-

Vocab Unit 9 RAFT ( due Wed. 3/27)

NoRedInk.com CEI and Lead-in practice: https://www.noredink.com/learn/assigned_practices/3623341

 

Monday: 

Collect Extra Credit

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

Introduce argument essay Iliad summative assessment Part 2

  • Use PPT “Planning your Essay” to intro Argument essay
  • Prewriting:  Claim, Evidence, Order graphic organizer handout
  • Create claim & topic sentences

If time permits, develop intro together

 

Tuesday:

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

  • Review lead-ins and CEI
  • Formulate CEI body paragraphs with graphic organizers

 

 

Wednesday: 

Submit Unit 9 RAFT

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

Continue composing Hero Argument essay (W1)

  • Review lead-ins and CEI
  • Compose Intro and concluding paragraphs together as a class

 

 

Thursday:

LG:  Develop and strength writing by using the writing process (W5)

Continue composing Hero Argument essay (W1)

  • Self-edit essay using checklist/10 Commandments
  • Peer edit essay using checklist/rubric

 

Friday:  Breakfast

LG:  Develop and strength writing by using the writing process (W5)

  • Make revisions as needed
  • Submit essay for grading (100 pts. writing standard)
  • If time permits, view clips from holocaust film Boy in the Stripped Pajamas or I’m Still Here to gain background knowledge

 

March 17

9th Lit Week 10: March 18-22

Planning your week:

~NoRedInk CD Practice- Friday 3/22

~R&J Gossip Column-Monday 3/25

~Vocab Unit 4 RAFT – Wed. 3/27  RAFT

~R&J Journals- When we finish reading

Daily Opening Activities:

Writing Workshop-

  1. DGP- NoRedInk homework assignment
  2. Vocab Unit 4 RAFT (due Wed. 3/27)
  3. Journal quick writes- see individual days for topics (due Tuesday 3/26)

 

R& J Resources

http://www.shmoop.com/romeo-and-juliet/

https://www.youtube.com/watch?v=dRrvQ1vZxcg&t=7s

 

Monday: 

Vocab Unit 4 Intro words 1-12 with corresponding exercises pg. 41 and intro RAFT

Romeo and Juliet

  • Continue reading R&J graphic novel Act 2 filling in CSI evidence handout as we read.
  • Journal # 2 Motivation of the Friar (after page 75)

 

Tuesday:  Lab 113

Vocab Unit 4 RAFT

Lab 113 Q2 Mini Touchstone #1

Romeo and Juliet

  • R&J Journal #3 (pg 93) Nurse Act 2 scene 5
  • Using document camera and class set of books, continue reading R&J graphic novel Act 3 filling in CSI evidence handout as we read.

 

Wednesday:

Vocab Unit 4-intro RAFT assessment

Romeo and Juliet:

  • R&J Journal #4 (pg 95) Gossip Column (handout/PPT): Student may hand write or type and staple/glue into journal.

 

Thursday:

Vocab Unit 4- RAFT

Romeo and Juliet:

  • Using document camera and class set of books, continue reading R&J graphic novel Act 4  filling in CSI evidence handout as we read.

 

Friday: 

Vocab Unit 4- RAFT

Romeo and Juliet:

  • R&J CSI Journal #5 Friar (pg. 128): (Journal’s due next week)
  • Using document camera and class set of books, continue reading R&J graphic novel Act 5 filling in CSI evidence handout as we read.
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March 17

World Lit Week 10: March 18-22

Achilles-Looking for eternal glory!

Daily Opening Activities:     

Writing Workshop-

  1. DGP (daily grammar practice) –NoRedInk assignment-
  2. Vocabulary “Vocab for Success”- Unit 9 (RAFT due 3/27)
Planning your week:

1.     Iliad  test- Friday 3/22

2.    Extra Credit- Monday 3/25

3.    Unit 9 RAFT -Wednesday 3/27 RAFT

4.  NoredInk.com Assignment -Friday 3/22 Link to assignment https://www.noredink.com/learn/assigned_practices/3574670  (When you signed up, you were supposed to use your student # and a password you would remember).

5.    Argument Essay Friday 3/29

Monday: 

Intro Vocab Unit 9 Words 1-6 completing corresponding exercise pg. 95

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Finish reading and analyzing “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)
  • Submit Book 22 questions when complete-tomorrow at the latest

LG: Demonstrate understanding of figurative language

  • Students will illustrate Homeric/epic simile and explain author’s purpose for usage (graphic organizer)

 

Tuesday:

Intro Vocab Unit 9 Words 7-12 completing corresponding exercise pg. 95

 LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad

  • Read and analyze “Ransom for Hector” (Black Ships before Troy) only INDEPENDENTLY annotating as you go
  • Answer Bloom analysis questions (handout)

LG: Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Wednesday:

Vocab Unit 9 “Which Word”  PPT Review and intro RAFT- due next Wednesday

LG: Demonstrate understanding of figurative language

  • Finish Epic Simile assignment

LG:  Cite textual evidence to support analysis of epic hero from the Iliad (RL1)

  • Complete Archetypal hero Graphic Organizer citing evidence from Iliad/Black Ships Before Troy (handout) as review for summative assessments (Test and Argument essay)
  • If time permits, work on study guide (handout)

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Thursday:   

Vocab Unit 9 RAFT

LG:  Review analysis of theme, plot development, characters, epic conventions and heroic traits of The Iliad for summative assessments (Part 1 Selection Response, Part 2 Argument Essay) using learning stations and large group review. (Standards RL1-3)

Learning Stations:  (Students grouped by demonstrated readiness data from Reading Focus questions)

  1. Reading Art– students will analyze visual art representations of key plot events arranging the images in chronological order.

 

  1. Epic Hero Evidence– Students will complete Epic hero Graphic Organizer (back on handout from yesterday) using evidence from text

 

  1. Characters in Action– Students will analyze character development using “verb clues” to solve “who is who” (handout)

 

If time permits: LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

If time permits, Large Group Review:  Jeopardy Game PPT reviewing epic elements, plot events, heroic traits, themes and characters (30 minutes)

 

Friday:

Large Group Review:  Jeopardy Game PPT reviewing epic elements, plot events, heroic traits, themes and characters 

Iliad summative assessment Part 1(Selection Response-M/C and matching-100 pts to Reading Standards

After assessments, student will work on:

  • Vocab Unit 9 RAFT
  • Create mind map of chosen hero and his heroic traits
  • Extra Credit epithet or shield

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version
March 10

World Lit Week 9: March 11-15

The Death of Hector

 

Planning your week:

Unit 8 Vocab quiz w/CD & parallelism- Friday 3/15

NoredInk.com Assignment -Friday 3/22 Link to assignment https://www.noredink.com/learn/assigned_practices/3574670  (When you signed up, you were supposed to use your student # and a password you would remember).

Daily Opening Activities: 

Writing Workshop-

  1. DGP (daily grammar practice) –Week 5
  2. Vocabulary “Vocab for Success”- Unit 8 (quiz on Friday 3/15)

 

Monday: 

DGP Day 1

Vocab Unit 8

LG:  Identify and evaluate the use of appeals in a speech

  • Read text page 374 italic intro The Iliad Book 6 and orally explain using document camera and teacher annotated text
  • Analyze Andromache’s Speech for use of appeals handout and document camera

Additional resources:  http://www.sparknotes.com/lit/iliad/

 

Tuesday:

DGP Days 2

Vocab Unit 8

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Review Book 1 with Review sheet completed last week.
  • Read and analyze “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answering Bloom analysis questions (handout)

 

Wednesday: Early Release

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad

  • Read and analyze “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answering Bloom analysis questions (handout)

 

Thursday:

DGP Days 3&4

Unit 8 vocab Review- Kahoots

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • “Dipstick” PPT-formative reading check of comprehension of first half of book 22

Specialized instruction:  images included to aid visual owners

  • Finish reading and analyzing “ Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)

 

Friday:

  • Discuss extra credit extension activity Shield or epithet (handout)-due next Monday

Vocab unit 8 Quiz (M/C and sentence composing 50 pts. to language standard)

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • If need, finish reading and analyzing “ Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)
March 10

9th Lit Week 9: March 11-15

     Shakespeare

Planning your Week:

  • Shakespeare Intro NF article- Monday 3/11
  • Queen Mab assignment- Friday 3/15
  • Vocab Unit 3 quiz- Friday 3/15
  • NoRedInk assignment- Friday 3/22  Link to assignment  https://www.noredink.com/learn/assigned_practices/3574495    (When you set up the account, you were supposed to use  your student # and password you would remember)

Daily Opening Activities:

Writing Workshop-

  1. DGP –Week 5 CD sentences with Fanboy (add to orange square flip notes)
  2. Vocab for Success- Unit 3 (Quiz Friday 3/15)
  3. Journal quick writes- see individual days for topics

 

Monday: 

DGP #5– Day 1

Vocab Unit 3 pg. 28

Romeo and Juliet

  • View first few minutes of Spark notes video http://www.sparknotes.com/sparknotes/video/romeojuliet
  • Build character wall /Character chart handout
  • CSI: Intro argument essay with Crime Scene Investigation PPT
  • R&J CSI Journal #1
  • Review “How to Read a Graphic Novel” PDF
  • Using document camera and class set of books, begin reading R&J graphic novel Act 1 filling in CSI evidence handout as we read using character chart to aid comprehension

 

Tuesday: 

DGP #5–Day 2&3

Vocab Unit 3 pg.29

Romeo and Juliet

LG:  Cite textual evidence to support analysis of dramatic lit (RL1) and analyze Shakespeare’s use of diction/ figurative language to extend meaning (RL4)

  • Using document camera and class set of books, continue reading R&J graphic novel Act 1filling in CSI evidence handout as we read.

 

 

Wednesday: Early Release:  43 minute classes

Romeo and Juliet:

  • Using document camera and class set of books, continue reading R&J graphic novel Act 1 filling in CSI evidence handout as we read.
  • Complete “Queen Mab Dream” assignment

 

 

Thursday:

DGP #5– Day 4 &5

Vocab Unit 5- book page 31 and Nearpod review (if time permits)

Romeo and Juliet:

  • Work session: Queen Mab assignment (17 pts. literal reading)
  • Using document camera and class set of books, continue reading R&J graphic novel 2  filling in CSI evidence handout as we read.

 

 

Friday: 

Vocab Unit 3 quiz (multiple choice and sentence writing)

After assessment:

  • Fix it Friday Conferences: students will conference with Mrs. Hagerty looking at grades and missing assignments.

Work Session:

  • Missing work

Romeo and Juliet:

  • R&J CSI Journal #2 Act 2 Scene 3 (pg 75): The Friar
  • Using document camera and class set of books, continue reading R&J graphic novel Act 2 filling in CSI evidence handout as we read.
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March 3

9th Lit Week 8: March 4-8

 

 

Planning your week:

  • Song TPFASTT –Wednesday 3/6
  • Vocab Unit 3 quiz- Friday 3/15

Daily Opening Activities:

Writing Workshop-

  1. DGP #4 Simple sentence with compound predicate
  2. Vocab – Unit 3 (quiz 3/15)

 

Monday: 

DGP #4

Vocab Unit 3- Intro words 1-6 and corresponding “Check for Understanding” activities.

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

Poetry

  • Time to work on Poetry Summative: Analyze your favorite song lyrics using Directions/checklist, Rubric and TPFASTT graphic organizer TPFASTT Poetry Analysis

Continue to annotate and analyze the following poems:

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

HW:  Work on  Song TPFASTT

 

Tuesday: 

Grammar- DGP #4

Vocab Unit 3- Intro words 7-12 and corresponding “Check for Understanding” activities pg.

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

Poetry

  • Finish annotating poems if needed
  • 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

HW:  Finish Song TPFASTT

 

Wednesday:

DGP #4

Vocab Unit 3

 LG: Understand Shakespeare’s language and dramatic elements used in R&J & recognize poetic devices Transition from poetry to Romeo and Juliet with:

  • Using “Blank Verse Imabic Pent and Sonnets” PPT, discuss and define iambic pentameter using guided notes, sound and motion (engage kinesthetic, auditory and visual learners)
  • With a partner and then as a class analyze sonnet form using Rome & Juliet Prologue (handout)
  • Unscramble Sonnet 18 with a partner. (handout & manipulation stripes for kinesthetic learners)

 

 

Thursday:

DGP #4

Vocab Unit 3

 LG: Analyze the representation of the prologue (Sonnet) in three different artistic mediums using “Romeo and Juliet” PPT and youtube links and written handout

  • Student will view these videos and write a 10 sentence response that compares and contrasts the videos. (30 pts. Writing standard)

Prologue

Zeffirelli  https://www.youtube.com/watch?v=xawp9co17Z4 (you only have to watch the first 1:30 seconds)

Luhrmann   https://www.youtube.com/watch?v=UubjlL4AH4s

Touchstone Pictures  https://www.youtube.com/watch?v=cXZXSjDzpBE

 

Friday: 

DGP #4

Vocab Unit 3

Intro Romeo and Juliet with:

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March 3

World Lit Week 8: March 4-8

Achilles-Looking for eternal glory!

 

 

Iliad Resources:

https://www.youtube.com/watch?v=dL6y26tACnk

Daily Opening Activities:

  • DGP Week #4 CD sentence
  • Vocabulary “Vocab for Success”- Unit 8 (quiz on Friday 3/15)

 

Monday: 

DGP Week #4 CD sentence

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

LG: Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad

  • View shmoop A/V clip https://www.youtube.com/watch?v=dL6y26tACnk
  • Read and analyze “Quarrel with the High King” (Black Ships before Troy) annotating text and discussing
  • Answering Bloom analysis questions (handout)

 

 

Tuesday:

DGP Week #4 CD sentence

LG: Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Discuss difference between paraphrase and translation
  • Continue reading and analyzing Iliad Book 1 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)

 

 

Wednesday: 

DGP Week #4 CD sentence

Vocab:

LG: Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Continue reading and analyzing Iliad Book 1 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)
  • If time permits, complete review worksheet or use as outline for skit to reenact major plot points.

 

Thursday:

DGP Week #4 CD sentence

Vocab:  Oral review/ book practice Vocab- quick review

LG: Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Complete review worksheet or use as outline for skit to reenact major plot points
  • Book 1 Reading Comprehension Check

 

Friday:  

DGP Week #4 CD sentence

Vocab Unit 8 – students will create M/C questions for review game

LG: Analyze the relationship between speaker, audience, and medium

  • View Troy as scenes correlate to text (from the HHS Media Center, an edited, educational, age appropriate version)