August 26

World Lit Week 4: August 26-30

Gilgamesh Statue

Planning Your Week:

  • NF Article on Gilgamesh – Thursday 8/29
  • Gilgamesh Battle with Humbaba- Friday 8/30
  • NoRedInk “Formatting Dialogue” -Tuesday 9/3  CLick here to start your NoRedInk assignment  
  • Unit 7 Vocab Quiz- Friday 9/6
  • IR Book Check #2- Friday 9/6
  • IR Flipgrid- Friday 9/6
  • Extra Credit Gilgamesh Flipgrid 9/6    https://flipgrid.com/54dcb6fa

**Extra handouts available in our class notebook in Office 365

 

Daily Opening Activities:

DGP #3

Vocabulary “Vocab for Success”- Unit 7 (quiz on Friday 9/6)

Journal quick writes- see individual days for topics

 

Monday –

DGP #3 Day 1

  • Vocab Unit 7 Intro words 1-6
  • Mini lesson on indirect and direct characterization adding notes to survival guide with “Characterization STEAL notes
  • Intro IRP Flipgrid Project (handout)

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 #3 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 (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:  EARLY RELEASE Schedule

LG:  Through reading and analysis, compare and contrast heroes of the ancient Sumerians and Hebrews.

  • Pre-reading review of indirect and direct characterization “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 #3 Day 3 & 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

  • Continue Gilgamesh studies from yesterday
  • 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. (formative reading)
  • 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)

 LG:  Through reading and analysis, compare and contrast 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”
August 25

American Lit Week 4: August 26-30

 

How does Fitzgerald portray the corruption of the American Dream?

 

Planning your Week:

  • Vocab Poster- Wednesday
  • 2 Perfect Sentences-Tuesday
  • GG Ch. 7-9 quiz-Friday
  • NoRedInk- Wednesday 9/3   Directions with links:  Noredink Directions
  • Vocab 12 quiz- Friday 9/6
  • USATestPrep Red Dot assignment- ongoing spending 30 minutes weekly

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #4
  2. Mentor Sentences/Brushstrokes-Adjectives shifted out of order
  3. Vocab for Success-Unit 12 Assessment Friday 9/6
  4. Journal quick writes (see individual days for topics)

 

Monday: 

  • Brushstrokes- Introduce  “Adjectives out of order” PPT and practice
  • Vocab – review and reflect Unit 11 quiz from Friday & Unit 12: Each student will create a poster for 2 words

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Journal- GG4 “Gossip Scandal Rumors Celebrities”
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer Chapter 7:

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

 

Tuesday:

  • MUG 4A
  • Vocab 12- continue to work on posters

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Gatsby Two Perfect CEI Sentences (formative assessment writing standard)
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

 

Wednesday:  EARLY RELEASE SCHEDULE

  • Intro NoRedInk Assignment
  • Vocab 12- Students present words 1-6 posters with sticky note wall walk, review & complete coordinating “Check for Understanding “questions pg. 129

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

 

Thursday:  

  • MUG 3B.
  • Vocab 12- Students present words 7-12 posters with sticky note wall walk, review & complete coordinating “Check for Understanding “questions pg. 129

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Journal #5 “Daisy” (after chapter 7)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Friday: 

  • Brushstrokes: Compose sentence with ASO about a character corrupted by wealth in Gatsby-tape to board

Example:  George Wilson, despondent and weak, suspects that his wife is having an affair with a wealthy man

  • Vocab Unit 12 pp. 128

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer Ch 9

    https://www.youtube.com/watch?v=vwyLVg4BmHc

  • Reading Checking chapters 7-9 (Reading formative standard)
August 18

American Lit Week 3: August 19-23

We continue our novel study: The Great Gatsby

 

Planning your Week:

  • Vocab Unit 11 quiz- Friday 8/23
  • USATestPrep Red Dot assignment- ongoing spending 30 minutes weekly

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #3
  2. Mentor Sentences/Brushstrokes- Clauses & Phrases
  3. Vocab for Success-Unit 11 Assessment Friday 1/27
  4. Journal quick writes (see individual days for topics)
Resources for Gatsby:

Audiobook:

https://www.youtube.com/watch?v=EXwG2WMNtj0

Sparknotes:

http://www.sparknotes.com/lit/gatsby/section1.rhtml

Crash Course:  (spoiler alert!) https://www.youtube.com/watch?v=xw9Au9OoN88

Monday: 

  • Brushstrokes- Create grammar/brushstroke tabs to Survival guide and review/add “Clauses” notes to notebook
  • Vocab 11-book work/Visual Vocab

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • If needed, analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby chapters 1-3
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer chapter 4

    https://www.youtube.com/watch?v=EXwG2WMNtj0

  • If time permits, Analyze author’s Characterization of Tom (handout)

 

Tuesday:

  • MUG 3A
  • Vocab Unit 11- pg 121

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Journal GG#3 (after chapter 3) Character symbols (staple/glue GG# 2 into journal section)
  • Read and analyze The Great Gatsby 4-6 looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer. Chapter 5 Audiobook:  https://www.youtube.com/watch?v=YupaESYcBjc

 

 

Wednesday: 

  • Brushstrokes- Continue reviewing clauses: students will compose DC & IC on white boards
  • Vocab 11-oral review and page 123

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.  (RL1-6)

  • Characterization of Tom activity  if not completed Monday
  • Read and analyze The Great Gatsby 4-6 looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Thursday:  OPEN HOUSE

  • MUG 3B
  • Unit 11 Kahoot review
  • Brushstrokes- Add/Review “Phrases” notes to SG book (handout)

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.(RL1-6)

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer Chapter 6 Audiobook:

 

Friday: 

  • Lit Term Friday #1- create Lit term section to Survival Guide
  • Vocab Unit 11 assessment M/C and sentence writing (Language standards) *Bonus points for vocab flashcards

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6)

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Reading check after chapters 4-6 ( reading stand.)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

August 18

World Lit Week 3: August 19-23

Compose your own Trickster Tale

Planning Your Week:

  • Trickster narrative- Friday 8/23
  • Unit 6 Vocab Quiz- Friday 8/23
  • Book Check #1- Friday 8/23

 

Writing Workshop Opening Activities:

  • DGP #2
  • Vocabulary “Vocab for Success”- Unit 6- Quiz on Friday 8/23

 

Monday:  

DGP#2 Day 1

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).

 

Tuesday: 

 DGP#2 Day 2

Vocab Unit 6 book work

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

  • Finish Prewrite
  • Compose first draft

 

 Wednesday:

DGP#2 Day 3

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

  • Compose first draft

 

Thursday:  OPEN HOUSE

DGP#2 Day 4 & Day 5 Write sentence with vocab word

Vocab Unit 6 Kahoots with ipad

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

  • Bring in first draft
  • Students then will complete trickster tales and evaluate their own narratives and revise/edit using rubric; peer conference

 

Friday:

Book Check #1

Vocab Unit 6 Quiz (multiple choice and sentence writing)  ( 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) (Formative writing process W5)
  • Independent Reading Time
August 11

American Lit Week 2: August 12-16

The Great American Novel?

Planning your Week:

  • Vocab Unit 11 quiz- Friday 8/23
  • USATestPrep Red Dot assignment- ongoing spending 30 minutes weekly

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) 2
  2. Mentor Sentences/Brushstrokes
  3. Vocab for Success-Unit 11 Assessment Friday 8/23
  4. Journal quick writes (see individual days for topics)

 

Monday: 

  • Intro Vocab Words 1-6 Unit 11 and corresponding “Check for Understanding” questions pg. 119

Gatsby:

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Discuss “Character Collage” assignment due at the end of unit (handout)
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer. Audiobook Ch 1.:

    https://www.youtube.com/watch?v=LFGLXF1M4K4

 

Tuesday:

  • MUG 2A
  • Vocab 11-intro words 7-12 corresponding “Check for Understanding” questions pg. 119

Gatsby:

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer. . Audiobook Ch 2.:

    https://www.youtube.com/watch?v=VQ-x1IsjMlQ

 

Wednesday: 

  • MUG 2B
  • Notebook check!!! (3 ring binder with 5 tabs)
  • Journal GG1
  • Vocab 11 quick review

Gatsby:

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

Differentiation: use of graphic organizers & character concentration

  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

Thursday: 

  • Vocab 11 Visual Vocab: Create 12 images for vocab words(handout)

Girls VS Boys Gatsby Body Bios

The boys will work together and choose a male character and girls will work together choosing a female character;  each team will create a life-size body bio of their chosen character using the direction sheet, smaller sample as a guide, novel for textual evidence, butcher paper and markers.

 

Friday: 

  • Brushstrokes- review pretest data and add “Clauses” notes to notebook
  • Vocab 11

Gatsby:

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer. Audiobook Ch 3:

    https://www.youtube.com/watch?v=8ov05YQsmGY

  • Author John Green on Gatsby A/V clip (after chapter 3)
  • Reading check after chapters 1-3 (reading formative.)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
August 11

World Lit Week 2: August 12-16

 

Planning Your Week:

  • Flipgrid Intro- ASAP overdue https://flipgrid.com/14a2f5c7
  • “Where I am From” Poem- Friday 8/16  (handouts in class notebook)
  • Independent Reading Novel Book Check- Friday 8/23
  • Unit 6 Vocab Quiz- Friday 8/23

 

Writing Workshop Opening Activities:

  • DGP #1
  • Vocabulary “Vocab for Success”- Unit 6- Quiz on Friday 1/25
  • Quick Write Journals

 

Monday:

  • DGP #1 Day 1
  • Vocab Unit 6 Intro words 1-6 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)

Use literary analysis graphic organizer to help students organize thoughts and evidence

  • “Hermes the Cattle Thief” (trickster god Ancient Greek) handout
  • Crash Course

https://www.vidoevo.com/video/dWRqMUZScWuRpZUMyVEk/hermes-and-loki-and-tricksters-part-2-crash-course-world-mythology-21

HW:  Work on “Where I am From” poem/Flipgrid

 

Tuesday: 

  • Review subject and verb notes in Survival guide
  • DGP #1 Day 2 Subjects and verbs
  • 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.

  • Finish “Hermes the Cattle Thief” (trickster god Ancient Greek) handout
  • “Coyote and the Origin of Death” (overhead) (Native American)

HW:  Work on “Where I am From” poem/Flipgrid

 

Wednesday:

  • DGP #1 Day 3
  • Vocab Bookwork
  • 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)

HW:  Work on “Where I am From” poem/Flipgrid

 

 

Thursday:      Sophomore class meeting

10:20 AM     Release Sophomore class to PAC

10:35 AM – 11:05 AM     Sophomore class meeting

  • DGP #1 Day 4 Students will add proper cap/punc to sentence
  • Vocab Unit 6- Visual Vocab Students will create 12 images for vocab words

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.

  • “How Monkey Tricked Shark” Myths and Legend book pp.124-127
  • The Leprechaun’s Gold (Trickster Tales: Forty Folk Stories from Around the World)

HW:  Finish “Where I am From” poem/Flipgrid

Friday:

Submit “Where I am From Poem” (written final draft and in class notebook)

Vocab Unit 6 bookwork

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.

  • Stone Soup (Asian trickster)(own picture book)
  • Odyssey Trickster Hero (revisit Cyclopes scene) Transition to Hero archetype