Finish Vocabulary and Two Projects

Tuesday, December 15

World Literature Fall 2015

Vocabulary

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will identify the hero’s journey in Gllgamesh and their own lives.

Warm-up

Go over this week.

Activator

Gilgamesh Review

Work Session

Vocabulary 3 Notes finish

Finish Gilgamesh Project

Work Life Journey Project

Closing Session

Go over Results.

Assessment Strategy  

Rubric, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Student choice, Visual medium. Kinesthetic. 

Hero's Life Journey

Monday, December 14

World Literature Fall 2015

Vocabulary

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will identify the hero’s journey in Gllgamesh and their own lives.

Warm-up

Go over this week.

Activator

Gilgamesh – How is a hero? How is he not a here?

Work Session

Vocabulary 3 Notes

Finish Gilgamesh Project

Work Life Journey Project

Closing Session

Go over Results.

Assessment Strategy  

Rubric, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Student choice, Visual medium. Kinesthetic. 

Gilgamesh!

Friday, December 11

World Literature Fall 2015

Character Traits, Imagery and Gilgamesh cont.

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will identify the hero’s journey in Gllgamesh and their own lives.

Warm-up

What has happened to Gilgamesh so for?

Activator

Vocabulary Quiz

Work Session

Vocabulary Quiz 2

Closing Session

Go over Results.

Assessment Strategy  

Rubric, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Student choice, Visual medium. Kinesthetic. 

Matrix and Gilgamesh Journey

Thursday, December 10

World Literature Fall 2015

Character Traits, Imagery and Gilgamesh cont.

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will identify the hero’s journey in epic literature, the Matrix, and their own lives.

Warm-up

Go over hero’s journey

Activator

Start in with the Matrix

Work Session

The Matrix – Hero’s Journey

Introduce Project

Gilgamesh Hero’s Journey-

Closing Session

Go over Results.

Assessment Strategy  

Rubric, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Student choice, Visual medium. Kinesthetic. 

Wednesday, December 9

World Literature Fall 2015

Character Traits, Imagery and Gilgamesh cont.

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will identify the hero’s journey in epic literature, the Matrix, and their own lives.

Warm-up

Go over hero’s journey

Activator

What is a hero’s journey?

Work Session

The Matrix – Hero’s Journey

Gilgamesh Hero’s Journey

Closing Session

Go over Results.

Assessment Strategy  

Rubric, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Student choice, Visual medium. Kinesthetic. 

Gilgamesh Journey

World Literature Fall 2015

Character Traits, Imagery and Gilgamesh cont.

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will finish reading the Gilgamesh selection from our text and create a poster for the Hero’s Journey. It’s their choice.

Warm-up

Vocabulary 2

Activator

What do you think of Gilgamesh so far?

Work Session

Vocabulary 2

Finish Reading Gilgamesh.

Closing Session

Go over Results.

Assessment Strategy  

Rubric, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Student choice, Visual medium. Kinesthetic.

Gilgamesh Character Traits and Imagery

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will finish reading the Gilgamesh selection from our text.

Warm-up

Vocabulary 2

Activator

What do you think of Gilgamesh so far?

Work Session

Vocabulary 2

Take turns reading Gilgamesh

Look at Character Traits and Imagery

Discuss MLA

Closing Session

Gallery Walk  

Assessment Strategy  

Gallery walk, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Use of artwork and reading aloud. 

Character Traits, Imagery and Gilgamesh

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will finish reading the Gilgamesh selection from our text.

Warm-up

Take up any homework from yesterday

Activator

What do you think of Gilgamesh so far?

Resources:

•    : Watch the animation of Gilgamesh https://www.youtube.com/watch?v=qOrfrHys8g8

Wizard of Oz for 3^rd Block

Work Session

 2n and 4^th After a quick review over the past two days we will start reading about the flood. After, we will talk about imagery and the use of it in this story. Before I introduce their project we will go over MLA citation. Students will than:

Choose a character from Gilgamesh. Draw a picture or symbol for that character; you may use your cell.

When finished we will have a gallery walk. You will critique each image

Modified:

Continue with Character Traits

Continue with Hero’s Journey in Wizard of Oz for 3^rd block

Closing Session

Assess work.  

Assessment Strategy  

Gallery walk, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Use of artwork and reading aloud. 

Imagery in TEOG

Standards

ELACC9-10RL1 - Georgia

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will finish reading the Gilgamesh selection from our text.

Warm-up

Take up any homework from yesterday

Activator

Journal 22: How do you feel about Gilgamesh so far? Any favorite parts? Can you relate to anything he has been through?

Resources:

•    : Watch the animation of Gilgamesh https://www.youtube.com/watch?v=qOrfrHys8g8

Wizard of Oz for 2^nd and 4th

Work Session

After a quick review over the past two days we will start reading about the flood. After, we will talk about imagery and the use of it in this story. Before I introduce their project we will go over MLA citation. Students will than:

1. Find an example of imagery in The Epic of Gilgamesh.

2. Write the quote from the book with an MLA citation

3. Which of the five senses does this quote evoke? (Sight, hearing, taste, smell, touch)?

4. Draw an illustration of this piece of imagery.

When finished we will have a gallery walk.

Modified:

Continue with Character Traits

Continue with Hero’s Journey in Wizard of Oz

Closing Session

Working on Hero Project

Assessment Strategy  

Gallery walk, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Use of artwork and reading aloud.

Hero's Journey

Standards

ELACC9-10RI3 - Georgia

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Learning Target

Students will learn what a Hero's Journey is, and why it is so important in the stories we read and movies we watch.

Warm-up

Vocabulary

Activator

Journal 20: When you hear or read the word, epic, what comes to mind? Why? Do you have any examples?

After journal we will watch a video that pre-views the Hero's Journey

Resources:

•    : https://www.youtube.com/watch?v=KGV1BvnyvGo

Work Session

Going over the Hero's Journey. What that looks like, consists of, and why it is important. We will go over a powerpoint of different examples to help the students understand better. We will also watch a short video that goest over the Hero's Journey if the students still have questions.

http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

After, the students will create their own Hero's Journey diagram from something they have either watched, or read about. They will also write a sentence about why it's considered an Hero's Journey.

Resources:

•    Monday, August 18th, 2014.pptx: https://www.filepicker.io/api/file/qyqrI16bRxuEQAWqqv78

•    The Hero’s Journey.docx: https://www.filepicker.io/api/file/t0e0culnRiWaBckz4uag

Closing Session

Identify Hero’s Journey in The Wizard of Oz

Assessment Strategy  

Formal: Graded Hero's Journey example
Informal: Answering questions and having student answer my questions 

Tuesday, December  1

World Literature Fall 2015

Make your Hero!!!

Standards

CCRL4 - Georgia

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

ELACC9-10L4a - Georgia

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

ELACC9-10W3 - Georgia

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target

Students will use context clues to find the meaning of unknown vocabulary words.

Students will work on their Make a Hero (The Hero's Journey) story.

Warm-up

Activator

Quick review of context clues

Sentence: The teacher was so flabbergasted at the dancers moves in the videos she watched yesterday.

Work Session

Okay, so you should know that your journey is due Friday when you walk into the class. We are going to take today's class and just work on these hero's. Make sure you are using your time wisely because you are getting a grade for your work ethic.

I have colored markers and pencils for you to use.

Closing Session

Walking around the class and checking off if they did work

Assessment Strategy  

Informal: Checking if they are doing their Hero's Journey

What is a Hero's Journey?!

Standards

ELACC9-10RI3 - Georgia

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Learning Target

Students will learn what a Hero's Journey is, and why it is so important in the stories we read and movies we watch.

Warm-up

Vocabulary

Activator

Journal 20: When you hear or read the word, epic, what comes to mind? Why? Do you have any examples?

After journal we will watch a video that pre-views the Hero's Journey

Resources:

•    : https://www.youtube.com/watch?v=KGV1BvnyvGo

Work Session

Going over the Hero's Journey. What that looks like, consists of, and why it is important. We will go over a powerpoint of different examples to help the students understand better. We will also watch a short video that goest over the Hero's Journey if the students still have questions.

http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

After, the students will create their own Hero's Journey diagram from something they have either watched, or read about. They will also write a sentence about why it's considered an Hero's Journey.

Resources:

•    Monday, August 18th, 2014.pptx: https://www.filepicker.io/api/file/qyqrI16bRxuEQAWqqv78

•    The Hero’s Journey.docx: https://www.filepicker.io/api/file/t0e0culnRiWaBckz4uag

Closing Session

Students will share out some of their examples, they will also turn this in.
BRING TEXT BOOKS TOMORROW!!!

Assessment Strategy  

Formal: Graded Hero's Journey example
Informal: Answering questions and having student answer my questions

Differentiation

This is focused around the students interest. Students can pick what journey they want to focus on and what appeals to them.
We also look at videos the help the visual learners, pass out a worksheet that helps our tactile learners, and go over all the answers as a class.

Star Wars Hero's Journey Concluded.

Standards

RL.9-10.1 - Common Core State Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.3 - Common Core State Standards
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Activator

John Campbell’s Hero’s Journey

https://www.youtube.com/watch?v=KGV1BvnyvGo

Learning Target

Scholars will understand the parts of a hero’s journey

Work Session

Play “Star Wars A New Hope”

Closing Session

Students will pick a story or movie and pick 5 of the elements of a hero’s journey and write it on a ticket-ticket-out-the-door

Assessment

Poster – go over results.

Differentiation

Varied levels of reading difficulty, student choice, visual learning style appeal (bubble map)