Monday, Octobr 1, THESEUS

Objective: By the end of class, students will demonstrate reading comprehension and analyze character motivation.

DO NOW

Write down the characters of Theseus' on page 662.

Direct Instruction 

View history of Theseus

Read together - Theseus pages -664-666

SUMMERIZE STORY THROUGH FIRST PARAGRAPH ON PAGE 666.

Independent

1. From which city does theseus begin his adventure?

2.  How does he prove to his father that he is his son?

3. How did theseus almost die before he left for Crete?

4. Name 5 character traits of Theseus, the Greek hero.

5. What gods are involved in the story so far and what are their roles?

Now use handout to answer questions. You may work together.

Closure

Review Answers and summerize story to date.

Exit Pass

What specific qualities does Theseus have that clearly identify him as a ;"Greek' hero instead of a "Norse" one?

Friday, September 28, Theseus

Objective: By the end of class, students will be introduced to characters and images in Theseus and the Minataur and develop writing skills by using imagery.

DO NOW

Name three differences between norse and greek mythology. 


Direct Instruction

Min·o·taur

 [min-uh-tawr] Show IPA

noun

1. Classical Mythology . a monster, the offspring of Pasiphaë and the Cretan bull, that had the head of a bull on the body of a man: housed in the Cretan labyrinth, it was fed on human flesh until Theseus, helped by Ariadne, killed it.

2.any person or thing that devours or destroys.

Examine the image of the Minataur.  Describe him in  paragraph using as much imagery as possible ( how does he look, smell, sound, feel).  remember adjectives are primarily used to create imagery.

Lab·y·rinth

   [lab-uh-rinth] Show IPA

noun

an intricate combination of paths or passages in which it is difficult to find one's way or to reach the exit. Synonyms: maze, network, web.

View the maze to get an image of what Theseus has to travel  through to find the Minotaur, kill him and then find his way out. Can you see how helpful the ball of string would be? Write a paragraph as if you were Theseus entering the maze. What would you be thinking? You can start off like this.....

"OMG. This labyrinth is WAY bigger thn I thought! 

Ariadne helped guide Theseus through the labyrinth and helped him successfully find his way out. Who are some of your greatest guides so far in your life that have helped you find your way? What did they (or what do they) do for you?
 

Complete the labyrinths on the handout - double-sided.

Exit Pass

 

Thusday, Sept 27, Sigurd Quiz and intro to Greek Mythology

Objective: By the end of class, students will demonstrate comprehensive knowledge of Norse mythology and be introduced to Greek mythology/ Theseus.

DO NOW

You have five minutes to review Sigurd and ask any questions for 14 question multiple choice pop quiz.

Direct Instruction

Read Introduction to Greek Mythology - pages -660-661.   Discuss and make comparisons to Norse mythology.

Guided

Two sets of three groups. Groups receive sentence strips.  Put together in order. Then get together with two other groups to create plot structure of Theseus' adventure.

Groups share stories and identify basic situation, climax and resolution.

Read THESEUS.  AS we read, consider, What kind of HERO is Theseus compared to Sigurd?

 Closure

Character traits of Norse vs. Greek heroes.

Exit Pass

Name two major differences between Sigurd and Theseus.

tuesday, Sept 25, Sigurd the Dragon Slayer

Objective: by the end of class, students will complete norse myth identify components that reflect norse culture and analyze motive.

DO NOW

Why is it important to commit heroic deeds on earth in norse mythology? 

Direct Instruction

Complete Sigurd the Dragon Slayer, Fafnir's End, pages  680-683.

Assign reading roles - narrator, Sigurd, Regin

Guided

Review components of Plot Structure.

Remember:
 Basic situation contains the characters, setting and initial conflict,.
Conflicts are things that happen leading up to th climax.
Climax is the most important part of the story - heightened action.
Resolution is the very end of the story where the author wraps it all up.

Independent

Use graphic organizer to develop plot structure for Sigurd.

Read 660-661 and write down ten facts about greek mythology in your notebooks.  (Remember we will be comparing greek myths and heroes to norse).

Review plot structures.

Review facts about Greek mythology.

Exit Pass

Name three differences between the greeks and the norse culture that affect their storytelling (myths.

Monday, Sept 24, Sigurd the Dragon Slayer

Objective: By the end of class, students will read comprehend and anaylze norse mythology and how culture influences theme.

DO NOW

Look on page 677 and find the description of Sigurd that suggest he is a heroic character. Why does this description suggest that (considering its NORSE mythology).

DIRECT INSTRUCTION

Read analyze Sigurd, pages - 678-680

GUIDED

Answer the following questions:

1. What does Regin say he wants from Fafnir? What is the deal he makes with Sigurd? (page 678)

2. On page 678, identify examples of Sigurd's growing mistrust of Regin and confidence in his own power.

3. Why is no sword good enough for Sigurd? Why do they all keep breaking?

# 4 should be answered in a well-written 4-5 sentence paragraph using your best grammar and vocabulary
4. Sigurd goes to his mother to gather pieces of his father's sword and tell his mother he is a man now and it is time to leave home. This cycle of life is still prevelant to today's society. As a teenager, when is it time to leave home and seek independence and self-identity? Is this quest only for the young, or is it a lifelong process??

5. Why is Regin afraid to fix the sword of Sigmund for Sigurd?

6. Why does he do it anyway? Is this a bad omen for Regin ( foreshadow that something bad is going to happen to him?

Closure

Share and Review Answers

Exit Pass

Knowing what you do of Norse culture, predict what will happen upon the meeting of the dragon, Fafnir.

Friday, Sept 21, Sigurd, The Dragon Slayer

Objective: By the end of class, students will demonstrate reading comprehension skills, learn new vocabulary and be introduced to the norse myth, Sigurd, the Dragon Slayer.

DO NOW

Copy the definition of archetype nto notebooks and then answer the following questions below:

ar·che·type

   [ahr-ki-tahyp]  Show IPA

noun

1.

the original pattern or model from which all things of the same kind are copied or on which they are based; a modelor first form; prototype.

What are some characteristics of an archetype hero? 
Why do cultures need "heroes"?
Does your culture have a particular mythological hero or heroine?

Direct Instruction

click here for details about archetype heroes.

Remember, Norse people told myths that ultimately ended in doom because they believed that the end of the world really would come some day. This is their expression of Judgement Day.

Read introduction and clearly identify characters.

GOD = ODIN - leader of Norse gods

LOKI - Cunning god of fire

Dwarfs - Reidmar =dwarf king killed by son, Fafnir

Fafnir = son who kills Reidmar for treasure and then turns himself into a dragon

Regin = son who wants to find and kill Fafnir to get treasure

Sigmund - famous hero died in battle

Sigurd - his son and last of Volsung family

Summerize in your own words, what happens in the introduction.

Sigurd - vocabulary worksheet

Exit Pass

How will greed specifically drive the action of this myth? 

Thursday, Sept 20 Modern Sins / Vices

Objective: By the end of class, students will analyze modern "sins" and compare to the original "seven deadly sins" and be introduced to Norse Mythology.

DO NOW

Read the handout regarding the new, updated seven deadly sins.  Do you agree? Try to match the original sins to the new ones.

1. binge-drinking 
2. domestic violence 
3. tax evasion 
4. racism 
5. terrorism 
6. bullying 
7. bigotry 

greed  envy    lust    pride    wrath    sloth    gluttony



In a short paragraph, explain how society influences humans to have or not have any of the above "vices." Name at least two desires that drive people to act the way they do.

Complete Handout relating the seven deadly sins to yourself.

Our next piece of literature is from Norse Mythology.  One of the characters has excessive PRIDE and GREED. Go to textbook, page 673 and read the background of Norse Mythology.  Answer the following questions.

1. Where were these stories told?

2. What is the oldest one to ever be discovered?

3. What is a saga?

4. What do all Norse myths foretell?  Why are they so pessimistic?

5. What were the struggles of Norse mythological heroes?  

6. Are happy ending common? Why or why not?

Then go to page 674 and, in your notebooks, write down the characters and a brief description in your notebooks. You may write it in your own words.

Read introduction. 

Exit Pass

How do you think greed, lust, envy and pride will pay roles in this norse myth?

Wednesday, September 19, Seven Deadly Sins

Objective: By the end of class, students will be introduced to make connections between theme of Story Teller (PRIDE is Self- Destructive) and the seven deadly sins.

DO NOW

Use a dictionary or your smartphone to define the following:

PRIDE
GLUTTONY
WRATH
SLOTH
GREED
ENVY
LUST

Direct Instruction

Slideshare on Seven Deadly Sins.

Guided

Pick out of the basket.  Get together in groups with others that chose the same "vice."

Independent

Summerize facts about your "vice." You may use your smartphones to gather more information. Then, make connections to today's society.  Answer the following questions.

1. These "sins" were determined over a thousand years ago. Do they still apply to today's society?

2 What kind of situation or person would most likely commit your group's vice?

3. What influences the person to behave that way? 

4. Do you think that people with these vices can change? Why or why not?

5. In the Storyteller, was it Bertha's fault that she was excessively proud?

6. How can one avoid or prevent becoming like the vice your group has?

Share and review.

Exit Pass 

What do you think is the worst of the "seven deadly sins?" 

Friday, Sept 14, Storyteller - Quiz and Essay

Objective: By the end of class, students will demonstrate comprehension of literary elements and new vocabulary via quiz and type final copy of essay on neos.

DO NOW

5 minutes for review of material and/or ask any questions.

Direct

Complete quiz worth 50 points.

Guided

When you turn in your quiz, you will receive a neo and the rough draft of your essay. Type into neo.  Make any necessary corrections. Be sure to follow the guidelines provided.  If you need another copy, please ask.

Your essay is worth 100 points.

HAVE A GOOD LONG WEEKEND. See you next wednesday.

Thursday, Sept 13, Storyteller Review and Essay

Objective: By the end of class, students will review Storyteller and literary elements for quiz on Friday and complete first draft of essay.

DO NOW

Read the transition handout and answer the three questions at bottom of page.  You will keep this sheet as a reference for transitional words.

Direct Instruction

Transitions - flocabulary

Review Storyteller and literary terms for quiz on Friday.

Frame story
Basic Situation
Irony - verbal and situational
Omniscient narrator
sultry  / persistent / diversion / resolute

General understanding of the story.  Today's exercises will help you in tomorrow's quiz.

Guided

1. Double Entry Journals - Choose six quotes from the Storyteller and write them on the left side.  Write your reaction or how you connect to it on the right.

Example

QUOTE

"Most of the Aunt's remarks seemed to begin with "don't.""

REACTION 

This quote reminds me of when my dad was teaching me to drive and it seemed as if I couldn't do anything right.

2. Complete one Open-Mind graphic organizer for the Aunt and one for the Bachelor.  Fill their minds with everything they think and believe.  

Independent

Read the editing comments on your essay draft and complete. 

Closure

Review an Q & A regarding quiz and / or essay.

Exit Pass

What is the moral of the bachelor's tale? Why do the children like it?

Wednesday, Sept 12, Storyteller (Pride)

Objective: By the end of class, students will analyze the theme of pride as it relates to The Storyteller and examine the style of child rearing.

DO NOW

The aunt thinks that children should be sheltered from the FULL truths of life.  She demonstrates this when she accuses the bachelor of "undermining the effects of years of careful teaching." Do you think young children should be exposed to all the truths of life, or is it good to shelter them a bit? Why do you think this? 

Direct Instruction

Debate the benefits of sheltering to the benefits of being "too" open with children.

Click here for video on sheltered kids

Click here for video on giving children too much freedom

Guided

Review directions for in class ESSAY

Independent

Begin essay according to guidelines provided.

Exit Pass

What is the most difficult part of essay writing for you?

Tuesday, Sept 11, Storyteller

Objective: By the end of class, students will demonstrate comprehension of short fiction, identify and define irony and satire and practice new vocabulary.

DO NOW

Answer the vocabulary questions on handout provided.  You may use your book and notes.

Direct

The bachelor's story is considered a SATIRE. He makes fun of something that our society values and promotes. As we read, we should consider what this "something" is.

The bachelor's story also contains verbal and situational irony.

Verbal Irony - when you say one thing but mean another.
Situational Irony - when the opposite of what you expect happens

View photos and captions that are IRONIC. 

Analyze, interpret and identify literary elements as we read together 157-159  - "The bachelor's Tale."

Guided

In your own words paragraph, summerize the bachelor's story.

Then complete the comprehension questions on the handout provided.

Review your summary and answers on comprehension handout.  Then answer the following question on the same piece of paper you wrote your summary on - to be collected.

What do you think Saki is making fun of (satirizing) in "The Storyteller?"?  Use the text to help you answer. Focus on the IRONY - remember, Bertha is "horribly good" and her medals clanking around draw the wolf's attention.

Exit Pass

The children LOVE the bachelor's story.  It is shocking but believeable to them.  What kind of narrator was the bachelor while telling his story and why did this make the story more believable?

Monday, Sept 10

Objective: By the end of class, students will make predictions, enhance vocabulary, identify parts of speech and write a cohesive paragraph.

DO NOW

Do you think bad things  happen to good people as often as bad things happen to bad people? Does it matter if you are "good" or "bad"?

Direct

Points of View

First Person - "I"
Second Person - "You"
Third Person - "He, She, They"
Omniscient - "all - knowing" - refers to everyone by proper names and demonstrates the least judgement.

THEME - the meaning or message that a story relates.

WORD SPLASH - Analyze the following pictures.  Then think of nouns, adjectives and verbs that describe each.

Independent

In groups, examine the words provided to you. Pair them up and decipher the "grammar rule."  First group to succeed will earn 10 extra credit points each.

Write first five vocabulary words on page 154 into notebooks and write a sentence for each.  Keep this in your notebooks.

In a cohesive paragraph, discuss what you think The bachelor's story is going to be about. This will be collected.

REVIEW

Exit Pass

What do you think the purpose of story telling is?

Objective: By the end of class, students will receive overview of course, learn class procedures and provide a writing sample in paragraph format.  We will also review literary terms that will be used in first story that we will begin on monday.

DO NOW

In notebooks, write down my email address and blog address on the inside cover.  Also, please be sure to have your own name written in notebook.

karenreina1@gmail.com

reinaeng2.blogspot.com

Direct Instruction

1.  English 2 Overview

You will learn how to communicate effectively in writing and verbally, use critical thinking skills, problem-solve and use multiple resources to make inferences and decisions.

* We will read several short stories, fiction, non-fiction, articles and novels from various sources.  Just a few include The Storyteller by Saki (short fiction), Sigurd the Dragon Slayer (greek mythology), Shakespeare's Julius Ceasar and Animal Farm (novel). We will use these sources as a basis for discussing real life problems, situations and emotions.  Many of these selections will also model how to use certain literary devices in your own writing.

* We will be writing - A LOT!!! Writing will not only improve the skill itself, but help you retain content information. 

* Materials needed for course: A three subject notebook, pens, pencils, highlighter and a folder or binder to keep work in progress or returned work.

Guided Practice

2. Choose one of the sentence starters below and write a clear, concise paragraph using your best grammar and vocabulary.  Do your best to spell out words and not use texting shortcuts. Your paragraph should be 4-5 sentences long.

a. The craziest thing happened to me this summer. 

b. The thing I remember most about last school year is...

c. I am so excited about finally taking my shop class...

d. What worries me the most about this class is....

In pairs, check and edit each others' stories. 

REVIEW

Plot Structure
Flash Forward
Flash Back
Points of View
Irony

Exit Pass

Tell me something about yourself that I don't know. You cannot write "Nothing!"

HW - if you did not complete your paragraph, please do so for HW and hand in on Monday.