FIRST SIX WEEKS – WEEK 1
Tues. 8/15 BELL-RINGER --Distribute native American Myths.
Schedule change requests, ID, book, locker business as directed by staff. Assigned seating. Review information about my website. Late students can get the information from my website regarding what we covered Thur-Fri. last week.
Review Kagan structures. New students take notes from powerpoint. Keep in binder.
Begin Unit 1: Native American Myths + vocabulary, read pp. 48-51 plus Sioux myth from the internet. (all of this on a typed
handout).
Students who have literature books should bring them to class tomorrow.
Homework: Finish reading the three myths AND GENESIS CHAPTERS 1 & 2.
Wed., 8/16
Introduction: UNIT 1, ACTIVITY 1: Look up vocabulary #1-12 in your literature books or in the classroom dictionaries if you still have no book. Instruction: Review vocabulary and read p. 46: “Native American "Mythology” ROUND TABLE (each student writes a response) WHAT VALUES AND FACTS ABOUT A PEOPLE AND THEIR CULTURE CAN YOU LEARN BY READING THEIR CREATION MYTH?
Homework: Complete vocabulary if you have not already done so. Create a visual diagram or picture showing some element of the SIOUX story of creation. Be prepared to share your work with your team and the class tomorrow. READ THE HANDOUT ARTICLE ON CREATION THEORIES AND BRING IT WITH YOU TO CLASS TOMORROW. .
Thurs., 8/17
Introduction: Be sure the diagram or picture which you created last night has an appropriate title. Instruction: Students share their drawings or diagrams with each member of their team. The team picks out the best illustration. The artist, ONE STRAYS to share his/her picture with neighboring teams.
UNIT 1, ACTIVITY 2:
Using a DOUBLE BUBBLE MAP, and working with your shoulder partner, compare and contrast ONE OF THE NATIVE AMERICAN CREATION STORIES WITH A MODERN THEORY OF CREATION What are some of the major differences? What are some of the major similarities?
Homework: Complete your double bubble map comparing a native creation myth with the Biblical account of creation.
Fri., 8/18: BELLRINGER: turn in Vocabulary #1-12. Using the writing process and your DOUBLE BUBBLE MAP, write a 3-5 paragraph composition of comparison/contrast. Begin with an appropriate introduction sentence such as "People from varied cultures all over the world have unique myths telling how the world was created. Two myths, those of the ___ and the ___ share some similarities, but are also quite different in several ways. " Continue developing your composition. Be sure to write a simple conclusion. Revise and edit and be prepared to turn in your bubble map, rough draft and final draft on Monday morning. 100 pts.
WEEK 2: Native American Tribe Research
Mon., 8/21 See the powerpoint on the topic and subtopics for research. Take notes. 5 Sources of information REQUIRED: Classroom sources: Video on the Plains Indians, Books in the rear of the classroom, Teacher’s Website – see “Research Unit” and click on the hyperlinks marked for you. Shoulder partners may research the same tribe and can share resources. Be friendly with the computers. Only one team per computer. (Two members of the same team cannot use two different computers.)
Handouts: Documentation, Computer Usage.
Teacher will explain what notes you need to take on each source so that you can document your sources of information at the end of the unit.
Bring all notes and materials daily. It would be a good idea to use the computer at home or to go to the library in order to get your own supplementary sources.
Tues., 8/22: Students research their topics. The final product will be
A) a poster with title, subtopics, bullets, & documentation
B) a small booklet with the same
C) a powerpoint with the same (which you must complete at home or in some other computer lab. If you produce a powerpoint, follow the guidelines in you COMPUTER USAGE handout. I will also need a hard copy or printout of the powerpoint. The computers in the classroom are for research only. HONORS students: ILLUSTRATIONS MUST BE INCLUDED ON PROJECTS.
Wed., 8/23: Continue research.
Thurs., 8/24: Continue research. Be sure to have all your notes and materials in order to write your “Works Cited” page on Fri.
Fri., 8/25: Using the powerpoint or WRITER’S CHOICE, (your textbook) as a guide, and using the notes you took on each source of information, write your “Works Cited” page.
WEEK 3
Mon., 8/28:
Introduction: Students prepare to turn in projects and Works Cited pages from last week.
SUSTAINED SILENT READING: ERNEST GAINES NOVEL ASSIGNED TO STUDENTS FOR READING
Unit 1, Activity 4 Analyzing the Journey Theme -- Journal question:
What do you think your emotions or concerns would be if you were about to leave your home and travel to a new, unexplored, unfamiliar country?
Instruction: The students will note background on the period of early exploration of the New World, including discussion of the superior attitude of the explorers toward the indigenous people and its causes. Read an excerpt from the journals of Alvar Nunez Cabeza de Vaca
Literature books, pp. 61, background and pp. 62-65 de Vaca’s “La Relation”
Bring literature books daily.
Homework: Finish reading assignment. Create a list of comments or actions in the account which reveal the prejudices of the Europeans against the natives.
Tues., 8/29:
Introduction: Unit 1, Activity 4 Analyzing the Journey Theme – Journal: How would the concerns of settlers differ from those of explorers? MIX, PAIR, SHARE
Instruction: Video selection: on the Mayflower – Add to your journal observations with notes from the video.
ROUND ROBIN: share what you got from the video.
Powerpoint maps of the early colonies. Take notes on the New England, Middle, and Southern Colonies.
Closure: Remember to bring literature books tomorrow!
Homework: Journal: Based on your observations today in the notes, since the Mayflower landed on Plymouth in the New England colonies, predict the conditions that they would be facing and describe how they could best survive.
Wed., 8/30
Introduction: Unit 1, Activity 5: Historical Accounts and Journals of the Colonial Period: “Of Plymouth Colony”
BELLRINGER: Open your books to p. 68 and read about William Bradford.
Instruction: Read p. 68: Background, then listen and follow the readings on pp. 69-72 about Plymouth colony.
Homework: Journal: What did the Puritans discover about the native people who lived in the Plymouth area where they landed and settled? What was the relationship like between the Pilgrims and the Indians?
Thurs., 8/31
Introduction: Unit 1, Activity 5: Historical Accounts and Journals of the Colonial Period: “Of Plymouth Colony”
Instruction: Students work in teams to create ONE TIMELINE from the reading. First using ROUND TABLE (and going around as many times as necessary), note the major events that you noted in the reading. Next, put those events into a suitable timeline. EACH Team will use the TIMELINER on the computer. Go to NOVELL, click on Creativity and create your timeline. Save to the students shared drive. Teams who don’t complete their rough draft in time may complete on TIMELINER at the first part of the period tomorrow.
Homework: Journal: Pretend you are one of the passengers on the Mayflower or one of the Indians who helped the Plymouth colonists during that terrible winter. Describe your experience with the pilgrims.
Fri., 9/1:
Introduction: Unit 1, Activity 5: Historical Accounts and Journals of the Colonial Period: “Of Plymouth Colony” and Unit 1, Colonial Life from the View of a Settler
JOURNAL: What have you learned by working on the TIMELINE? Instruction: Whole class sharing of Native American powerpoints and Timelines using the shared drive. Teams who didn’t finish on TIMELINER yesterday may finish today in the first part of the period.
Unit 1, Colonial Life from the View of a Settler Listen and follow the reading.
Homework: Complete the reading for Monday.
4th week: 9/5-9/8/2006
Mon., 9/4 LABOR DAY HOLIDAY
Tues., 9/5:
Introduction: Unit 1 Activity 6: Colonial Life from the View of a Settler‘ (Mary Rowlandson)
Bellringer: Give out handouts. Literary terms to look up: ALLUSION, SIMILE, METAPHOR, ANALOGY
Instruction: Class discussion of background on . 84—the war between native Americans and colonists. Students will then read an excerpt from “A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson” and discuss the content briefly. Find an example of an allusion, a simile, and a metaphor in the narrative.
Closure: Complete today’s classwork if you have not already done so.
Homework: Write a paragraph explaining how the use of ALLUSION reveals the personal beliefs of the author.
Wed., 9/6:
Introduction: UNIT 1 Colonial Poet Anne Bradstreet – ACTIVITY 8 HANDOUT – GLOSSARY FOR REFERENCE SECTION OF YOUR BIN Literature books, pp. 76-79
PURPLE pages in back of book for literary terms
Journal activity: students should write a journal entry that discusses whether or not contemporary American culture values possessions more than quality of life.
Instruction: Teacher gives an introduction to Anne Bradstreet (read p. 76) Orally read “Upon the Burning of Our House” Students review content related vocabulary: (look up definitions) figurative language, metaphor, simile, hyperbole, personification, symbol. Students look for an example of at least three kinds of figurative language used in the poem. Students may work singly or with a partner.
Homework: WRITE A PARAGRAPH DESCRIBING THE TONE OF ANNE BRADSTREET’S POEM “Upon the Burning of our House”
Thurs., 9/7:
Introduction: Colonial Poet Anne Bradstreet – ACTIVITY 10
Instruction: Read a modern lyric which contains figurative language and identify the types of imagery contained; write a short lyric poem on any topic using a simile, metaphor or other figurative language
Closure: share poems in teams and with the class at large
Homework: Complete your poem, if you haven’t already done so.
Fri., 9/8:
Introduction: Analyzing Sermons: ACTIVITY 9
Instruction: Vocabulary for content: tone and style—students look up definitions in the purple section in the back of their books.
As a whole class students will read or listen to an audio version of a representative sermon , Jonathan Edward’s “Sinners in the Hands of an Angry God”. In teams students will list the images in the sermon that are meant to evoke feelings of dread, fear, regret, and sorrow. Locate several examples of figurative language Closure: Note that we will have a test on Mon. on Unit 1.
Homework: .Write a paragraph analyzing how the use of figurative language affects the tone and style of the sermon.
Review notes on Unit 1.
5th week
Mon., 9/11
Introduction: Analyzing Sermons: ACTIVITY 9
Literature book, Edwards’ sermon, pp.101-104
HANDOUT on persuasive writing techniques
Instruction: Persuasive techniques used in sermons
Students read through persuasive techniques used in writing and identify those used in the sermon. Individually or in teams, students locate specific passages and explain where each type of persuasive technique is or is not used in the sermon.
Homework: test on Unit 1 on Tuesday. Have your literature book for a reading assignment when you finish the test.
Mon. 9/11: Teacher returned papers; reconciled missing grades, file. Read poems (due for 50 pts). 3rd hour finished test review on Unit I. Short class due to morning activity.
Tues., 9/12: Read poems. Test review. Begin Unit 2 Overview. (See handout.)
Wed., 9/13: Test on Unit 1. 31 multiple choice + 2 essay questions. After the test, continue to work on the Unit 2 Overview.
Thurs., 9/14: Complete the Unit 2 Overview, for homework, if necessary. HONORS: use 2 sources for the research topic and 2 sources for the Works Cited citations.
Fri., 9/15: Read pp. 130 (bio. Of Benjamin Franklin), then pp. 134-135. Vocabulary: ALMANAC, APHORISM, INDENTURED, AMBULATORY, INGENIOUS, INFIDEL, MORTIFICATION ( P. 130)
Choose 5 aphorisms on pp. 134-135 and explain the meaning for today’s world.
Choose one aphorism with which you agree or disagree and tell why.
Write three original aphorisms.
MON., 9/25:
Introduction: Unit 2: Patrick Henry – Speech to the Virginia Convention Instruction: Prepare a suitable chart illustrating the persuasive techniques used in Patrick Henry‘s speech If your team did not work well on this assignment on Friday, you should prepare your own individual chart—the assignment is worth 50 pts.
Teams who are well prepared may design their charts using INSPIRATION
Closure: CHARTS due on Wednesday.
Tues., 9/26: Introduction: Unit 3: Washington Irving “The Devil and Tom Walker”
Vocabulary Log
words: 1. oral, 2. stereotype,
3. melancholy, 4. obliterate 5. tall tale
Instruction: ACTIVITY: WASHINGTON IRVING Students begin reading Washington Irving’s biography and short story, “ The Devil and Tom Walker.” Students will examine facts about his life and writing style. They will then note the characteristics of a folk tale including:
· oral tradition
· stereotypical characters
· humorous tone
· unrealistic or unlikely situations
· lesson of a general truth about life
Closure: reminders about Vocabulary Log
Homework: Finish reading the short story and complete Vocabulary Log words
Wed., 9/27: Introduction: Vocabulary Log: 6. prevalent,
7. discord, 8. impregnable
Unit 3: Washington Irving: short story
Instruction: Students analyze the distinctive elements (e.g., characterization, plot, theme, symbolism, etc. ) in a teacher-facilitated oral discussion. Students will next work in cooperative groups to modernize the story, rewriting it using the same plot and theme with a setting and appropriate characters that reflect the twenty-first century. First, brainstorming, each member of the team must select plot, setting, characters, or lesson of a general truth about life, symbolism, etc. and develop some ideas to use in the group’s story. HONORS: Also, decide who will write each version of the story
Closure: Brief class response to the story.
Homework: Vocabulary log
Thurs., 9/28: Introduction: Vocabulary Log: 9. surmise,
10. speculate, 11. parsimony
Instruction: Unit 3: Washington Irving-- “The Devil and Tom Walker” Students finish work in cooperative groups on ideas to modernize the story, creating a plot map, stating the theme or lesson from life, describing the setting, and describing the major characters that reflect the twenty-first century. HONORS: : team members writes the ROUGH, EDITED, AND FINAL VERSIONS of the story from their notes.
Closure : Bring books tomorrow.
Homework: Individual students complete their part of the modern story elements. HONORS: Finish the story.
Fri., 9/28: Introduction: Complete vocabulary log words if you haven’t already done so.
