Monday 2/3 & Tuesday 2/4
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review 8 ballad characteristics.
2. Distribute modern day ballad packets and analysis handout to each group. Have groups select a card to determine their assigned ballad. The group will read the ballad and analyze it using the questions on the handout to present to the class.
- Fresh Prince of Bel Air
- All of Me
- Stronger
- Hello
- Love Story
5. Group ballad analysis presentations.
6. Individually, use your phone or Chromebook and find another example of a modern day ballad that is school appropriate. For Journal #2 - Identify 4 of the 8 ballad characteristics in that song.
Homework:
- None
Wednesday 2/5 & Thursday 2/6
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 8 ballad characteristics. Point out people's fascination with sordid subject matter.
2. Share Lindsey Lohan example ballad.
3. Have students form groups of 2 or 3 (no more than 3).
4. Each group will get one laptop and browse online tabloids and magazines linked below:
- The National Enquirer
- TMZ
- People Magazine
- Star Magazine
5. Have groups choose the article they wish to write about. Take a screen shot of the article and upload it to the assignment in Schoology.
6. Have the students write a ballad about the event or the person in the tabloid article, using the standard ballad 4 line stanza (rhyming ABAB or ABCB). Ballad counts as a classwork grade (30%) in Synergy.
Requirements:
- Minimum length— five 4-line stanzas (rhyming ABCB).
- tells the story from the tabloid
- uses at least 4 of the 8 ballad characteristics
- the ballad can and probably should be funny.
- make it memorable
7. Have students highlight the ballad characteristics on their lyrics with highlighters in Schoology assignment using the key in the document
- Supernatural
- Tragic detail
- Omission of detail - write a question that you would ask.
- Incremental repetition (part of the line is repeated)
- Refrain (chorus)
- Question and answer format
- Conventional phrases/slang
- Rhyme scheme
8. Group tabloid ballad presentations.
Homework:
- Find a ballad from the 20th or 21st century (must be school appropriate in content and language) for your ballad project and upload the lyrics in Schoology.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 8 ballad characteristics. Point out people's fascination with sordid subject matter.
2. Share Lindsey Lohan example ballad.
3. Have students form groups of 2 or 3 (no more than 3).
4. Each group will get one laptop and browse online tabloids and magazines linked below:
- The National Enquirer
- TMZ
- People Magazine
- Star Magazine
5. Have groups choose the article they wish to write about. Take a screen shot of the article and upload it to the assignment in Schoology.
6. Have the students write a ballad about the event or the person in the tabloid article, using the standard ballad 4 line stanza (rhyming ABAB or ABCB). Ballad counts as a classwork grade (30%) in Synergy.
Requirements:
- Minimum length— five 4-line stanzas (rhyming ABCB).
- tells the story from the tabloid
- uses at least 4 of the 8 ballad characteristics
- the ballad can and probably should be funny.
- make it memorable
7. Have students highlight the ballad characteristics on their lyrics with highlighters in Schoology assignment using the key in the document
- Supernatural
- Tragic detail
- Omission of detail - write a question that you would ask.
- Incremental repetition (part of the line is repeated)
- Refrain (chorus)
- Question and answer format
- Conventional phrases/slang
- Rhyme scheme
8. Group tabloid ballad presentations.
Homework:
- Find a ballad from the 20th or 21st century (must be school appropriate in content and language) for your ballad project and upload the lyrics in Schoology.
Friday 2/7 & Monday 2/10
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Remind students that Tabloid Ballads are due.
2. Show class some ballad sample videos.
3. Open Ballad Unit folder, then ballad project in Schoology and explain ballad project.
4. Have students find a modern ballad (song) to analyze. It must be school appropriate.
- 100 Greatest Rock Ballads
- Some more possible ballads
5. Paste the lyrics in Schoology assignment. Come see me for approval of your lyrics.
6. Distribute ballad characteristics sheet for students to begin analyzing the ballad.
7. Have students open the Google Slides Ballad Project assignment in Schoology and begin.
8. While students work, teachers will do a progress check with each student.
Homework:
- Complete all late work.
Tuesday 2/11 & Wednesday 2/12
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review ballad project criteria.
3. Have students get into ballad groups with Chromebooks. Go to the Ballads Slideshow assignment in Schoology. Groups will continue analyzing characteristics and researching their approved ballad.
4. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format).
Homework: Work on Ballad project
Thursday 2/13 & Friday 2/14
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Remind students that poetic forms changed throughout time periods.
2. Show Ode power point through the Ode Translation slide.
3. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
4. Write an Ode to something that you love in your journal for #3 (10 lines minimum).
5. Students have remainder of block to work on Ballad Project.
Homework: Ballad project
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Remind students that poetic forms changed throughout time periods.
2. Show Ode power point through the Ode Translation slide.
3. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
4. Write an Ode to something that you love in your journal for #3 (10 lines minimum).
5. Students have remainder of block to work on Ballad Project.
Homework: Ballad project
Tuesday 2/18 & Wednesday 2/19
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Remind students that Ballad presentations will be next block.
2. Have students get interactive reader books from the bookshelf.
3. Read through 3 odes together:
- "Ozymandias" - p. 276
- "Ode to the West Wind" - p. 277
- "To a Skylark" - p. 281
4. Distribute poetry handouts. Have students complete the handouts and turn them in for a grade.
5. Students have remainder of block to finish Ballad Project.
Homework:
Ballad Project Presentation and slideshow next class!
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Remind students that Ballad presentations will be next block.
2. Have students get interactive reader books from the bookshelf.
3. Read through 3 odes together:
- "Ozymandias" - p. 276
- "Ode to the West Wind" - p. 277
- "To a Skylark" - p. 281
4. Distribute poetry handouts. Have students complete the handouts and turn them in for a grade.
5. Students have remainder of block to finish Ballad Project.
Homework:
Ballad Project Presentation and slideshow next class!
Thursday 2/20 & Friday 2/21
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open to journal #4 - For each presentation put group member names, then list two pros and two cons of ballad presentation.
2. Students will react in journal as other present ballad project.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open to journal #4 - For each presentation put group member names, then list two pros and two cons of ballad presentation.
2. Students will react in journal as other present ballad project.
Tues Sonnets!
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open digital journal, for Entry #2 - describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
3. Show commercials with Shakespearean language embedded.
- Transmedial Shakespeare
- Klondike Bar
- Heinz
- McHamlet
- Shakespeare Fishing Poles
- Crest
4. Distribute and explain Shakespeare commercial handout and rubric.
5. Students will have remaining time to plan and write their Shakespeare commercial.
- 3A: pass back Infographics and rubrics; display infographics in hallway.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open digital journal, for Entry #2 - describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
3. Show commercials with Shakespearean language embedded.
- Transmedial Shakespeare
- Klondike Bar
- Heinz
- McHamlet
- Shakespeare Fishing Poles
- Crest
4. Distribute and explain Shakespeare commercial handout and rubric.
5. Students will have remaining time to plan and write their Shakespeare commercial.
- 3A: pass back Infographics and rubrics; display infographics in hallway.
Homework:
- Work on Shakespearean commercials.
Thur
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Shakespeare Commercial Criteria and Rubric.
2. Distribute Shakespearean language handouts.
2. Finish group brainstorm, write a script, and rehearse Shakespeare commercial.
- you may use your script when you present
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Shakespeare Commercial Criteria and Rubric.
2. Distribute Shakespearean language handouts.
2. Finish group brainstorm, write a script, and rehearse Shakespeare commercial.
- you may use your script when you present
Homework:
- Be practicing your lines for your Shakespeare commercial - due next class! The Shakespeare commercial is worth a test grade!
M
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Present Shakespeare Commercials.
2. Show Stomp clip and discuss the importance of rhythm in poetry.
3. Discuss pastoral poetry on the top of p. 313.
4. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Present Shakespeare Commercials.
2. Show Stomp clip and discuss the importance of rhythm in poetry.
3. Discuss pastoral poetry on the top of p. 313.
4. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework:
- None if you presented your commercial today. If not, you must present it to us during One Lunch on Wednesday 2/13.
Wed
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute the Shakespearean sonnet form handout and discuss.
2. Highlight the background of Edmund Spenser. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75," and paraphrase Sonnet 75.
- play "Love Somebody" video as an example of a modern expression of love
3. Open digital journal in Schoology. For entry #3, answer the following question: "Is love blind?" Explain your answer. Discuss.
4. View Love is Blind Video.
5. Distribute Sonnet 18 sheet. Read "Sonnet 18" and fill in the endings from the word bank at the bottom of the page. Discuss using the Rhyming Pattern handout.
- play "My Girl" video as an example of Sonnet 18
6. Fill in Sonnet 18 Mad Libs Style. Share sonnets.
7. Distribute and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
8. Have students get into groups of three and answer the questions about Sonnet 130. Discuss together
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute the Shakespearean sonnet form handout and discuss.
2. Highlight the background of Edmund Spenser. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75," and paraphrase Sonnet 75.
- play "Love Somebody" video as an example of a modern expression of love
3. Open digital journal in Schoology. For entry #3, answer the following question: "Is love blind?" Explain your answer. Discuss.
4. View Love is Blind Video.
5. Distribute Sonnet 18 sheet. Read "Sonnet 18" and fill in the endings from the word bank at the bottom of the page. Discuss using the Rhyming Pattern handout.
- play "My Girl" video as an example of Sonnet 18
6. Fill in Sonnet 18 Mad Libs Style. Share sonnets.
7. Distribute and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
8. Have students get into groups of three and answer the questions about Sonnet 130. Discuss together
Homework:
- None
Tu
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Go to Schoology and open the Common Lit. assignment.
2. Join Common Lit.
3. Read "Shooting an Elephant" and complete the assessment in Common Lit.
4. Read article about dentist shooting lion and discuss.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Go to Schoology and open the Common Lit. assignment.
2. Join Common Lit.
3. Read "Shooting an Elephant" and complete the assessment in Common Lit.
4. Read article about dentist shooting lion and discuss.
Homework:
Friday 2/15 & Monday 2/18
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open digital journal in Schoology - Write journal #4 - If Shakespeare were to write a play about your life, what would it be? A comedy, a tragedy, a romance, a history, or some combination? Write a paragraph or two to explain.
2. Distribute study guide questions. View "In Search of Shakespeare" video and answer the study guide questions for a quiz grade!
3. Collect study guide questions.
Homework: None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open digital journal in Schoology - Write journal #4 - If Shakespeare were to write a play about your life, what would it be? A comedy, a tragedy, a romance, a history, or some combination? Write a paragraph or two to explain.
2. Distribute study guide questions. View "In Search of Shakespeare" video and answer the study guide questions for a quiz grade!
3. Collect study guide questions.
Homework: None
Wednesday 2/20 & Thursday 2/21
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review sonnet form & subject matter.
2. Write a Shakespearean sonnet as a class in the assignment in Schoology.
3. Administer Sonnet quiz.
4. Have students get into groups of 3, distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review sonnet form & subject matter.
2. Write a Shakespearean sonnet as a class in the assignment in Schoology.
3. Administer Sonnet quiz.
4. Have students get into groups of 3, distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
Homework:
Friday 2/22 & Monday 2/25
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Give each student the gallery walk handout.
2. Arrange class into 7 groups. Have each group go to a poster in the hall. Students will answer/reflect on the prompt on the handout for the poster they are standing at.
3. Continue until groups have rotated through all pictures.
4. Return to class and discuss their observation/thoughts about each picture.
5. Renaissance background research: Have each group select a topic from the Renaissance Research cards, get a sheet of poster paper and markers, and get one Chromebook for the group.
6. Each group will use sites from the Symbaloo page or a Google search to find out information about their topic.
7. Groups will record important information on their poster paper (IN YOUR OWN WORDS)!
8. Have students record facts in digital journal entry #5 as each group presents.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Give each student the gallery walk handout.
2. Arrange class into 7 groups. Have each group go to a poster in the hall. Students will answer/reflect on the prompt on the handout for the poster they are standing at.
3. Continue until groups have rotated through all pictures.
4. Return to class and discuss their observation/thoughts about each picture.
5. Renaissance background research: Have each group select a topic from the Renaissance Research cards, get a sheet of poster paper and markers, and get one Chromebook for the group.
6. Each group will use sites from the Symbaloo page or a Google search to find out information about their topic.
7. Groups will record important information on their poster paper (IN YOUR OWN WORDS)!
8. Have students record facts in digital journal entry #5 as each group presents.
Homework:
- None.
Tuesday 2/26 & Wednesday 2/27
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have Renaissance groups report their information to the class. Classmates will take notes for journal #5.
2. Go into hallway. Get into an inner and outer circle with half of the
people in each circle, standing face to face. Read a statement and have the pairs facing each other react to the statement. Inner circle rotate clockwise (to the right) by one person. Repeat with next statement, etc. Discuss.
3.
4. Get textbooks. Turn to page 349. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
5.
Thursday 2/28 & Friday 3/1
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute Shakespeare's Theatre handout. Read together and complete the questions on the back.
2. Show opening scene from Macbeth.
3. Distribute cartoon summary for Act I and review it. Flip to the back of the page and complete the warm-up activity.
4. Assign parts and read the remainder of Act I.
5. Distribute study guide notes and review.
6. Administer Act 1 Macbeth quiz.
7. Turn in your quiz and open your digital journal. For entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
8. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
9. Show Act I of the movie and discuss.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have Renaissance groups report their information to the class. Classmates will take notes for journal #5.
2. Go into hallway. Get into an inner and outer circle with half of the
people in each circle, standing face to face. Read a statement and have the pairs facing each other react to the statement. Inner circle rotate clockwise (to the right) by one person. Repeat with next statement, etc. Discuss.
3.
4. Get textbooks. Turn to page 349. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
5.
Thursday 2/28 & Friday 3/1
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute Shakespeare's Theatre handout. Read together and complete the questions on the back.
2. Show opening scene from Macbeth.
3. Distribute cartoon summary for Act I and review it. Flip to the back of the page and complete the warm-up activity.
4. Assign parts and read the remainder of Act I.
5. Distribute study guide notes and review.
6. Administer Act 1 Macbeth quiz.
7. Turn in your quiz and open your digital journal. For entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
8. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
9. Show Act I of the movie and discuss.
Homework:
- None
2018 Learning Plans
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Remind students to use EasyBib to create their works cited and copy it onto Slide 12 of their Research Slideshow.
2. Show students how to put parenthetical references into slides 6 - 11.
3. Distribute Ballad Comparisons Sheet to students who have finished the slideshow.
Homework: Complete Google Slideshow and upload to assignment in Google classroom if you did not already turn it in.
Tuesday 2/6 & Thursday 2/8
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute ballad performance and presentation project criteria.
2. Show sample ballad project videos.
3. Discuss project Do's and Dont's!!!! Show some projects with issues.
4. Remind students to make the 4 comparisons to Middle Ages ballads (on the back of the project sheet).
5. Have students get into ballad groups and begin working on comparisons. While students work, teachers will confirm whether students intend to perform live or make a video.
6. Time to work on ballad project.
7. If your group makes a video, upload it to the assignment in Google Classroom.
Homework:
- Continue working on ballad project - DUE Friday, Feb. 16th
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute ballad performance and presentation project criteria.
2. Show sample ballad project videos.
3. Discuss project Do's and Dont's!!!! Show some projects with issues.
4. Remind students to make the 4 comparisons to Middle Ages ballads (on the back of the project sheet).
5. Have students get into ballad groups and begin working on comparisons. While students work, teachers will confirm whether students intend to perform live or make a video.
6. Time to work on ballad project.
7. If your group makes a video, upload it to the assignment in Google Classroom.
Homework:
- Continue working on ballad project - DUE Friday, Feb. 16th
Thursday 2/8 & Monday 2/12
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students get out the yellow ballad performance and presentation project criteria.
2. Show a sample slideshow.
3. Discuss each slide to see if it meets the criteria on the assignment sheet (length of paragraphs, in-text citations, Works Cited page format, etc.).
4. Have students get into ballad groups, get a computer, and double-check their slideshows. Make revisions to the slideshow and resubmit it in Google Classroom.
5. Time to work on ballad project.
Homework:
- Continue working on ballad project - DUE Friday, Feb. 16th
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students get out the yellow ballad performance and presentation project criteria.
2. Show a sample slideshow.
3. Discuss each slide to see if it meets the criteria on the assignment sheet (length of paragraphs, in-text citations, Works Cited page format, etc.).
4. Have students get into ballad groups, get a computer, and double-check their slideshows. Make revisions to the slideshow and resubmit it in Google Classroom.
5. Time to work on ballad project.
Homework:
- Continue working on ballad project - DUE Friday, Feb. 16th
Wednesday 2/14
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones.
2. Give each student an index card - On the card, write down what one item you would take on a trip because you could not live without it (other than cell phones or electronic devices - those are a given). Explain why this item is so crucial to you. Do not put your name on the card.
3. Collect cards and share.
4. Have students get interactive notebooks - Entry #10 - Create 4 “I should…but I” statements indicating 4 things that you should do but what you do instead –
Example – I should be nicer to my little brother, but I yell at him because he is so annoying
5. Discuss entries.
6. Distribute Canterbury Tales introduction handout.
7. Read the opening and discuss the prologue while students take notes on the handout.
8. Display the Sins and Virtues Prezi while students take notes.
9. Have students turn to the back of the handout. Play the Sins and Virtues via Music Photo Story. Have students identify which song goes with which sin/virtue - prize for the most correct. Discuss.
Homework:
- Finish Ballad Project - Due 2/16 (upload video to Google Classroom assignment)
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones.
2. Give each student an index card - On the card, write down what one item you would take on a trip because you could not live without it (other than cell phones or electronic devices - those are a given). Explain why this item is so crucial to you. Do not put your name on the card.
3. Collect cards and share.
4. Have students get interactive notebooks - Entry #10 - Create 4 “I should…but I” statements indicating 4 things that you should do but what you do instead –
Example – I should be nicer to my little brother, but I yell at him because he is so annoying
5. Discuss entries.
6. Distribute Canterbury Tales introduction handout.
7. Read the opening and discuss the prologue while students take notes on the handout.
8. Display the Sins and Virtues Prezi while students take notes.
9. Have students turn to the back of the handout. Play the Sins and Virtues via Music Photo Story. Have students identify which song goes with which sin/virtue - prize for the most correct. Discuss.
Homework:
- Finish Ballad Project - Due 2/16 (upload video to Google Classroom assignment)
Friday 2/16
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. LOCK UP CELL PHONES!!!!
Ballad presentations - Each group will present as follows:
1. Present the slideshow to share the background information, summary, and research
about of the song
2. Sing the song or show video
3. Share the comparisons
4. Turn in copy of the song with the ballad characteristics identified and the comparisons
sheet
5. Have students get out the Sins/Virtues handout. Discuss the Prologue of the Canterbury Tales and have students fill in the information on their handouts.
Homework: None
Monday 2/19
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
Any remaining ballad presentations - Each group will present as follows:
1. Present the slideshow to share the background information, summary, and research
about of the song
2. Sing the song or show video
3. Share the comparisons
4. Turn in copy of the song with the ballad characteristics identified and the comparisons
sheet
Homework: None
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
Any remaining ballad presentations - Each group will present as follows:
1. Present the slideshow to share the background information, summary, and research
about of the song
2. Sing the song or show video
3. Share the comparisons
4. Turn in copy of the song with the ballad characteristics identified and the comparisons
sheet
Homework: None
Wednesday 2/21
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
View remaining ballad presentations - Each group will present as follows:
1. Present the slideshow to share the background information, summary, and research
about of the song
2. Sing the song or show video
3. Share the comparisons
4. Turn in copy of the song with the ballad characteristics identified and the comparisons
sheet
5. Have students get a textbook and a piece of lined paper.
6. Preview the Assessment Practice on pp. 282 - 287 with the class.
7. Students will complete the Assessment Practice for a classwork grade in the
gradebook.
Homework: None
Heavenly Virtues Quiz Link
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
View remaining ballad presentations - Each group will present as follows:
1. Present the slideshow to share the background information, summary, and research
about of the song
2. Sing the song or show video
3. Share the comparisons
4. Turn in copy of the song with the ballad characteristics identified and the comparisons
sheet
5. Have students get a textbook and a piece of lined paper.
6. Preview the Assessment Practice on pp. 282 - 287 with the class.
7. Students will complete the Assessment Practice for a classwork grade in the
gradebook.
Homework: None
Heavenly Virtues Quiz Link
Friday 2/23
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 7 Deadly Sins and the other of The 7 Heavenly Virtues.
2. Have students get into pairs.
3. Each pair will create 2 collages - one of the 7 Deadly Sins and the other of The 7
Heavenly Virtues.
Supplies - 11 x 14 paper, magazines, scissors, glue sticks, magic markers
Homework: None
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 7 Deadly Sins and the other of The 7 Heavenly Virtues.
2. Have students get into pairs.
3. Each pair will create 2 collages - one of the 7 Deadly Sins and the other of The 7
Heavenly Virtues.
Supplies - 11 x 14 paper, magazines, scissors, glue sticks, magic markers
Homework: None
Tuesday 2/27
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones.
2. Get interactive notebooks.
Introduce the Canterbury Tales while students take notes as notebook entry #11.
3. Have each student get a textbook and select an index card with a pilgrim and page # on it.
4. Have students read their portion of the prologue and write down information about their pilgrim on the handout. Distribute (green) character summaries for students to check their work.
5. Collect handouts.
6. Have students put their textbooks away and turn to the next page of interactive notebooks -Distribute Canterbury Tales anticipation guide as Entry #12. Complete the guide and staple it to the left page. On the right page, write the two paragraphs described on the guide under "Part II Directions." Discuss.
Homework:
Thursday 3/1
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones.
2. Review Chaucer and Canterbury information.
3. Have each student get a textbook. Read the prologue up to the introduction of the Knight.
4. Have each student select an index card with a pilgrim and page # on it.
5. Have students read their portion of the prologue and write down information about their pilgrim on the handout. Distribute (green) character summaries for students to check their work.
6. Collect handouts.
7. Discuss how they represented a cross-section of society.
8. Distribute the Modern Pilgrim Poem assignment sheet. Read through the sample together. 9. Have students spend the remaining time brainstorming on the rubric, and writing their modern pilgrim poems.
Homework: We will finish Modern Pilgrim Poems in class on Monday.
Monday 2/27 & Tuesday 2/28
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones
2. Review Canterbury Tales background.
3. Have students get Interactive Notebooks. Entry #6 - On the left hand page, answer the following question, "What do women want/desire? Why?" Discuss.
4. Get textbooks and turn to page 184. Read "The Wife of Bath's Tale" and complete the "Somebody - Wanted - But -So" handout as we read.
5. Staple the handout onto the right hand page of Entry #6. On the bottom of the left page, reflect on your interpretation of what women want vs. the moral taught in "The Wife of Bath's Tale."
6. Watch the clay-mation video of "The Wife of Bath's Tale."
Homework:
Canterbury Tales background and "Wife of Bath's Tale" Quiz next class.
Wednesday 3/1 & Thursday 3/2
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Canterbury Tales background.
2. Administer Canterbury background and "Wife of Bath" Quiz.
3. Have students get Interactive Notebooks. Entry #7 - Define pride (discuss it as a deadly sin). On the left hand page, write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
3. Read "The Nun's Priest Tale" from the children's book and discuss.
4. Watch the clay-mation video of "The Nun's Priest Tale."
5. On the right hand page of Entry #7, answer the following questions in a paragraph or two:
- Do dreams (night-time) come true? Explain.
- Do you think that what you eat and drink affects your dreams? Explain.
6. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
Homework:
- Sharing of drawings and collection of drawing and paragraph next class - for a quiz grade on "The Nun's Priest's Tale".
Mo
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Journal # - Do you usually win an argument, any argument — with your siblings, parents, friends, boyfriend/girlfriend? "Why do you think you win (or lose)? What do you do or what techniques do you use to win your arguments?" Discuss.
2. In your journal, define the following terms:
- argument
- persuasion
- propaganda
3. Distribute the chart, "Argument, " Persuasion, Propaganda" and discuss.
4. Show examples and have students identify each as one of the above 3:
Jake Tapper
Disney Film
Trump's People's Court
Uncle Sam Ad
5. Split class into groups of 3 or 4, and have each group pick a scenario card. Groups will have 20 minutes to decide on their stance on the issue and create an argument.
6. Each group will have 3 minutes to present their argument. Poll the class before and after each presentation to see if the group changed anyone's mind.
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Journal # - Do you usually win an argument, any argument — with your siblings, parents, friends, boyfriend/girlfriend? "Why do you think you win (or lose)? What do you do or what techniques do you use to win your arguments?" Discuss.
2. In your journal, define the following terms:
- argument
- persuasion
- propaganda
3. Distribute the chart, "Argument, " Persuasion, Propaganda" and discuss.
4. Show examples and have students identify each as one of the above 3:
Jake Tapper
Disney Film
Trump's People's Court
Uncle Sam Ad
5. Split class into groups of 3 or 4, and have each group pick a scenario card. Groups will have 20 minutes to decide on their stance on the issue and create an argument.
6. Each group will have 3 minutes to present their argument. Poll the class before and after each presentation to see if the group changed anyone's mind.
Friday 2/26/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show "That Shakespeare Fellow". Fill in video quiz as you watch. Collect quizzes.
2. Students will have remaining time to plan and write their Shakespeare commercial. Be ready to perform your commercial at the beginning of the class on Tuesday!
Homework:
- Be ready to present your Shakespeare commercial at the start of class on Tuesday (project grade).
- Reminder - If you want to "dress up" for class on Tuesday in honor of Dr. Seuss' birthday, you will receive bonus points (up to 20 points depending on how good your attempt to dress up is)
Wednesday 2/24/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect Renaissance reading handouts from homework.
2. Distribute Shakespeare insults page.
3. Watch videos about Shakespearean insults:
- Insults by Shakespeare
- If Shakespearean Insults Were Used Today
4. In your interactive notebook, on the left side of Entry #5 - create 3 insults, and explain what each one means (look the words up on google).
On the right side, write 2-3 sentences about a time that you would have liked to have used a Shakespearean insult on someone.
5. Get interactive notebooks - Entry #6 - On the left side, describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs
On the right side - Describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
6. Distribute "Life in the 1500's" and read it together and discuss.
7. Show commercials with Shakespearean language embedded.
- Transmedial Shakespeare
- Klondike Bar
- Heinz
- McHamlet
- Shakespeare Fishing Poles
8. Distribute and explain Shakespeare commercial handout and rubric.
9. Students will have remaining time to plan and write their Shakespeare commercial.
Homework:
Monday - 2/22/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Redistribute the "Knight's Tale" character sheet and finish the movie.
2. Collect sheets for a quiz grade.
3. Distribute Shakespeare insults page.
4. Watch videos about Shakespearean insults:
- Insults by Shakespeare
- If Shakespearean Insults Were Used Today
5. In your interactive notebook, on the left side of Entry #5 - create 3 insults, and explain what each one means (look the words up on google).
On the right side, write 2-3 sentences about a time that you would have liked to have used a Shakespearean insult on someone.
6. Return notebooks and get textbooks. Read the background section on the Renaissance and fill in the complete-the-blank sheet.
Homework: Finish Renaissance reading and handout if you did not finish in class.
Thursday - 2/18/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute the "Knight's Tale" character sheet.
2. Have students fill in information as they watch the movie.
3. Collect sheets at the end of the block. We will finish the movie next class.
Homework:
-
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute the "Knight's Tale" character sheet.
2. Have students fill in information as they watch the movie.
3. Collect sheets at the end of the block. We will finish the movie next class.
Homework:
-
Tuesday - 2/16/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Present Modern Pilgrim Poems.
2. Distribute Plague video handout. Watch the video and fill in the assignment sheet.
3. Distribute Celtic alphabet letters. Have students color the letter of their last name and staple it into interactive notebook - Entry #4.
Homework:
-
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Present Modern Pilgrim Poems.
2. Distribute Plague video handout. Watch the video and fill in the assignment sheet.
3. Distribute Celtic alphabet letters. Have students color the letter of their last name and staple it into interactive notebook - Entry #4.
Homework:
-
Thursday - 2/11/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually (Quiz grade).
2. Present to the class.
3. Distribute the Modern Pilgrim Poem assignment sheet. Read through the sample together. Have students spend the remaining time writing their modern pilgrim poems.
Homework:
- Modern Pilgrim Poem due next class (Paper/project grade).
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually (Quiz grade).
2. Present to the class.
3. Distribute the Modern Pilgrim Poem assignment sheet. Read through the sample together. Have students spend the remaining time writing their modern pilgrim poems.
Homework:
- Modern Pilgrim Poem due next class (Paper/project grade).
Tuesday - 2/9/16 Happy Mardi Gras!
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Play Pardoner's Tale Rap.
2. Administer "Pardoner's Tale" Quiz.
3. Have students get Interactive Notebooks. Entry #3 - Define pride (discuss it as a deadly sin). On the left hand page, write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
3. Read "The Nun's Priest Tale" from the children's book and discuss.
4. Watch the clay-mation video of "The Nun's Priest Tale."
5. On the right hand page of Entry #3, answer the following questions in a paragraph or two:
- Do dreams (night-time) come true? Explain.
- Do you think that what you eat and drink affects your dreams? Explain.
6. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
Homework:
- Activity for a quiz grade on "The Nun's Priest's Tale" next class.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Play Pardoner's Tale Rap.
2. Administer "Pardoner's Tale" Quiz.
3. Have students get Interactive Notebooks. Entry #3 - Define pride (discuss it as a deadly sin). On the left hand page, write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
3. Read "The Nun's Priest Tale" from the children's book and discuss.
4. Watch the clay-mation video of "The Nun's Priest Tale."
5. On the right hand page of Entry #3, answer the following questions in a paragraph or two:
- Do dreams (night-time) come true? Explain.
- Do you think that what you eat and drink affects your dreams? Explain.
6. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
Homework:
- Activity for a quiz grade on "The Nun's Priest's Tale" next class.
Friday - 2/5/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show claymation video to 1st and 4th blocks.
2. Administer Canterbury Tales background and "Wife of Bath's Tale" Quiz.
3. Have students get Interactive Notebooks. Entry #2 - On the left hand page, Write the phrase, "Radix malorum est cupiditas." "The love of money is the root of all evil." Agree or disagree and explain why. Discuss.
4. Get textbooks and turn to page 170. Read "The Pardoner's Tale" and discuss.
5. Watch the clay-mation video of "The Pardoner's Tale."
6. On the right hand page of Entry #2, do the following:
- 1. Explain why wanting to find death and kill him was dramatic irony.
- 2. Explain the dramatic irony in the characters' plans for dividing the gold coins.
- 3. The old man told the three men that Death could be found under the tree.
Explain the dramatic irony in his statement.
7. 3rd block - matching activity.
Homework:
"Pardoner's Tale" quiz next class.
Wednesday - 2/3/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Canterbury Tales background.
2. Reminder of cell phone policy: "No cell phone popcorn".
3. Have students get Interactive Notebooks. Entry #1 - On the left hand page, answer the following question, "What do women want/desire? Why?" Discuss.
4. Get textbooks and turn to page 184. Read "The Wife of Bath's Tale" and complete the "Somebody - Wanted - But -So" handout as we read.
5. Staple the handout onto the right hand page of Entry #1. On the bottom of the left page, reflect on your interpretation of what women want vs. the moral taught in "The Wife of Bath's Tale."
6. Watch the clay-mation video of "The Wife of Bath's Tale."
Homework:
Canterbury Tales background and "Wife of Bath's Tale" Quiz next class.
Thursday - 1/21/16
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Reminder of new cell phone policy: "No cell phone popcorn".
2. Conduct Philosophical Chairs with questions in preparation for reading "The Wife of Bath's Tale."
3. Review expectations for the typed outline of the ballad analysis.
4. Go to computer lab or library as listed below to finish the analysis and work on the ballad project.
Block 1B - lab 136
Block 3B - library
Block 4B - lab 109
Homework:
- Finish ballad project - DUE next class - Jan. 25th!
Tuesday - 1/19/16
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Reminder of new cell phone policy: "No cell phone popcorn".
2. Review Canterbury Tales introduction notes from last class and distribute pilgrim notes handout.
3. Have each student get a textbook and select an index card with a pilgrim and page # on it.
4. Have students read their portion of the prologue and write down information about their pilgrim on the handout.
5. Collect handouts.
6. Have students put their textbooks away and get interactive notebooks -Distribute Canterbury Tales anticipation guide as Entry #10. Complete the guide and staple it to the left page. On the right page, write the two paragraphs described on the guide under "Part II Directions." Discuss.
7. Conduct Philosophical Chairs with questions in preparation for reading "The Wife of Bath's Tale."
Homework:
- Continue working on ballad project - DUE Jan. 25th!
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Reminder of new cell phone policy: "No cell phone popcorn".
2. Review Canterbury Tales introduction notes from last class and distribute pilgrim notes handout.
3. Have each student get a textbook and select an index card with a pilgrim and page # on it.
4. Have students read their portion of the prologue and write down information about their pilgrim on the handout.
5. Collect handouts.
6. Have students put their textbooks away and get interactive notebooks -Distribute Canterbury Tales anticipation guide as Entry #10. Complete the guide and staple it to the left page. On the right page, write the two paragraphs described on the guide under "Part II Directions." Discuss.
7. Conduct Philosophical Chairs with questions in preparation for reading "The Wife of Bath's Tale."
Homework:
- Continue working on ballad project - DUE Jan. 25th!
Thursday - 1/14/16
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Reminder of new cell phone policy: "No cell phone popcorn".
2. Give each student an index card - On the card, write down what one item you would take on a trip because you could not live without it (other than cell phones or electronic devices - those are a given). Explain why this item is so crucial to you. Do not put your name on the card.
3. Collect cards and share.
4. Have students get interactive notebooks - Entry #9 - Create 4 “I should…but I” statements indicating 4 things that you should do but what you do instead –
Example – I should be nicer to my little brother, but I yell at him because he is so annoying
5. Discuss entries.
6. Distribute Canterbury Tales introduction handout.
7. Read the opening and discuss the prologue while students take notes on the handout.
8. Display the Sins and Virtues Prezi while students take notes.
9. Have students turn to the back of the handout. Play the Sins and Virtues via Music Photo Story. Have students identify which song goes with which sin/virtue - prize for the most correct. Discuss.
Homework:
- Continue working on ballad project - DUE Jan. 25th!
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Reminder of new cell phone policy: "No cell phone popcorn".
2. Give each student an index card - On the card, write down what one item you would take on a trip because you could not live without it (other than cell phones or electronic devices - those are a given). Explain why this item is so crucial to you. Do not put your name on the card.
3. Collect cards and share.
4. Have students get interactive notebooks - Entry #9 - Create 4 “I should…but I” statements indicating 4 things that you should do but what you do instead –
Example – I should be nicer to my little brother, but I yell at him because he is so annoying
5. Discuss entries.
6. Distribute Canterbury Tales introduction handout.
7. Read the opening and discuss the prologue while students take notes on the handout.
8. Display the Sins and Virtues Prezi while students take notes.
9. Have students turn to the back of the handout. Play the Sins and Virtues via Music Photo Story. Have students identify which song goes with which sin/virtue - prize for the most correct. Discuss.
Homework:
- Continue working on ballad project - DUE Jan. 25th!