Block 2 Humanities I in Room K120

Today I will: ~Apply my knowledge of the principles of effective creative writing by participating in multiple rounds of online peer revision ~Evaluate the class and the teacher by completing a Google Forms survey Agenda: Warm-up:  "Dream Session" ~Peer revision, rounds 3, 4, & 5 // I will be entering points into the gradebook (daily work) based upon how you follow directions and give feedback to your peers. ~Go over the rubric that I'll be using to give you feedback (hard copies distributed in class) ~ Teaching survey  (15 points because I want to be the best teacher I can be, and your feedback will help me improve.) ~ The Simpsons , season 14, episode 13: "Tales from the Public Domain, pt II": a parody of Odysseus Homework: ~ Don't forget, your final draft is due MONDAY. It will need to be uploaded to Turnitin.com In case you need the links from yesterday: ~Self revision checklists:  Imagery ,  dialogue , &  mood

Today I will: ~Apply my knowledge of imagery, dialogue, and mood to my own rough draft and participate in self-revision activities Agenda: Warm-up:  Empty the Cup, Fill the Cup time outside ~Self-revision: I will guide you through re-reading your draft three times, focusing on a different area each time: Imagery , dialogue , & mood ~Make comments on your own document so that you know what changes to make later. ~Peer revision: Log onto Google Classroom // please focus during this; it's super important to take this opportunity to get fresh eyes on your writing. Homework: ~Make changes, additions, subtractions as needed before class tomorrow ~Don't forget, your final draft is due MONDAY. It will need to be uploaded to Turnitin.com

Today I will: ~Apply my knowledge of show-not-tell writing by organizing and drafting a personal narrative. ~Synthesize my knowledge of the hero's journey by writing a personal narrative that follows several steps of the hero's journey Agenda: Warm-up:  Empty the Cup, Fill the Cup (outside, if the weather is nice) Monday : Essay organizer walk-through Tuesday: Sample 'ordinary world' reading & discussion Wednesday: Sample/whole-class editing to add vivid imagery ~Every day, you will have a significant portion of time to write. Monday, you will fill in the organizer. Tuesday and Wednesday, you will draft paragraphs. Homework: ~Stay on track with your creative writing. A complete first draft is due ON THURSDAY .

Today I will: ~Apply the Hero's Journey to my own life by pitching 3 stories in a Flipgrid. ~Analyze a novel and articulate the function of a motif by writing a thesis and two body paragraphs. Agenda: WARM-UP : Log onto Flipgrid and 'pitch' your hero's journey story options. You may go outside for a more interesting background, but be back in TEN MINUTES (10 min). ~Distribute Hero's Journey essay handout & graphic organizer ~Literature Circle groups: name your reading team using the formula: Color + Superpower + Creature            Like, "cerulean flying water buffalo" ~Then share three dreams (like 'bucket list' dreams) and three fears per person. Do you have any common fears or dreams? ~Trip to library to check out new books ~HONORS: You will have about an hour to write a thesis and two body paragraphs, proofread, and upload your writing to Turnitin.com ~College prep: Walk-thru of the essay organizer; time to brai

Today I will: ~Apply the hero's journey to my own life by telling a story to a partner. ~Understand the options for lit circles and list my top book choices. Agenda: Warm-up:   Partner story-telling: You will have two minutes to tell a story from your own life that you can connect to the hero's journey cycle. ~Mr. Gideon will pitch lit circle books ~ CLICK HERE to make your lit circle selections. ~Continue watching The Odyssey Homework: EVERYONE: Ponder your hero's journey tonight. Come to class tomorrow with 3 ideas. You will be pitching your 3 story ideas for an in-class Flipgrid tomorrow (15 points). HONORS: Be prepared for a timed writing tomorrow on motif in your novel. 

Today I will: Apply knowledge of the hero’s journey to The Odyssey and my own life through small and large group discussion Synthesize knowledge of show-not-tell writing with a focus on indirect characterization by writing down two detailed accounts of memories Analyze creative writing with a focus on imagery and diction by annotating a quick-write Key terms: hero, journey, cycle, epic, narrative, imagery, diction Agenda: Warm-up:   “What Makes a Hero?” by Matthew Winkler As we re-watch the video that launched the unit, consider two big questions: How does Odysseus fit into the hero’s journey? Where do you see yourself in the hero’s journey? Where are you currently? How many times do you think you’ve made the journey? ~ Hero’s Journey Essay Prompt S18 (due 14 May) ~ Hum I Odyssey Unit: Childhood Memories S18 I will walk you through this step-by-step. After completing the paragraph writing, you will switch papers/docs with a classmate and highli

Today I will: ~Define vocabulary terms as used in the context of The Odyssey  by completing a test ~Summarize key plot elements and identify characters from The Odyssey  by playing a review Kahoot Agenda: ~5-7 minutes to study vocab. Use your flashcards, quizlet, etc. ~Vocabulary test via Illuminate ~When you finish the test, show Ms. Wright your completed review sheet (20 pts) ~Kahoot! Homework: ~Be ready to rock the test tomorrow. ~ Kahoot challenge posted to Classroom! ~Click for a link to some question-type practice: STUDY! ~Want to re-read "Siren Song" by Margaret Atwood? Click here ~Missing the "Where I'm From" poem/blog post? Here are the directions again:  https://docs.google.com/document/d/13sLBpF1t4Uctli5qiwwYivySyfjchYwZUtB1EiRJmWo/edit?usp=sharing

Today I will: ~Define and apply new vocabulary terms by participating in a Quizizz ~Comprehend and analyze "Odysseus and Penelope" by annotating the text and participating in a class discussion Agenda: ~ Warm-up:  7-minute quick write Close-reading : "Odysseus and Penelope" // summarize plot and annotate (focus on imagery, perspective, characterization) Collaboration : Live Quizizz! Discussion of test review sheet. Independent practice : ~Time to study for the vocabulary test & final test. ~Choose a favorite quick-write to post to the blog. (Due Monday before class!) Misplaced your vocab list? Download and/or print here . Homework: ALL : Post to your blog before class on Monday. Be sure to proofread, give it an interesting title, and include at least one image. HONORS:  All four (4) dialectical journal entries are due Monday ( I am giving you an extension of time! Hooray!) . Make sure that you turn it in via Google Classroom. Keep reading!

Today I will: ~Read and analyze "The Test of the Great Bow" and "Death at the Palace" with a focus on characterization and imagery by annotating the text & participating in discussion ~Apply knowledge of show-not-tell writing with a focus on indirect characterization and imagery by completing an 8-minute quick write Agenda: Warm-up : Quick write!  This is meant to give you practice at imagery, characterization, and dialogue.  Close reading : "The Test of the Great Bow" and "Death at the Palace" // focus your annotations today on  characterization, diction,  and  imagery.  These are important components of effective creative writing. Independent practice:  creative writing paragraph! Choose one moment from either of the episodes we read today. Then, write a vignette (short episodic story) of at least 8 sentences. I will be looking for the elements of effective show-not-tell writing: characterization, dialogue, diction

"Diogenes" by Jean-Leon Gerome (1860) Today I will: ~Read and analyze "The Meeting of Father and Son" and "The Beggar and the Faithful Dog" with a focus on characterization by annotating the text and completing a handout ~Apply knowledge of show-not-tell writing with a focus on indirect characterization by writing a paragraph on a self-selected scenario Agenda: Warm-up : "Puppy Love" commercial + Pair-share How does this commercial tell a story without words? What do we learn about the protagonists? (Indirect characterization) Close reading : "The Beggar and the Faithful Dog" // focus your annotations today on characterization  and imagery. These are important components of effective creative writing. (Absent today? View & print the handout here .) Guided practice & collaboration : we will analyze 3 text excerpts from "The Meeting of Father and Son" and today's reading to explain/de

Today I will: ~Comprehend and summarize "Cattle of the Sun God" by creating a comic page. ~Analyze complex text and select specific evidence of mood, perspective, and imagery by completing the handout, "The Meeting of Father and Son." Agenda: Warm-up : Independently read " Cattle of the Sun God ," the last episode of The Odyssey , part 1. Create a visual summary by completing a comic sheet (if absent, download and print here ). Work efficiently-- you have 20 minutes! ~ 7-minute quick-write : on Odysseus' return to Ithaca (home). Write your responses on today's handout (if absent, download and print here ). Use at least two (2) vocabulary words. Close reading 2 : "The Meeting of Father and Son" // use 3 different colors or symbols to select text evidence of: mood , perspective , and imagery. ~Work in table groups to complete post-reading chart + class discussion after ~Continue watching The Odyssey . Homewo

Today I will: ~Apply knowledge of new vocabulary terms to a short quick-write activity ~Read & analyze Margaret Atwood's poem, "Siren Song," considering the author's diction and perspective ~Synthesize my knowledge of show-not-tell writing and the characterization of Odysseus, the crew, and the Sirens by writing a short story from the perspective of Scylla or Charybdis Agenda: 7-minute quick write: Use at least 2 vocabulary words. ~Scylla & Charybdis pre-reading google form: complete with a partner:  https://goo.gl/forms/0wfmjTbrbHbXEMnf2 Post-reading blog/creative-writing activity! Directions: Rewrite the story of Scylla or Charybdis from their point of view. Your story should be written and published as a blog post . As you write: Consider the background information you know about the monsters to help you decide what they might be thinking about when they encounter Odysseus’ ship. Use rich diction and vivid details similar to the

THURSDAY: "The Land of the Dead" and "The Sirens": perspective/POV Today I will: ~Analyze, interpret (make meaning from), and respond to complex text by annotating & discussing "The Land of the Dead" and "The Sirens; Scylla and Charybdis" ~Apply my knowledge of show-not-tell writing by completing a 7-minute quick-write Agenda: Warm-up (7 min) : Focus on "show-not-tell" writing. ~"The Land of the Dead" (pp. 914-915): popcorn reading (3 sentence minimum) **Afterward, table groups should generate a list of: 2 questions, 2 comments, 2 significant quotes** Focus your attention on diction & mood ~ Whole-class discussion, then answer the post-reading question on Google Classroom. When you finish answering the "Land of the Dead" question, move on to "The Sirens" reading: ~"The Sirens" (pp.916-922); silent reading, or use headphones and follow along as you listen to the text via YouTu

Today I will: ~Analyze and interpret complex text by annotating "The Witch Circe" and participating in a discussion of "Cyclops" ~Apply & synthesize knowledge of writing dialog by creating a dialog (Google Classroom work) Agenda: Warm-up (7 min) : "Advice" ~Discuss "Cyclops" reading & homework // first, go over the Classroom work and annotations in table groups; be prepared to share with the whole class ~I will stamp your reading packet for annotations (10 points) ~If you did not submit the "Cyclops" work on Classroom, you will receive 70% credit. ~Read & annotate "The Witch Circe" (pp.911-913). ~CP: After reading, begin post-reading work via Classroom (If needed, you may view & print a copy here:  https://docs.google.com/document/d/1Y1q8X0RPAIF4nLE0WUWsfy92LmY1aNHRA5YsutK4fO0/edit?usp=sharing ) ~Hon: Discussion of honors extra novel + dialectical journal expectations Homework: ~Submit "Th

Today I will: ~Apply knowledge of dialog to writing a collaborative dialog ~Analyze complex text, focusing on characterization, in an assignment accompanying "Cyclops" reading Agenda: Warm-up :  Review vocabulary (5 min) + take quiz via Illuminate (password on the whiteboard) ~7min Creative writing practice: dialogue!  (Submit just ONE shared doc per table group.) You will write collaboratively today, rather than an individual quick-write.) WORK QUICKLY! This is still a 7-minute exercise. ~Cyclops before-you-read ( Google Form ) // Ask for headphones if needed ~Read and annotate pp.899-910 in packet: individually or partner-reading aloud By "annotate" I mean:      -underlining significant quotes,      -circling important/powerful words,      -asking questions,      -making comments,      -maybe drawing pictures ~Cyclops reading: collaborate on work in table groups (posted in Google Classroom ) Homework: ~Honors: bring novel to class tomorrow

Odyssey: "I Am Laertes' Son" and "The Lotus Eaters" + "Where I'm From" poetry-writing Today I will: ~Apply knowledge of vocabulary terms to a 7-minute quick write ~Synthesize instruction on creative writing to create a "Where I'm From" poem inspired by "I Am Laertes' Son" from The Odyssey Agenda: Warm-up:  "Street" ~Review all 9 vocabulary words with your table group (slides 1-19 of this vocabulary slide deck , if you prefer a digital format) ~Class discussion: imagery in Calypso reading from Friday ( turn in if you did not do so on Friday) ~Read "I Am Laertes' Son" and "The Lotus Eaters" (packet pp. 895-898). Here is a YouTube link to have it read to you:  https://www.youtube.com/watch?v=vYdEQhmQ6WY ~As you read: Draw 2 or more pictures  and generate 2 or more questions  in the margin to contribute to class discussion. ~ "Where I'm From" c

Today I will: ~Synthesize knowledge of imagery to create a short story with vivid imagery (7-min quickwrite) ~Analyze the text of The Odyssey  with a focus on imagery Agenda: Warm-up:   Title: "Battle" Focus on imagery. What are the sights, sounds, smells, physical sensations of the battle? (Also use the vocab! Quiz on Tuesday, 4/17.) Literary Focus for the Day : Imagery ~ Close-reading handout: "Calypso, the Sweet Nymph" ~We will read the text silently first, focusing upon imagery; be prepared to share one powerful example of imagery in the text ~Then, table groups will close-read a section of the text with a particular focus: Visual Imagery, lines 33-74: Ethan Auditory Imagery, lines 33-74: Rebekah Olfactory Imagery, lines 33-74: Brad Visual Imagery, lines 75-125: Makayla Auditory Imagery, lines 75-125: Lauryn Olfactory Imagery, lines 75-125: Olivia Tactile Imagery, whole text: Sebastian Homework: ~Complete &