Block 2 Humanities I in Room K120

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 &

Today I will: ~Apply my knowledge of vocabulary terms by using them in a 7-minute free-writing activity. ~Apply knowledge of diction to The Odyssey by collaboratively completing the "Tell the Story" handout Key terms: Diction:   the way in which words are used in speech or writing Inference :  the act or process of reaching a conclusion about something from known facts or evidence Muse:   a person who causes someone else to have ideas about creating a work of art   :   a person who inspires an artist, writer, etc;  any one of the nine sister goddesses of song and poetry and the arts and sciences in Greek mythology Agenda: Warm-up : Discussion/recap of hero's journey work (make sure you turn this in after our discussion) Before we write : Write flash cards with 3 more vocabulary words 7-minute writing prompt:  "Tell the Story" // focus on making powerful word choices ~Before we read: review diction (word choice): 5-min video ~Read "

Today I will: ~Apply my knowledge of vocabulary terms by using them in a 7-minute free-writing activity. ~Understand and define the Hero's Journey by annotating "The Hero's Journey: 12Stages" & participating in discussion ~Apply the hero's journey to a work of literature or film by collaboratively completing the hero's journey handout Key Terms: adversity : difficulties; misfortune consent : permission for something to happen or agreement to do something distress: extreme anxiety, sorrow, or pain epic (n.):   a long poem that tells the story of a hero's adventures ordeal:  an experience that is very unpleasant or difficult protagonist:  the main character in a novel, play, movie, etc. Agenda: Warm-up : 7-minute writing exercise: "Future Self" ~CP: Use your third vocabulary word ~Honors: Use all three words again. (We will select three more words tomorrow!) ~ Hero's Journey handout ~Watch TED-ed video on the Hero

Today I will: ~Practice creative writing by doing a 7-minute quick-write. ~Build background knowledge for The Odyssey  through participation in an expert-base group reciprocal teaching activity. Agenda: Warm-up : 7-minute quick-write: title your page " Burning House." ~Building background knowledge for The Odyssey : expert-base group activity ~Click the following link to view a slide show:  https://docs.google.com/presentation/d/12EOpKHZ_r40BSKXOn9UCLdj1cfd4ZDDw0H8cvrOZl7s/edit?usp=sharing ~Comments on the slides indicate each table group's assignment. ~After, go back to your table group and compare notes ~If time: watch The Odyssey Crash Course Homework: CP: None Hon: Decide upon your extra novel.

Vocab word of the day: IMMORTAL Today I will: ~Understand and define "blogging" as a unique  discourse  through in-class discussion ~Apply that knowledge by creating my own blog Agenda: Warm-up : Creative writing! We will begin class with seven (7) minutes of writing  every day  through Monday, 4/30. Intro to Odyssey Unit ( mark your calendars/planners) : Fri, 4/13 (and every Friday): Type out/blog your favorite 7-min quickwrite of the week Tues, 4/17: Vocab quiz 1 (words 1-9) Fri, 4/20 (and every Friday):  Type out/blog your favorite 7-min quickwrite of the week Mon, 4/30: Vocab quiz 2 Tues, 5/1: Final test Mon-Fri, 5/7-5/11: Hero's Journey personal narrative essay Homework: If you were absent or got behind on the blog-creation, get caught up. Email me a link to your new blog! If you did not finish, publish your "Which Door?" post. Make sure to include at least one image, as well as one vocab word (CP) or three vocab words (H)