Odyssey Eight: June 2010

August 17

WEEK ONE: Day One

Essential Question:

How will we work effectively and productively together in the classroom?

Essential Skill or Concept: Classroom behavior and learning procedures

Mini-Lesson Outline:

A. The teacher will explain class behavior.

1. All school rules apply for everyone.

2. Everyone must be prompt and in assigned seats ready to learn when the teacher closes the door.

3. Everyone must be prepared - i.e., have all class materials and know due dates.

4. Students will NOT be permitted to go to their lockers or the restrooms during the class period. Take care of issues between classes.

5. Students will NOT be permitted to borrow materials from the teacher or classmates.

6. Students and teacher will be polite, respectful, and positive.

7. Students will raise hands to be called upon and then speak in normal tones of voice.

8. Students and teacher will listen attentively.

9. Students and teacher will be productive. We will use class time wisely, submit work on time, and always do our best.

B. The teacher will review materials needed for each class.

1. 3-ring binder with multiple dividers (more than one inch side)
2. Loose leaf paper
3. Black pen
4. Small index cards
5. Small index box for the index cards

C. The teacher will model typical class components.

1. The teacher will demonstrate use of the class blog.

2. The teacher will introduce the procedure for daily vocabulary study that culminates each week with a quiz on Wednesday. Students will practice the daily procedure with materials provided by the teacher.

3. The teacher will introduce the procedure for addressing the daily "Essential Question." Students will observe how materials are organized and utilized during class to prepare to work. They will demonstrate their understanding by organizing their materials accordingly.

4. Students will discuss how these classroom procedures will help them be effective learners.

5. Students will arrive in class tomorrow prepared to be effective students.

August 18

WEEK ONE: Day Two

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How do grammar and syntax affect our understanding of language?

Essential Skill or Concept: Grammar and syntax unit overview

Mini-Lesson Outline:

A. The teacher will explain the terms:

ADVANCED Rhetoric builds an effective and interesting style

The writer’s word and phrase choice (diction) is impressive, and the sentence structure is sophisticated and varied (syntax).

BASIC Rhetoric builds on the foundation of
Grammar
Correct spelling
Mechanics
Usage
Complete thoughts

B. The teacher will ask students "How do we build the basic sentence or complete thought?".

The teacher will gauge students’ understanding of sentence strategy basics by having them demonstrate in writing in their notebooks. Students may volunteer to share on the board.

C. The teacher will have students practice exercises in their "Grammar Training Camp" handout, "Simple Sentences, Part 1."

The teacher will work with students individually according to skill levels.

D. For homework, students will study the corrected forms in today's handout and know terms discussed in the class review:

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech: noun, common noun, proper noun, pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

August 19

WEEK ONE: Day Three

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech: noun, common noun, proper noun, pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

B. The teacher will ask students "What roles do modifiers play in communicating ideas?".

The teacher will gauge students’ understanding of modifiers by having them share examples that they remember.

C. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Part 2."

The teacher will work with students individually according to skill levels.

D. For homework, students will study the corrected forms in today's handout and know terms discussed in the class review:

modifier

adjective

comparative form of an adjective

superlative form of an adjective

questions that adjectives can answer about a noun

possessive forms of pronouns that act as adjectives

August 20

WEEK ONE: Day Four

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech: noun, common noun, proper noun, pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects, modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives

B. The teacher will ask students "What roles do modifiers play in communicating ideas?".

The teacher will gauge students’ understanding of modifiers by having them share examples that they remember.

C. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Part 3."

The teacher will work with students individually according to skill levels.

D. For homework, students will study the corrected forms in today's handout and know terms discussed in the class review:

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

August 23

WEEK ONE: Day Five

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech: noun, common noun, proper noun, pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects, modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives

B. The teacher will have students create their own basic diagrams of their original sentences according to the following criteria:

Given the diagram structures, use any five of this week's vocabulary words.
Add ACTION verbs that are specific and interesting.
Add common nouns, proper nouns, or pronouns as subjects.
Add descriptive, vibrant adjectives to modify nouns.
Add adverbs to modify verbs, adjectives, or adverbs.

C. The teacher will have all students come to the boards in groups to draw specific diagrams and to present in writing and orally their original sentences with assigned diagrams.

D. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 4 and 6: Direct Objects and Object Complements."

The teacher will work with students individually according to skill levels.

E. For homework, students will study the corrected forms in today's class presentations and know terms discussed in the class review:

complement

direct object

object complement

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

August 24

WEEK Two: Day One

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

complement

direct object

object complement

sentence patterns: S - V; S - V - DO; S - V - DO - OC

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech: noun, common noun, proper noun, pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects, modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives, coordinating conjunction

B. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 5: Indirect Objects."

The teacher will work with students individually according to skill levels.

C. The students will individually diagram the sheet with sentences containing subject, verb, complement. [The one-ton African rhinoceros is easily tamed.]

The teacher will work with students individually according to skill levels.

D. For homework, students will study for the vocabulary quiz on Lesson 1:

spelling

part of speech

definition

use in context of sentence

August 25

WEEK Two: Day Two

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skills or Concepts:

Spell this week's vocabulary words as they are dictated. Give the part of speech for each word, as well as the definition. Use each word in a sentence to reveal comprehension.

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

complement

direct object

object complement

indirect object

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech:

1. noun, common noun, proper noun

2. pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

3. modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives

4. coordinating conjunction

B. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 7: Subject Complements - Predicate Nominative and Predicate Adjectives."

The teacher will work with students individually according to skill levels.

E. For homework, students will study the corrected forms in today's class presentations and know terms discussed in the class review:

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO; S - LV PN; S - LV - PA

complement

direct object

object complement

indirect object

subject complement

predicate nominative

predicate adjective

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

August 26

WEEK Two: Day Three

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO; S - LV - PN; S - LV - PA

complement

direct object

object complement

indirect object

subject complement

predicate nominative

predicate adjective

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

B. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 7: Subject Complements - Predicate Nominative and Predicate Adjectives."

The teacher will work with students individually according to skill levels.

C. The teacher will review the elements of syntax: sentence types, sentence classifications, and sentence patterns. Students will discuss the relationships among parts of speech, parts of a sentence, sentence purpose, punctuation, and sentence patterns in creating mature, varied sentences

D. For homework, students will study the corrected forms in today's class presentations and know terms discussed in the class review:

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO; S - LV - PN; S - LV - PA
complement
direct object
object complement
indirect object
subject complement
predicate nominative
predicate adjective
modifier
adverb
adverbs modifying verbs
adverbs modifying adjectives
adverbs modifying adverbs
comparative forms of adverbs
superlative forms of adverbs

August 27 and 30

WEEK Two: Day Four and Five

Unit Theme:

Transition from grammar and mechanics to syntax to paragraphs

Unit Essential Question:

What roles do grammar and mechanics play in crafting a solid piece of writing?

Essential Skills or Concepts:

Using specific parts of speech to write more clearly, powerfully, and creatively (common nouns, proper nouns, action verbs, adjectives, adverbs)

Deciding one's purpose for writing: narration, exposition, description, persuasion

Identifying sentence type, purpose, and pattern to create variety and interest

Using sensory detail

Pre-writing with story details, descriptions, conflict, characters, setting in mind

Mini-Lesson Outline:

A. The teacher will review the homework study with students and have them demonstrate individual understanding through the following:

The student will choose a familiar fairytale from the list given.
The student will list five common nouns that fit the story.
The student will list at least three proper nouns that fit the story.
The student will list at least twelve vivid action verbs to fit the story.
The student will list ten sensory and vivid adjectives to fit the story.
The student will list six vibrant adverbs that fit the story.
The student will write and label the following sentence patterns to fit the story: subject-verb; subject-verb-direct object; subject-verb-direct object-object complement; subject-verb-indirect object-direct object.
The student will write a descriptive sentence or sentence in dialogue for each of the following: declarative sentence, interrogative sentence, imperative sentence, and exclamatory sentence.

B. For students that complete this exercise correctly, they may proceed with the following:

Decide the means of discourse: exposition, narration, persuasion, description.
Develop plot, conflict, and resolution for creative versions of the fairytales.
Experiment with 1st and 3rd person, and then decide the best one for the story.
Establish setting and characters.
Use sensory detail.
Use effective time/order transitions.
Write with a variety of tones, moods, voices.
Parameters:

Do not skip any steps of the pre-writing process.
Be original. Add a twist. Create interest.
Use dialogue if the student likes. Check pages 755 and 756 in the grammar text.
Use only characters that suit the setting and action.
Do not use names or situations that are derogatory or demeaning to others.
Employ formal or informal style.

C. For homework complete any step in Parts A and B that were not completed in class.

August 30 - Part 2

WEEK Two: Day Five

Unit Theme:

Transition from grammar and mechanics to syntax to paragraphs

Unit Essential Question:

How can you correct any errors so that they do not distract the reader from your ideas?

Essential Skills or Concepts:

Editing the written assignment for clarity of subject, purpose, and effect

Mini-Lesson Outline:

A. The teacher will review the homework study with students and have them demonstrate individual understanding through the following:

Decide the means of discourse: exposition, narration, persuasion, description.
Develop plot, conflict, and resolution for creative versions of the fairytales.
Experiment with 1st and 3rd person, and then decide the best one for the story.
Establish setting and characters.
Use sensory detail.
Use effective time/order transitions.
Write with a variety of tones, moods, voices.
Parameters:

Do not skip any steps of the pre-writing process.
Be original. Add a twist. Create interest.
Use dialogue if the student likes. Check pages 755 and 756 in the grammar text.
Use only characters that suit the setting and action.
Do not use names or situations that are derogatory or demeaning to others.
Employ formal or informal style.

B. The teacher will work with the class as a whole and as individuals in proofreading and editing the first draft.

Students will complete "Closer Look at My Writing" and the worksheet on the following: voice, word choice, sentence fluency, and conventions.

C. For homework, students will prepare the formal draft according to the teacher's directions.

August 31

WEEK THREE: Day One

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Students will identify and discuss central concepts in The Odyssey, including the elements of epic style, the epic hero, the epic hero cycle, homecoming, xenia (the guest/host relationship), mistakes and consequences, rhetoric, courage, reverence of gods and devotion.

Students will demonstrate ability to understand and analyze significant details of plot development.

Students will demonstrate understanding of the climax in plot structure.

Students will analyze characters in the epic - their words, actions, motivations, strengths, and weaknesses.

Students will identify and explain foreshadowing, simile, and epithet.

Today's Skills or Concepts

The student will be able to identify elements of epic style:

a. The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.

b. The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.

c. The setting is vast in scope, sometimes worldwide and even beyond.

d. The hero is a figure of great national or international importance.

e. The action of the epic involves heroic deeds in battle, such as a long hard journey or a war.

f. Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.

g. Often the point of view is in third person (standing outside looking in through the window) with little comment or opinion. Usually the author is objective (looks at both sides of an issue) in his presentation of the situation and characters.

Mini-Lesson Outline:

A. The teacher will introduce "Guidelines for Reading an Epic," page 595 in the text, and then present (or review, for some who have already studied The Iliad) the elements of epic style.

The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.
The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.
The setting is vast in scope, sometimes worldwide and even beyond.
The hero is a figure of great national or international importance.
The action of the epic involves heroic deeds in battle, such as a long hard journey or a war. Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.
Often the point of view is in third person (standing outside looking in through the window) with little comment or opinion. Usually the author is objective (looks at both sides of an issue) in his presentation of the situation and characters.

B. The teacher and class will read together "Close Reading of an Epic," pages 594 and 595 in the text, and follow the reading with a discussion to summarize guidelines for reading an epic.

C. For homework, students will prepare for the week's vocabulary quiz and continue working on the final drafts of their fairytales.

September 1, 2, 3

WEEK THREE: Days Two, Three, Four

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Students will identify and discuss central concepts in The Odyssey, including the elements of epic style, the epic hero, the epic hero cycle, homecoming, xenia (the guest/host relationship), mistakes and consequences, rhetoric, courage, reverence of gods and devotion.

Students will demonstrate ability to understand and analyze significant details of plot development.

Students will demonstrate understanding of the climax in plot structure.

Students will analyze characters in the epic - their words, actions, motivations, strengths, and weaknesses.

Students will identify and explain foreshadowing, simile, and epithet.

Today's Skills or Concepts

The student will be able to identify elements of epic style:

a. The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.

b. The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.

c. The setting is vast in scope, sometimes worldwide and even beyond.

d. The hero is a figure of great national or international importance.

e. The action of the epic involves heroic deeds in battle, such as a long hard journey or a war.

f. Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.

Mini-Lesson Outline:

A. The teacher will review "Guidelines for Reading an Epic," page 595 in the text, and then have students review orally the elements of epic style.

B. Each student will read pages 592 to 594, 295 to 296 ("Guidelines for Reading an Epic") in the text, and then make flash cards identifying the following terms, people and places.

[Students make cut-and-glue items using the "People and Places in The Odyssey" handout. Everyone will be able to place these cards on desks for easy identification reference and pronunciation.]

epic
Iliad and Odyssey
Homer
Trojan War
rhapsodes
Odyssey's three major pl0t strands
epithet
epic simile
Achaeans
Aeaea
Agamemnon
Alcinous
Antinous
Apollo
Argo
Athena
Calypso
Charybdis
Cicones
Circe
Cronus
Cyclops
Eumaeus
Eurycleia
Eurylochus
Eurymachus
Eurynome
Helios
Ithaca
Laertes
Laestrygoians
Odysseus
Penelope
Phaeacia
Polyphemus
Poseidon
Scylla
Sirens
Telemachus
Zeus

C. The teacher will introduce the students' Odyssey Project Guidelines, and provide materials for given assignments. The teacher will provide examples of previous interpretations of assignments.

D. For homework, students will complete any unfinished work.

September 7

WEEK THREE: Five

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Students will demonstrate ability to understand and analyze significant details of plot development.

Students will demonstrate understanding of the climax in plot structure.

Students will analyze characters in the epic - their words, actions, motivations, strengths, and weaknesses.

Students will identify and explain foreshadowing, simile, and epithet.

Today's Skills or Concepts

The student will be able to identify elements of epic style as we read the day's selection:

a. The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.

b. The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.

c. The setting is vast in scope, sometimes worldwide and even beyond.

d. The hero is a figure of great national or international importance.

e. The action of the epic involves heroic deeds in battle, such as a long hard journey or a war.

f. Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.

Mini-Lesson Outline:

A. The teacher will continue introducing steps to the the students' Odyssey Project and provide materials for given assignments. The teacher will provide examples of previous interpretations of assignments.

B. The teacher and students will arrange their study cards as they discuss an overview of The Odyssey: Books 1 - 4; Books 5 - 8: Books 9 - 12; Books 13 - 24:

Iliad and Odyssey
Homer
Trojan War
rhapsodes
Odyssey's three major pl0t strands
epithet
epic simile
Achaeans
Aeaea
Agamemnon
Alcinous
Antinous
Apollo
Argo
Athena
Calypso
Charybdis
Cicones
Circe
Cronus
Cyclops
Eumaeus
Eurycleia
Eurylochus
Eurymachus
Eurynome
Helios
Ithaca
Laertes
Laestrygoians
Odysseus
Penelope
Phaeacia
Polyphemus
Poseidon
Scylla
Sirens
Telemachus
Zeus

C. The teacher will begin reading The Odyssey to the class (page 599 in the text).

D. For homework, students will study for the week's vocabulary quiz.

September 8, 9, 10, 13

WEEK FOUR: Days One, Two, Three, Four

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Students will demonstrate ability to understand and analyze significant details of plot development.

Students will demonstrate understanding of the climax in plot structure.

Students will analyze characters in the epic - their words, actions, motivations, strengths, and weaknesses.

Students will identify and explain foreshadowing, simile, and epithet.

Today's Skills or Concepts

The student will be able to identify elements of epic style as we read the day's selection:

a. The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.

b. The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.

c. The setting is vast in scope, sometimes worldwide and even beyond.

d. The hero is a figure of great national or international importance.

e. The action of the epic involves heroic deeds in battle, such as a long hard journey or a war.

f. Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.

Mini-Lesson Outline:

A. The teacher will continue introducing steps to the the students' Odyssey Project and provide materials for given assignments (e.g., passports and budget applications). The teacher will provide examples of previous interpretations of assignments.

B. The teacher and students will arrange their study cards as they read The Odyssey:

Athena
Zeus
Odysseus
Ithaca
Telemachus
Penepole
Calypso
Phaeacia
Poseidon
Polyphemus

C. The teacher will begin/continue reading The Odyssey to the class (page 599 in the text). When finished reading, students will complete questions on page 616 in the text.

D. For homework, students will complete assigned components of their Odyssey Projects .

NOTES FOR TEACHER: The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

Great Overview

Odyssey Book Summaries : BOOK NINE

September 14, 15, 16, 17

WEEK FOUR: Day Five

WEEK FIVE: Days One, Two, Three

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Students will demonstrate ability to understand and analyze significant details of plot development.

Students will demonstrate understanding of the climax in plot structure.

Students will analyze characters in the epic - their words, actions, motivations, strengths, and weaknesses.

Students will identify and explain foreshadowing, simile, and epithet.

Today's Skills or Concepts

The student will be able to identify elements of epic style as we read the day's selection:

a. The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.

b. The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.

c. The setting is vast in scope, sometimes worldwide and even beyond.

d. The hero is a figure of great national or international importance.

e. The action of the epic involves heroic deeds in battle, such as a long hard journey or a war.

f. Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.

Mini-Lesson Outline:

B. The teacher and students will arrange their study cards as they read The Odyssey:

Cronus
Laestrygonians
Aeaea
Circe
Sirens
Scylla
Charybdis
Laertes
Achaens
Alcinous
Eurylochus
Helios
Apollo

C. The teacher will begin/continue reading The Odyssey to the class (begin page 617 in the text). When finished reading, students will complete questions on page 630 in the text.

D. For homework, students will complete assigned components of their Odyssey Projects .

September 20 through October 1

WEEK Five: Days Four and Five

WEEK SIX: Days One, Two, Three, Four, Five

WEEK SEVEN: Days One, Two, Three

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Students will demonstrate ability to understand and analyze significant details of plot development.

Students will demonstrate understanding of the climax in plot structure.

Students will analyze characters in the epic - their words, actions, motivations, strengths, and weaknesses.

Students will identify and explain foreshadowing, simile, and epithet.

Today's Skills or Concepts

The student will be able to identify elements of epic style as we read the day's selection:

a. The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.

b. The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.

c. The setting is vast in scope, sometimes worldwide and even beyond.

d. The hero is a figure of great national or international importance.

e. The action of the epic involves heroic deeds in battle, such as a long hard journey or a war.

f. Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.

Mini-Lesson Outline:

B. The teacher and students will arrange their study cards as they read The Odyssey.

C. The teacher will begin/continue reading The Odyssey to the class (begin with pages 631, 637, 645, 651 in the text). When finished reading, students will complete questions on pages 636, 644, 651 and 655 - 656 in the text.

D. For homework, students will complete assigned components of their Odyssey Projects .

E. The teacher will present the following as a meanings of summary and review:

Great Overview
Odyssey Book Summaries : THIRTEEN, FOURTEEN, FIFTEEN, SIXTEEN, SEVENTEEN, EIGHTEEN, NINETEEN, TWENTY, TWENTY-ONE, TWENTY-TWO, TWENTY-THREE, TWENTY-FOUR

F. In discussions and a final test, students will identify and discuss central concepts in The Odyssey, including the elements of epic style, the epic hero, the epic hero cycle, homecoming, xenia (the guest/host relationship), mistakes and consequences, rhetoric, courage, reverence of gods and devotion.

G. In discussions and a final test, students will demonstrate ability to understand and analyze significant details of plot development.

H. In discussions and a final test, students will demonstrate understanding of the climax in plot structure.

I. In discussions and a final test, students will analyze characters in the epic - their words, actions, motivations, strengths, and weaknesses.

J. In discussions and a final test, students will identify and explain foreshadowing, simile, and epithet.

K. In discussions and a final test, students will be able to identify elements of epic style as related to The Odyssey:

The author begins by stating the theme and uses someone who is all-knowing and wise to help him in his undertaking.
The story begins in the middle of the action, in media res, and at a critical point; the events that happened before the narrative's opening are introduced later.
The setting is vast in scope, sometimes worldwide and even beyond.
The hero is a figure of great national or international importance.
The action of the epic involves heroic deeds in battle, such as a long hard journey or a war.
Use of the supernatural: The gods or other supernatural beings take an interest and an active part in the great deeds performed in the epic.
Often the point of view is in third person (standing outside looking in through the window) with little comment or opinion. Usually the author is objective (looks at both sides of an issue) in his presentation of the situation and characters.

October 4 to 8

Dear Students,

I am away this week on a photography adventure in Arizona. What follows are the notes, readings, and assignments that you will complete. Enjoy the selections and be productive.

WEEK SEVEN: Days Four and Five

WEEK EIGHT: Days One, Two, Three

MONDAY and TUESDAY:

As the class follows, the teacher will read to them pages 2 through 11 in the text.

The teacher will:

1. Take time occasionally for individual students to “narrate back” to the class what has been read.

2. Ask questions to help clarify certain terms written in italics.

3. Point out literary elements within the story (i.e., see the pink sections in the outside columns of the teacher’s text):

a. Setting
b. Characterization
c. Point of view
d. Plot
e. Exposition (at the beginning of the story to introduce the setting and characters)
f. Conflict and suspense
g. Climax (point of decision to resolve the conflict in the story)
h. Resolution (as the end of the story to bring conclusion)

4. Using the “Guide to Literary Terms and Techniques,” beginning on page 860 in the text, have the students prepare index cards (as their vocabulary cards this week) that include a short definition of the following terms:

a. Short story

b. Character

c. Characterization

d. Setting

e. Point of view

f. Plot

g. Conflict

h. Suspense

i. Climax

j. Resolution.

WEDNESDAY, THURSDAY, and FRIDAY:

Each student will read “The Most Dangerous Game,” on pages 12 through 28 in the text.

Students will complete “Reading Check,” page 28, # 1 – 5, and “For Study and Discussion,” page 28, # 1 – 6.

[NOTE: They will turn in all these completed on Friday at the end of class or Monday if they have been working diligently but still need more time. ]

October 11 through 15

WEEK EIGHT: Days Four and Five

WEEK NINE: Days One, Two, Three

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Students will demonstrate success in creative research through project and presentation.

Today's Skills or Concepts

The student will be able to identify the requirements for the folder/scrapbook project.

The student will be able to identify the criteria for an oral presentation.

Mini-Lessons

A. The teacher will review requirements for Odyssey Tour and answer any questions.

B. The teacher will present the rubric for oral presentation skills:

A = poise, clear articulation, proper volume, steady rate, good posture and eye contact, enthusiasm, and confidence
B = clear articulation; all the above with not as much polish
C = some mumbling, little eye contact, uneven rate, little or no expression
D = inaudible or too loud, no eye contact, rate too slow or too fast, seemed bored, used monotone
C. Each student will turn in an Odyssey Tour notebook or scrapbook for a grade.
D. Each student will orally present his/her Odyssey Tour project for a grade.

October 18

WEEK Nine: Day Four

Unit Theme:

Characteristics of Good Readers

Elements of Good Fiction

Unit Essential Questions:

What do good readers do every time they read?

1. How and why do good readers use prior knowledge?

2. How and why do good readers ask questions about the text while reading?

3. How and why do good readers learn ways to ask themselves good questions?

4. How is the main idea used to help readers summarize?

5. How and why do good readers draw conclusions/make inferences?

6. How and why do good readers make predictions?

7. How and why do good readers identify cause/effect relationships?

To understand the actions of characters
To make meaning of the story (plot)

8. How do good readers identify and use the elements of fiction?

Unit Skills and Concepts:

1. All narratives contain elements of plot.

2. Stories can be told through fiction, drama, and pictures.

3. Words have roles in sentences. Author's word choice and sentence structure impact the reader's comprehension and enjoyment.

Concept: Author's Craft

Lesson Essential Questions
1. How do authors use point of view to tell a story?
2. How do authors use flashback and foreshadowing to tell a story?
3. How do authors communicate the tone of a story?
Vocabulary
1. point of view
2. first person
3. third person
4. second person
5. omniscient
6. limited omniscient
7. third person limited
Literary element - irony, verbal irony

Concept: Story Elements

Lesson Essential Questions:
1. How do good readers use setting, characters, and conflict to understand the plot of a story?
2. How do cause and effect impact the elements of a plot?
Vocabulary: character, setting, plot, conflict, rising action, falling action, climax, resolution

Today's Skills or Concepts

The student will be able to identify and analyze the story's plot and differentiate between internal and external conflict.

Mini-Lesson

A. The students will read "The Lady, or the Tiger?" pages 31 - 36 in the text.

B. The teacher will guide a discussion and analysis of exposition, internal conflict, external conflict, complication, climax, and resolution in the selection.

C. Students will list in ascending order the conflict and the complications that build to a climax. Then they will list in descending order the details of the story's unusual resolution.

D. The teacher will guide a discussion of verbal irony and have students relate this literary element to the selection.

E. The teacher and students will complete together "Reading Check," "For Study and Discussion," "Literary Elements, 'Language and Vocabulary," and "Reacting to a Story," pages 37 - 38 in the text.

October 19

WEEK Nine: Day Five

Unit Theme:

Characteristics of Good Readers

Elements of Good Fiction

Unit Essential Questions:

What do good readers do every time they read?

1. How and why do good readers use prior knowledge?

To understand the actions of characters
To make meaning of the story (plot)

8. How do good readers identify and use the elements of fiction?

Unit Skills and Concepts:

1. All narratives contain elements of plot.

2. Stories can be told through fiction, drama, and pictures.

3. Words have roles in sentences. Author's word choice and sentence structure impact the reader's comprehension and enjoyment.

Concept: Author's Craft

Lesson Essential Questions
1. How do authors use point of view to tell a story?
2. How do authors use flashback and foreshadowing to tell a story?
3. How do authors communicate the tone of a story?
Vocabulary
1. point of view
2. first person
3. third person
4. second person
5. omniscient
6. limited omniscient
7. third person limited
Literary element - irony, verbal irony

Concept: Story Elements

Lesson Essential Questions:
1. How do good readers use setting, characters, and conflict to understand the plot of a story?
2. How do cause and effect impact the elements of a plot?
Vocabulary: character, setting, plot, conflict, rising action, falling action, climax, resolution

Today's Skills or Concepts

The student will be able to identify and analyze the story's plot and differentiate between internal and external conflict.

Mini-Lesson

A. The students will read "Warm" pages 39 - 44 in the text.

B. The teacher will guide a discussion and analysis of exposition, internal conflict, external conflict, complication, climax, and resolution in the selection.

C. Students will demonstrate an understanding of irony and its relationship to the plot of Jack London's "War."

D. Students will name some characteristics of a hero and possible outcomes for heroes in stories. The teacher will suggest that students be alert to unexpected elements in "War."

D. The teacher will guide a discussion of irony of situation and have students relate this literary element to the selection.

October 20 through 26

Second Nine Weeks

WEEK TEN: Days One and Two (plus Staff Development Day)

WEEK TEN: Days Three and Four (Eighth Grade Retreat at Lookup Lodge)

WEEK TEN: Day Five

Unit Theme:

Characteristics of Good Readers

Elements of Good Fiction

Unit Essential Questions:

What do good readers do every time they read?

1. How and why do good readers use prior knowledge?

To understand the actions of characters
To make meaning of the story (plot)

8. How do good readers identify and use the elements of fiction?

Unit Skills and Concepts:

1. All narratives contain elements of plot.

2. Stories can be told through fiction, drama, and pictures.

3. Words have roles in sentences. Author's word choice and sentence structure impact the reader's comprehension and enjoyment.

Concept: Author's Craft

Lesson Essential Questions
1. How do authors use point of view to tell a story?
2. How do authors use flashback and foreshadowing to tell a story?
3. How do authors communicate the tone of a story?
Vocabulary
1. point of view
2. first person
3. third person
4. second person
5. omniscient
6. limited omniscient
7. third person limited
Literary element - irony, verbal irony

Concept: Story Elements

Lesson Essential Questions:
1. How do good readers use setting, characters, conflict to understand the plot of a story?
2. How do cause and effect impact the elements of a plot?
Vocabulary: character, setting, plot, conflict, rising action, falling action, climax, resolution

Today's Skills or Concepts

The student will be able to identify and analyze the story's plot and differentiate between internal and external conflict.

Mini-Lessons

A. The students will read "The Musgrave Ritual" pages 46 - 60 in the text.

B. The teacher will guide a discussion and analysis of exposition, internal conflict, external conflict, complication, climax, and resolution in the selection.

C. Students will trace and plot and identify relevant details concerning actions, characters, and events in the selection.

D. The teacher will encourage students to pay particular attention to the descriptions of people and to the possible motives behind their actions.

E. The teacher will guide a discussion of framework and have students relate this literary element to the selection.

October 27 to 29

Second Nine Weeks

WEEK ELEVEN: Days One, Two, Three

Unit Theme:

Characteristics of Good Readers

Elements of Good Fiction

Unit Essential Questions:

What do good readers do every time they read?

1. How and why do good readers use prior knowledge?

To understand the actions of characters
To make meaning of the story (plot)

8. How do good readers identify and use the elements of fiction?

Unit Skills and Concepts:

1. All narratives contain elements of plot.

2. Stories can be told through fiction, drama, and pictures.

3. Words have roles in sentences. Author's word choice and sentence structure impact the reader's comprehension and enjoyment.

Concept: Author's Craft

Lesson Essential Questions
1. How do authors use point of view to tell a story?
2. How do authors use flashback and foreshadowing to tell a story?
3. How do authors communicate the tone of a story?

Vocabulary
1. point of view
2. first person
3. third person
4. second person
5. omniscient
6. limited omniscient
7. third person limited

Literary element - irony, verbal irony

Concept: Story Elements

Lesson Essential Questions:
1. How do good readers use setting, characters, conflict to understand the plot of a story?
2. How do cause and effect impact the elements of a plot?
Vocabulary: character, setting, plot, conflict, rising action, falling action, climax, resolution

Today's Skills or Concepts

The student will be able to identify and analyze the story's plot and differentiate between internal and external conflict.

Mini-Lessons

A. The students will read "Split Cherry Tree," pages 76 - 85 in the text.

B. The teacher will guide a discussion and analysis of exposition, internal conflict, external conflict, complication, climax, and resolution in the selection.

C. Students will trace and plot and identify relevant details concerning actions, characters, and events in the selection.

D. The teacher will encourage students to pay particular attention to the descriptions of people and to the possible motives behind their actions.

E. The teacher will guide a discussion of framework and have students relate this literary element to the selection.

F. The teacher and students will complete together "Reading Check," "For Study and Discussion," "Literary Elements, 'Language and Vocabulary," and "Reacting to a Story," pages 86 - 87 in the text.

G. Students will be tested on the following unit skills and concepts:

1. All narratives contain elements of plot.

2. Stories can be told through fiction, drama, and pictures.

3. Words have roles in sentences. Author's word choice and sentence structure impact the reader's comprehension and enjoyment.

Concept: Author's Craft

Lesson Essential Questions
1. How do authors use point of view to tell a story?
2. How do authors use flashback and foreshadowing to tell a story?
3. How do authors communicate the tone of a story?

Vocabulary
1. point of view
2. first person
3. third person
4. second person
5. omniscient
6. limited omniscient
7. third person limited

Literary element - irony, verbal irony

Concept: Story Elements

Lesson Essential Questions:
1. How do good readers use setting, characters, conflict to understand the plot of a story?
2. How do cause and effect impact the elements of a plot?
Vocabulary: character, setting, plot, conflict, rising action, falling action, climax, resolution

November 1 through 5

Second Nine Weeks

WEEK ELEVEN: Days Four and Five

WEEK TWELVE: Days One, Two, Three

Unit Theme:

Characteristics of Good Readers

Elements of Good Fiction

Unit Essential Questions:

What do good readers do every time they read?

1. How and why do good readers use prior knowledge?

To understand the actions of characters
To make meaning of the story (plot)

8. How do good readers identify and use the elements of fiction?

Unit Skills and Concepts:

1. All narratives contain elements of plot.

2. Stories can be told through fiction, drama, and pictures.

3. Words have roles in sentences. Author's word choice and sentence structure impact the reader's comprehension and enjoyment.

Concept: Author's Craft

Lesson Essential Questions
1. How do authors use point of view to tell a story?
2. How do authors use flashback and foreshadowing to tell a story?
3. How do authors communicate the tone of a story?

Vocabulary
1. point of view
2. first person
3. third person
4. second person
5. omniscient
6. limited omniscient
7. third person limited

Literary element - irony, verbal irony

Concept: Story Elements

Lesson Essential Questions:
1. How do good readers use setting, characters, conflict to understand the plot of a story?
2. How do cause and effect impact the elements of a plot?
Vocabulary: character, setting, plot, conflict, rising action, falling action, climax, resolution

Today's Skills or Concepts

The student will be able to identify and analyze the story's plot and differentiate between internal and external conflict.

Mini-Lessons

A. The students will read "______________," pages ___ - ___ in the text.

B. The teacher will guide a discussion and analysis of exposition, internal conflict, external conflict, complication, climax, and resolution in the selection.

C. Students will trace and plot and identify relevant details concerning actions, characters, and events in the selection.

D. The teacher will encourage students to pay particular attention to the descriptions of people and to the possible motives behind their actions.

E. The teacher will guide a discussion of framework and have students relate this literary element to the selection.

G. Students will be tested on the following unit skills and concepts:

1. All narratives contain elements of plot.

2. Stories can be told through fiction, drama, and pictures.

3. Words have roles in sentences. Author's word choice and sentence structure impact the reader's comprehension and enjoyment.

Concept: Author's Craft

Lesson Essential Questions
1. How do authors use point of view to tell a story?
2. How do authors use flashback and foreshadowing to tell a story?
3. How do authors communicate the tone of a story?

Vocabulary
1. point of view
2. first person
3. third person
4. second person
5. omniscient
6. limited omniscient
7. third person limited

Literary element - irony, verbal irony

Concept: Story Elements

Lesson Essential Questions:
1. How do good readers use setting, characters, conflict to understand the plot of a story?
2. How do cause and effect impact the elements of a plot?
Vocabulary: character, setting, plot, conflict, rising action, falling action, climax, resolution