Room 7 Edublog

OBJECTIVES:
To utilize a graphic organizer to both further facilitate understanding of story sequence and to outline “The Legend of Sleepy Hollow” in story sequence analysis
To identify descriptive words in “The Legend of Sleepy Hollow”
To practice working cooperatively in pods

BELLRINGER:
Spend a few minutes reading novels.

AGENDA:
Begin with a review of yesterday’s story
Hand out story sequence graphic organizer
Class discussion and question/answer to analyze parts of a story and how the legend compares
In pods, highlight the descriptive words in your section working cooperatively
Be prepared to share with the rest of the class the descriptive words in your pod’s section

HOMEWORK:

Read 10-15 minutes in your novels every night.

OBJECTIVES:
To continue to read “The Legend of Sleepy Hollow”
To note vocabulary and define terms in context
To encourage class participation through students volunteering for parts
To discuss and analyze the text through class discussion along the way

BELLRINGER:
Spend a few minutes reading in your novels.

AGENDA:
Students will take out their scripts and choose parts.
We will continue to read while checking for comprehension and understanding.

HOMEWORK:

Read 10-15 minutes in your novels every night.

OBJECTIVES:
To read and analyze Beowulf
To create a monster/Grendel text graphic
To note literary devices and religious elements in Beowulf
To practice working in pods towards a common goal

BELLRINGER:
Earlier, students wrote class rules with consequences to enforce them. Review the collection and decide to either keep or discard them.

Bellringers (5 pts) are due on Fridays.

AGENDA:
Read and analyze Beowulf, creating a monster text graphic (10 pts)

Pod members have 1 minute to choose roles:
a) Reader
b) Interpreter
c) Summarizer
d) Rudder (keep pod on task)
e) Rudder and/or Public Speaker (for pods of 4 members)

Pods have 8 minutes to read the section, analyze it, and add to their literary devices (15 pts). We will then discuss the section as a class. Pods will switch roles and repeat.

HOMEWORK:

Cell Messages (book report project; 32 pts) due at the BEGINNING of class 10/8/13 NO EXCEPTIONS!
Remember: imagine these cell messages are following the story plot outline. What 7 events of rising action, climax, and falling action should you note?

OBJECTIVES:
To practice dramatic speaking
To bring a character and their point of view to life convincingly
To maintain composure in front of an audience
To review the Hebrew stories/myths that have informed Western literature

BELLRINGER:
Scrugg’s Allusions: Siren Call/Read the Riot Act (Monday)
Scrugg’s Allusions: (Tuesday)

AGENDA:
Use the little theatre for story presentations
Present stories in chronological order to aid in a concise historical overview of Hebrew culture/literary traditions
Students listen to each other’s presentations
Each pod will reflect on their members’ presentations

HOMEWORK:

(Those reading their own story)
Be working on your journal reflections as you read.
Remember: 5 different types of reflections for each of your 15 journal entries.
Be sure to include vocabulary, literary devices, essay questions, and any of the other items under “Identify.” Due October 16 at the start of class. No exceptions! 125 points
Oedipus essays and journal notes due Oct. 16.

OBJECTIVES:
To read and analyze Beowulf
To create a monster/Grendel text graphic
To note literary devices and religious elements in Beowulf

AGENDA:
Read and analyze Beowulf, creating a monster text graphic (10 pts)
Pods will note literary devices (15 pts)
Class Beowulf discussion

HOMEWORK:

Cell Messages (book report project) due 10/8/13 (30 pts)

9/19/13

OBJECTIVES:
To begin class with a review of description
To use description activity to segue to new unit on monsters
To introduce and begin reading The Legend of Sleepy Hollow

BELLRINGER:
Students spend a few minutes reading their individual novels

AGENDA:
Activity: Students are paired off back to back; 1 has an item they must describe to the other; 2nd student has to guess this object; switch roles when 2nd student guesses correctly; class discussion on what descriptive words were used and to which of the 5 senses the descriptors appealed.

Class discussion: how does using descriptive words make something more interesting? Write descriptive words the students share on the Smart Board; highlight them using different colors for each sense to which they appeal.

Show YouTube video clip on Headless Horseman. Describe the clip. How did it make you feel? What did you see?

Hand out Legend of Sleepy Hollow scripts. Students choose parts. Begin to read.

HOMEWORK:

Spend 10-15 minutes every night reading in your books.

9/17-18/13

OBJECTIVES:
To learn and distinguish among the 5 main text structures
To utilize key words in analyzing structure
To demonstrate understanding through graphic organizers

BELLRINGER:
Show library book

AGENDA:
Using 5 text structure cards, instruct the key words
Use graphic organizers to read passages and analyze structure through class discussion.
Spend time reading in your individual novels.

HOMEWORK:

Read 10-15 minutes every night

OBJECTIVES:
To learn the Hebrew stories that influenced and informed Western literature
To explore story elements through the stories
To practice essay writing and varities of sentence openers
To include a literary device
To practice peer editing

BELLRINGER:
Crocodile Tears/Sirens (Thursday)
Sirens/Read the Riot Act (Friday)

AGENDA:
Hebrews – Telling a Story
Write a 1-2 page story explaining:
Social, historical, and/or cultural significance of the chosen individual or event
Point of View – Will you narrate the story in first or third person? Why?
Which literary terms did you randomly select? How will you incorporate it into the story?

HOMEWORK:

Edited Hebrew/Myth stories due Monday the 23rd (24 points)
Come to class prepared to present Monday (16 points)
(Those reading their own story)
Be working on your journal reflections as you read.
Remember: 5 different types of reflections for each of your 15 journal entries.
Be sure to include vocabulary, literary devices, essay questions, and any of the other items under “Identify.” Due October 16 at the start of class. No exceptions! 125 points
Oedipus essays and journal notes due Oct. 16.

OBJECTIVES:
To begin background study of Beowulf
To begin reading Beowulf
To create a monster/Grendel text graphic
To note literary devices and religious elements in Beowulf

AGENDA:
Utilize PowerPoint to teach background of Beowulf
Begin reading Beowulf, creating a monster graphic (10 pts)
Pods will note literary devices
Class Beowulf discussion

HOMEWORK:

Cell Messages (book report project) due 10/8/13 (30 pts)

OBJECTIVES:
To utilize the library
To assess reading levels
To complete Rudy assessment

AGENDA:
Check out books in the library in appropriate reading level
Use the five finger method
Individual reading assessments
Football/Absent students complete Rudy assessment

OBJECTIVES:
To learn and distinguish among the 5 main text structures
To utilize key words in analyzing structure
To demonstrate understanding through graphic organizers

BELLRINGER:
Define “epic”

AGENDA:
Using 5 text structure cards, instruct the key words
Use graphic organizers to read passages and analyze structure
In pods, read passages and utilize graphic organizers to analyze structure

HOMEWORK:

Cell Messages (book report project) due 10/8/13 (30 pts)