Week 17: December 8-11
Unit 3: The Individual and Society
Unit Objectives:
Students will...
-apply allegorical elements through narrative writing.
-utilize punctuation for a specific effect.
-utilize sentence structure for a specific effect.
Essential Questions:
-How does an author organize narrative writing?
-How does an author use imagery to engage the reader?
-How does an author use punctuation for narrative effect?
Tuesday 12/8Lesson Objective:
Students will revise their FIRE paragraph and begin editing (self/peer) for errors. Agenda: 1. Review feedback for Shadows and Fire 2. Make revisions for Fire 3. Begin self-edit checklist |
Wednesday 12/9Lesson Objective:
Students will format their essay using MLA guidelines, write a retrospective letter according to the rubric, and submit a final draft. Agenda: 1. Finish self-edit checklist 2. Review rubric 3. Write retrospective letter 4. Format and submit to Google Classroom |
Thursday 12/10Lesson Objective:
Students will study for their final exam using the provided study guide. Agenda: 1. Study guide |
Friday 12/11Lesson Objective:
Students will study for their final exam using the provided study guide. Agenda: 1. Study guide |
Week 16: December 1-4
Unit 3: The Individual and Society
Unit Objectives:
Students will...
-apply allegorical elements through narrative writing.
-utilize punctuation for a specific effect.
-utilize sentence structure for a specific effect.
Essential Questions:
-How does an author establish setting?
-How does an author organize narrative writing?
-How does an author use imagery to engage the reader?
Tuesday 12/1Lesson Objective:
Students will revise their CAVE paragraph and draft their CHAINS paragraph based on specific criteria. Agenda: 1. Revise CAVE paragraph and reply to feedback 2. View how-to slides for CHAINS 3. Begin CHAINS paragraph |
Wednesday 12/2Lesson Objective:
Students will continue to draft their CHAINS paragraph based on specific criteria. Agenda: 1. Continue/finish drafting CHAINS paragraph (due to Google Classroom by end of period) 2. View how-to slides for SHADOWS HW: View SHADOWS slides (if not done in class) |
Thursday 12/3Lesson Objective:
Students will revise their CHAINS paragraph and draft their SHADOWS paragraph based on specific criteria. Agenda: 1. Revise CHAINS paragraph 2. Begin drafting SHADOWS paragraph HW: View FIRE slides |
Friday 12/4Lesson Objective:
Students will revise their SHADOWS paragraph and draft their FIRE paragraph based on specific criteria. Agenda: 1. Continue/finish drafting SHADOWS paragraph 2. Begin drafting FIRE paragraph HW: Review rubric and grading criteria |
Thanksgiving Break
11/20-12/1
Week 15: November 17-20
Unit 3: The Individual and Society
Unit Objectives:
Students will...
-apply allegorical elements through narrative writing.
-utilize punctuation for a specific effect.
-utilize sentence structure for a specific effect.
Essential Questions:
-How does an author establish setting?
-How does an author organize narrative writing?
-How does an author use imagery to engage the reader?
Tuesday 11/17Lesson Objectives: Students will compare characters, sequence of events, and thematic elements between "Allegory of the Cave", Anthem, and The Truman Show. Agenda: 1. Read Anthem Chp. 12 2. Watch The Truman Show Day 4 3. Finish comparison chart HW: Voice recording answering the following prompt: What is Ayn Rand's message to her reader? |
Wednesday 11/18Lesson Objectives:
Students will demonstrate background knowledge about narrative writing by taking a pre-test using Illuminate. Agenda: 1. One-sentence statement: What is Ayn Rand's message about society? 2. Illuminate test 3. Intro to Fire Narrative Assignment/Rubric |
Thursday 11/19Lesson Objectives:
Students will create an outline and begin drafting their first paragraph, CAVE. Agenda: 1. Symbols outline -Fire -Shadows -Chains -Cave 2. View CAVE paragraph how-to |
Friday 11/20Lesson Objectives:
Students will draft and revise their CAVE paragraph based on criteria outlined. Agenda: 1. Draft CAVE paragraph -see Google Classroom for How-To and criteria 2. Submit to Google Classroom by end of hour |
Week 14: November 10-13
Unit 3: The Individual and Society
Unit Objectives:
Students will...
-Analyze a text for character development.
-Analyze a text for theme development.
-Analyze a text for allegorical elements and symbols.
Essential Questions:
-What role should government play in society?
-What role should the individual play in society?
-What is an "allegory"?
-How does an author use symbolism and other allegorical elements to critique society?
Tuesday 11/10Lesson Objective:
Students will generate analytical questions by reading the first and last paragraphs of Chp 8 and 9 of Ayn Rand's Anthem. Agenda: 1. First paragraph and last paragraph read aloud 2. Question generation based on first and last chapters 3. Read 8 and 9 independently 4. Find evidence to answer question of choice--turn in at end of hour |
Wednesday 11/11SNOW DAY
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Thursday 11/12Lesson Objective:
Students will create statement and surrounding mind map connecting their lives to Ayn Rand's Anthem. Agenda: 1. Read Anthem Chp 10-11 independently 2. Create a one sentence statement: My sacred word is ___. -3 questions (green) -3 comments/connections (blue) 3. Take a snapshot and submit by end of hour (Google Classroom) |
Friday 11/13Lesson Objective:
Students will compare characters, sequence of events, and thematic elements between "Allegory of the Cave", Anthem, and The Truman Show. Agenda: 1. Watch The Truman Show Day 3 2. Work on comparisons chart |
Week 13: November 3-6
Unit 3: The Individual and Society
Unit Objectives:
Students will...
-Analyze a text for character development.
-Analyze a text for theme development.
-Analyze a text for allegorical elements and symbols.
Essential Questions:
-What role should government play in society?
-What role should the individual play in society?
-What is an "allegory"?
-How does an author use symbolism and other allegorical elements to critique society?
Tuesday 11/3Lesson Objective:
Students will analyze allegorical concepts by watching the film, The Hunger Games. Agenda: 1. Get out a 1/2 piece of paper 2. Write your heading Title: The Hunger Games 3. Writing Prompt: How does the story "Allegory of the Cave" apply to the film The Hunger Games? Use THREE pieces of evidence to support your claim. 4. Turn in paper to the basket at the end of the class period. |
Wednesday 11/4/4Lesson Objective:
Students will analyze the significance of relationships and apply allegorical elements by reading Ayn Rand's novel Anthem . Agenda: 1. Discuss Anthem 2 (relationships) 2. Recap The Truman Show 3. Begin reading/annotating/discussing Anthem 3/4 (connections to Allegory of the Cave) |
Thursday 11/5Lesson Objective:
Students will analyze allegorical elements by reading Ayn Rand's novel Anthem. Agenda: 1. Discuss 3/4 2. Begin reading/annotating/discussing Anthem 5/6 (connections to Allegory of the Cave) |
Friday 11/6Lesson Objective:
Students will compare characters, sequence of events, and thematic elements between "Allegory of the Cave", Anthem, and The Truman Show. Agenda: 1. Watch The Truman Show Day 2 2. Work on comparisons chart |
Week 12: October 27-30
Unit 3: The Individual and Society
Unit Objectives:
Students will...
-Analyze a text for character development.
-Analyze a text for theme development.
-Analyze a text for allegorical elements and symbols.
Essential Questions:
-What role should government play in society?
-What role should the individual play in society?
-What is an "allegory"?
-How does an author use symbolism and other allegorical elements to critique society?
Tuesday 10/27Lesson Objective:
Students will establish setting by analyzing word choice by reading and annotating Ayn Rand's novel Anthem. Agenda: 1. Finish reading Anthem Chp 1 2. Popplet Sign-up (Google Classroom) |
Wednesday 10/28Lesson Objective:
Students will create a claim with a surrounding mind map using Popplet and Ayn Rand's novel Anthem. Agenda: 1.Popplet requirements (Google Classroom) 2. Anthem Chp 1 Popplet (partner groups) --DUE at end of hour HW: Read first and last paragraphs of Chp 2 |
Thursday 10/29Lesson Objective:
Students will create a claim about relationships and provide relevant examples by reading and annotating Ayn Rand's novel Anthem. Agenda: 1. Recap of Chp. 1 2. What questions cropped up after you read the first and last paragraphs of Chp 2? 3. Answer your own question by creating a claim and using AT LEAST two supporting details from the text. 4. Turn in paper at end of period |
Friday 10/30Lesson Objective:
Students will compare characters, sequence of events, and thematic elements between "Allegory of the Cave", Anthem, and The Truman Show. Agenda: 1. Intro to Anthem/Truman/Allegory chart assignment (Google Classroom) 2. Watch The Truman Show (Lauren is taken away) 3. Fill in chart |
Week 11: October 20-24
Unit 3: The Individual and Society
Unit Objectives:
Students will...
-Analyze a text for character development.
-Analyze a text for theme development.
-Analyze a text for allegorical elements and symbols.
Essential Questions:
-What role should government play in society?
-What role should the individual play in society?
-What is an "allegory"?
-How does an author use symbolism and other allegorical elements to critique society?
Tuesday 10/20Lesson Objective:
Students will define "allegory", "symbolism", and analyze a short story by participating in a hyperdoc assignment. Agenda: 1. Feedback from heroic profile projects 2. Hyperdoc how-to 3. Complete hyperdoc and attached Google Form (Google Classroom) |
Wednesday 10/21Lesson Objective:
Students will be able to apply knowledge of symbols and allegory by reading and analyzing Dr. Suess' Yertle the Turtle. Agenda: 1. Yertle the Turtle analysis and discussion (text found in hyperdoc on Google Classroom) |
Thursday 10/22Lesson Objective:
Students will be able to apply knowledge of symbols and allegory by listening and reading part of Plato's lecture "Allegory of the Cave". Agenda: 1. "Allegory of the Cave" presentation (text found on Google Classroom) |
Friday 10/23Lesson Objective:
Students will establish setting by analyzing word choice by reading and annotating Anthem by Ayn Rand. Agenda: 1. Download Anthem by Ayn Rand 2. Set up annotations (Setting: similarities/differences to our world and their world) 3. Begin reading Anthem Chp 1 |
Tuesday 10/13 Lesson Objective:
Students will be able to define "archetypes" and write a brief plot summary of their favorite movie applying archetypes. Agenda: 1. What are archetypes? 2. Introduction to modern epic film study (Google Classroom) 3. Film plot summaries |
Wednesday 10/14Lesson Objective:
Students will identify archetypal plot and character elements in a modern epic (The Sandlot) and compare them to Homer's epic The Odyssey (the hero's journey). Agenda: 1. Identify "the hero's journey" archetypal elements in Homer's The Odyssey 2. Begin watching The Sandlot 3. Begin analyzing the film for comparisons to the hero's journey (archetypes) |
Thursday 10/15Lesson Objective:
Students will identify archetypal plot and character elements in a modern epic (The Sandlot) and compare them to Homer's epic The Odyssey (the hero's journey). Agenda: 1. The Sandlot: Day 1 2. Hero's Journey chart |
Friday 10/16Lesson Objective: Students will identify archetypal plot and character elements in a modern epic (The Sandlot) and compare them to Homer's epic The Odyssey (the hero's journey). Agenda: 1. The Sandlot: Day 2 2. Hero's Journey chart--DUE at the end of class! (Google Classroom) |
Week 9: October 6-9
Unit 2: The Hero's Journey and The Odyssey
Unit Objectives:
Students will...
-Analyze a particular cultural experience from outside the U.S. (Ancient Greece).
-Use literary terms to discuss and analyze sections of text.
-Introduce precise claims, support with evidence.
-Summarize a selection of text objectively.
-Use vivid language to write a profile article.
Essential Questions:
-What is an epic poem?
-What is an epic hero?
-How can a person be a hero, but also be flawed?
-How does an epic hero reflect the values of a culture?
-How has the definition of a “hero” evolved over time?
-How do language and images help to persuade an audience?
Tuesday 10/6Lesson Objective:
Students will prepare to publish their heroic profile article by creating a Canva account. Agenda: 1. Later Life/Death paragraph DUE 2. Create a Canva account (Google Classroom) 3. Begin searching for images for profile article -images MUST represent your subject's heroic qualities and MUST be school appropriate -Use LeBron James article for example |
Wednesday 10/7Lesson Objective:
Students will prepare to publish their heroic profile article by searching appropriate images, formatting article, and designing a magazine cover. Agenda: 1. Paragraph Wrap-Up (leftover checkpoints) 2. Discuss rubric 3. Begin designing magazine cover in Canva template Magazine Requirements: -appropriate images for school and demonstrate heroic qualities -ORIGINAL title -AT LEAST 2 headings -AT LEAST 2 subheadings |
Thursday 10/8Lesson Objective:
Students will prepare to publish their heroic profile article by searching appropriate images, formatting article, and designing a magazine cover. Agenda: 1. Begin formatting images and paragraphs into Canva magazine template 2. Begin editing for: -capitalization of proper nouns (people, places, titles, etc.) -punctuation (periods, commas) -verb tense (past and present) - |
Lesson Objective:
Students will prepare to publish their heroic profile article by searching appropriate images, formatting article, and designing a magazine cover. Agenda: 1. Finish editing (see checklist from Thurs.) 2. Finalize profile article -FINAL link must be submitted on Google Classroom by the end of the class period for full credit -submissions after the bell rings will be considered for late credit Friday 10/9 |
Week 8: September 29-October 2
Unit 2: The Hero's Journey and The Odyssey
Unit Objectives:
Students will...
-Analyze a particular cultural experience from outside the U.S. (Ancient Greece).
-Use literary terms to discuss and analyze sections of text.
-Introduce precise claims, support with evidence.
-Summarize a selection of text objectively.
-Use vivid language to write a profile article.
Essential Questions:
-What is an epic poem?
-What is an epic hero?
-How can a person be a hero, but also be flawed?
-How does an epic hero reflect the values of a culture?
-How has the definition of a “hero” evolved over time?
-How do language and images help to persuade an audience?
Tuesday 9/29Lesson Objective:
Students will finish drafting the introduction of their heroic profile article by using imagery and incorporating information from at least two sources. Agenda: 1. Intro paragraph DUE (checkpoint) -CLAIM should be last sentence of intro 2. Begin work on Early Life paragraph HW: Finish Early Life paragraph and watch "Career" lecture |
Wednesday 9/30Lesson Objective:
Students will draft a paragraph focusing on the profile subject's career by using imagery and incorporating information from at least two sources. Agenda: 1. Early Life paragraph DUE (checkpoint) 2. Begin Career paragraph HW: Finish Career paragraph and watch "Later Life/Death" lecture |
Thursday 10/1 Lesson Objective:
Students will participate in a descriptive language activity. Agenda: 1. What is an Oreo? 2. How is an Oreo? 3. Revisions for descriptive language in Intro and Early Life paragraphs |
Friday 10/2Lesson Objective:
Students will draft a paragraph focusing on the profile subject's later life/death by using imagery and incorporating information from at least two sources. Agenda: 1. Career paragraph DUE 2. Begin Later Life/Death paragraph HW: Finish Later Life/Death paragraph and watch "Canva How-To" Lecture |
Week 7: September 21-25
Unit 2: The Hero's Journey and The Odyssey
Unit Objectives:
Students will...
-Analyze a particular cultural experience from outside the U.S. (Ancient Greece).
-Use literary terms to discuss and analyze sections of text.
-Introduce precise claims, support with evidence.
-Summarize a selection of text objectively.
Essential Questions:
-What is an epic poem?
-What is an epic hero?
-How can a person be a hero, but also be flawed?
-How does an epic hero reflect the values of a culture?
-How has the definition of a “hero” evolved over time?
Monday 9/21Un-Country Day:
Rapper/Rocker Lesson Objective: Students will use laptops to research a biographical source to use as evidence for their Heroic Profile Project. Agenda: 1. Define "biography" 2. Research biographical source 3. Fill out form (Google Classroom) HW: Bring headphones for tomorrow! |
Tuesday 9/22 Toy Story:
Woody/Jessie Lesson Objective: Students will use laptops to research a media source to use as evidence for their Heroic Profile Project. Agenda: 1. Define "media source" 2. Fill out form (Google Classroom) HW: Read/annotate your assigned profile article |
Wednesday 9/23Colorado Pride:
Class Color: White Lesson Objective: Students will examine model profile articles in a current magazine and create a list of patterns the author uses to highlight the subject's heroic attributes. Agenda: 1. Magazine groups 2. Read profile article 3. Note patterns within articles 4. Create criteria for writing profile articles HW: Watch/listen to lecture: "How to write a profile article" |
Thursday 9/24 Camo Day
Lesson Objective: Students will begin drafting their introduction of their Heroic Profile article by incorporating information from at least two sources and following specified criteria. Agenda: 1. Begin drafting introductions using specified criteria 2. Watch/listen to "next step": Paragraph 1 |
Friday 9/25VHS Spirit Day REPORT TO STUDY HALL |
Week 6: September 14-18
Unit 2: The Hero's Journey and The Odyssey
Unit Objectives:
Students will...
-Analyze a particular cultural experience from outside the U.S. (Ancient Greece).
-Use literary terms to discuss and analyze sections of text.
-Introduce precise claims, support with evidence.
-Summarize a selection of text objectively.
Essential Questions:
-What is an epic poem?
-What is an epic hero?
-How can a person be a hero, but also be flawed?
-How does an epic hero reflect the values of a culture?
-How has the definition of a “hero” evolved over time?
Monday 9/14Lesson Objective:
Students will analyze the character development and cultural expectations of Odysseus by reading Book 22 of The Odyssey. Agenda: 1. Explain Voice Recorder (Google Classroom) 2. Book 22 3. Character analysis chart |
Tuesday 9/15Lesson Objective:
Students will analyze the characteristics of a hero by listening to voice recordings and finding relationships among patterns in responses. Agenda: 1st and 6th: -What is a hero?recordings -What is a hero?discussion 4th: 1. Speech on the Fly (all class) |
Wednesday 9/16Lesson Objective:
Students will analyze characteristics of a hero by reading Book 23 of The Odyssey and completing a writing prompt. Agenda: 1. Read Book 23 2. Complete summary and analysis chart 3. Pick ONE and answer prompt (12, 21, 22, 23) |
Thursday 9/17Lesson Objective:
Students will be introduced to the Heroic Profile Project and choose a subject to study with informal research. Agenda: 1. Intro to Heroic Profile Project 2. Informal research 3. Topic proposal (5 points) |
Friday 9/18Lesson Objective:
Students will use laptops to research a newspaper article to use as evidence for their Heroic Profile Project. Agenda: 1. Topic proposals (if needed) 2. Research newspaper article 3. Fill out form (Google Classroom) |
Week 5: September 8-11
Unit 2: The Hero's Journey and The Odyssey
Unit Objectives:
Students will...
-Analyze a particular cultural experience from outside the U.S. (Ancient Greece).
-Use literary terms to discuss and analyze sections of text.
-Introduce precise claims, support with evidence.
-Summarize a selection of text objectively.
Essential Questions:
-What is an epic poem?
-What is an epic hero?
-How can a person be a hero, but also be flawed?
-How does an epic hero reflect the values of a culture?
-How has the definition of a “hero” evolved over time?
Monday 9/7
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Tuesday 9/8Lesson Objective:
Students will write an objective summary and write a paragraph defending how Odysseus is a representative of Ancient Greek culture. Agenda: 1. Finish Book 10 (if needed) 2. Pick one (Book 1, Book 9 OR Book 10) summary to turn in 3. Character analysis of Odysseus |
Wednesday 9/9Lesson Objective:
Students will analyze the character development and cultural expectations of Odysseus by reading Book 12 of The Odyssey. Agenda: 1. Read Book 12 2. Finish character analysis chart for Book 12 |
Thursday 9/10Lesson Objective:
Students will analyze the character development and cultural expectations of Odysseus by reading Book 21 of The Odyssey. Agenda: 1. Begin reading Book 21 2. Begin character analysis chart for Book 21 |
Friday 9/11Lesson Objective:
Students will analyze the character development and cultural expectations of Odysseus by reading Book 21 of The Odyssey. Agenda: 1. Finish reading Book 21 2. Finish character analysis chart for Book 21 3. Write objective summary for Book 21 |
Week 4: August 31-September 4
Unit 2: The Hero's Journey and The Odyssey
Unit Objectives:
Students will...
-Analyze a particular cultural experience from outside the U.S. (Ancient Greece).
-Use literary terms to discuss and analyze sections of text.
-Introduce precise claims, support with evidence.
-Summarize a selection of text objectively.
Essential Questions:
-What is an epic poem?
-What is an epic hero?
-How can a person be a hero, but also be flawed?
-How does an epic hero reflect the values of a culture?
-How has the definition of a “hero” evolved over time?
Monday 8/31Lesson Objective:
Students will be able to define "epic", "epic hero", and "hubris" by taking Cornell Notes from a textbook selection. Agenda: 1. Cornell Notes review 2. Read p. - in the orange textbook 3. Turn in notes at end of hour HW: Record YOUR LINE of Book One: Invocation |
Tuesday 9/1Lesson Objective:
Students will perform a choral reading of The Odyssey: Book One: Invocation to establish background information about the epic poem The Odyssey. Agenda: 1.Choral reading 2. Discussion of Book 1: Invocation 3. Write an objective summary of Book 1 HW: Define the following terms (Google Classroom): -pitiless -formidable -guile -cyclops -lotus flower -indifferent -entreat -avenge -whim -appalled -ponderous -adze -adversary -disdain |
Wednesday 9/2Lesson Objective:
Students will analyze the character development and cultural expectations of Odysseus by reading Book 9 of The Odyssey. Agenda: 1. Discussion of heroic qualities and hubris 2. Double-column notes 3. Begin reading Book 9 |
Thursday 9/3Lesson Objective:
Students will analyze the character development and cultural expectations of Odysseus by reading Book 9 of The Odyssey. Agenda: 1. Continue reading Book 9 2. Continue double-column notes HW: Define the following terms:
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Friday 9/4Lesson Objective:
Students will analyze the character development and cultural expectations of Odysseus by reading Book 10 of The Odyssey. Agenda: 1. Review vocab 2. Begin reading Book 10 3. Start double-column notes |
Week 3: August 24-28
Unit 1: Mythology and Cultural Values
Unit Objectives:
Students will...
-Summarize short stories.
-Analyze theme in short stories.
Essential Questions:
-What are cultural values?
-How can I use the SOAPStone strategy to help me find meaning in fiction?
Monday 8/24Lesson Objective:
Students will understand the meaning of culture, discuss ancient and modern culture. Agenda: 1. Finish analysis/discussion of "The Fall of Icarus" 2. Define "culture" 3. Discuss cultural values (ancient v. modern) |
Tuesday 8/25Lesson Objective:
Students will continue discussions of ancient cultural values and apply the SOAPStone strategy to "Persephone and Demeter". Agenda: 1. Download "Persephone and Demeter" from Google Classroom 2. Read in partner groups 3. Complete SOAPStone |
Wednesday 8/26Lesson Objective:
Students will continue discussions of ancient cultural values and apply the SOAPStone strategy to "Prometheus". Agenda: 1. Read "Prometheus" independently 2. Complete SOAPStone on "Prometheus" independently |
Thursday 8/27Lesson Objective:
Students will write about how Ancient Greek cultural values are portrayed in a myth of their choice (Icarus, Persephone, Prometheus). Agenda: 1. Review of Ancient Greek cultural values 2. Pick a story 3. Write a paragraph Prompt: According to the myth, what did the Ancient Greeks value in their culture? -Claim -3 pieces of evidence -analysis (refer to SOAPStone) |
Friday 8/28Lesson Objective:
Students will analyze images of ancient Greek statues to create standard criteria for gender roles in Ancient Greece. Agenda: 1. Ancient Greek Statue presentation/discussion |
Week 2: August 17-21
Unit 1: Mythology and Cultural Values
Unit Objectives:
Students will...
-Summarize short stories.
-Analyze theme in short stories.
Essential Questions:
-What are cultural values?
-How can I use the SOAPStone strategy to help me find meaning in fiction?
Monday 8/17Lesson Objective:
Students will create electronic flashcards using Quizlet. Agenda: 1. Work day: Quizlet flashcards -7 words WITH PICS due at end of class |
Tuesday 8/18Lesson Objective:
Students will create electronic flashcards using Quizlet. Agenda: 1. Review day: Quizlet flashcards 2. Finish flashcards (if needed) -ALL words DUE at end of class |
Wednesday 8/19Lesson Objective:
Students will take a post-test of knowledge gained about Common Core vocab terms. Agenda: 1. Common Core Vocab pre-test 2. Flipped SOAPStone lecture w/ Cornell Notes |
Thursday 8/20Lesson Objective:
Students will apply the SOAPStone reading strategy by reading and discussing "The Hook". Agenda: 1. SOAPStone review 2. Read "The Hook" 3. Apply SOAPStone 4. Discuss "The Hook" |
Friday 8/21Lesson Objective:
Students will utilize the SOAPStone strategy while reading the Ancient Greek myth "The Fall of Icarus". Agenda: 1. Review SOAPStone 2. Read "The Fall of Icarus" 3. SOAPStone analysis/discussion |
Week 1: August 10-14
Unit 1: Mythology and Cultural Values
Unit Objectives:
Students will...
-Define vocabulary words.
-Understand definitions.
-Memorize vocabulary words.
Essential Questions:
-How can I utilize technology to help me memorize information?
-Why do I need to know these words?
Monday 8/10 |
Tuesday 8/11 |
Wednesday 8/12 |
Thursday 8/13 |
Friday 8/14 |
Lesson Objective:
Students will build class culture by playing a game of Scattergories. Agenda: 1. Welcome! 2. Intro to Board Game Theory |
Lesson Objective:
Students will understand expectations of VHS and Ms. Mueller's classroom. Agenda: 1. Syllabus 2. Classroom tour |
Lesson Objective:
Students will understand expectations for using laptops in the classroom. Agenda: 1.Google Classroom tutorial 2. iCal |
Lesson Objective:
Students will demonstrate knowledge by taking a pre-test. Agenda: 1. Common Core pre-test (vocab) |
Lesson Objective:
Students will create electronic flashcards using Quizlet. Agenda: 1. Intro to Quizlet.com 2. Create 3 flashcards ( |