English 9--12/5/2013

Jump Off

--Turn in your purposefully completed homework ("Odyssey Unit--Monomyth [Hero's Journey] Application Brainstorming" halfsheet) by placing it in the black basket on the front table.
--Pick up the "Odyssey Unit--Monomyth (Hero's Journey) Notes" document from the front table.  During the first 5-8 minutes of class while Mr. Martin checks the homework, work in groups of 2-4 to fill in as much of the "Definition" column as you can based on your memory of viewing the "What Makes a Hero?" video last class.  A representative from each group can begin adding notes to the SMART Notebook notes page after about 5 minutes.  Good luck!
--Mr. Martin returns homework.

S. the C.

--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?

--The due date for submission is Friday, 12/20/2013 (just over 2 weeks from today).

--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Today, we will work on:

• SL.1
• RI.1
• RI.2
• RI.4

--agenda/HW

Mini-Lesson/Instruction -- The Monomyth (Hero's Journey)
--students add notes to the "Definition" column on the SMART Notebook monomyth notes page in order to "get the party started"
--go over student notes by reading/summarizing items written on the SMART Board (students add to their own notes)
--purposefully view the TEDEd video titled "What Makes a Hero?" by filling in the "Definition" column of the monomyth notes document as completely as possible--"fill in the gaps", so to speak:
http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler
--go over additional student notes--students share out while Mr. Martin adds to SMART Board notes (and students add to their own notes)
--Transition--pick up the "THE HERO'S JOURNEY" document from the front table (PICK UP FROM COPY ROOM!!!), which is intended to help us better understand the monomyth (hero's journey) and therefore be better able to apply our understand to works we have experienced/will experience
--Page 1: Mr. Martin reads aloud/shares his purposeful annotations--copy Mr. Martin's annotations on your document as he shares (this is what solid notes look like--the more you see quality annotations/practice annotating text on your own, the better your skills become!)--at the end of the page, individually add more detail to the "Definition" column of the monomyth notes document--share out/add to SMART/add to notes
--Page 2: individually annotate purposefully while Mr. Martin slowly reads aloud--students share out annotations will Mr. Martin "marks up" a projection of the notes page--at the end of the page, individually add more detail to the "Definition" column of the monomyth notes document--share out/add to SMART/add to notes
--Pages 3-5: individually annotate purposefully while Mr. Martin slowly reads aloud--at the end of each page, individually add more detail to the "Definition" column of the monomyth notes document--share out/add to SMART/add to notes

Application Activity -- The Monomyth (Hero's Journey) Application
--independent work time: take your homework and engage in a deeper/more deliberate application by filling in the "What it is in ____________" column of the monomyth notes document (Mr. Martin models first)
--FYI: The culminating assignment of the Odyssey Unit is writing a personal narrative in which you apply the monomyth formula to your own life/personal journey.  The sooner you begin coming up with ideas, the better (hence the "What it is in my journey" column of the chart!).  If an idea strikes you, capture the idea today in the column!
--small group work time: form groups of 2-5 (it makes sense to group up with peers who applied the monomyth to something you know about, but this is not a requirement!)--take turns talking about your applications--pick one to share with the whole class (the application that fits best?  the application that is the most unique?  whatever!)
--whole group share out

Transition -- pick up the "Learning Standards--Unit Items and Progress Self-Assessment" document from the front table and take out your "Learning Standards" document from last class (the one that we close read)

Closure
--mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last two classes (e.g., for RI.1, you might write: "We practiced close reading with the standards" and "I think that I am doing okay--for all of the standards that we talked about afterwards, I basically seemed to get the gist okay based on my work.")
--DO NOT LOSE THESE DOCUMENTS!

HW

--Enjoy the weekend--you only get so many of 'em.
--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is Friday, 12/20/2013 (just over 2 weeks from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.

--Mr. Martin will be after school again today if you'd like to stay and work on revisions. Be proactive! Kudos to those of you who have already stayed after to work (a few more have been in the past few days)--your efforts are admirable!
--Be thinking about your personal narrative--the due date will sneak up on you!