--Pick up an index card from the front table. Then, clear your desk of all but the index card, a writing utensil, and your annotated copy of the piece titled "The Trojan War." For the first five minutes of class, copy as many of your annotations from the document as you can on to your index card. For example, if you underlined a phrase, write the phrase on the index card.
S. the C.
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 a week from today). Time is running out.
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Reminder: 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 monomyth notes document chart!). If an idea strikes you, capture the idea in the column ASAP!
--The due date for submission is Friday, 12/20/2013 (just over a week from today). Time is running out.
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Reminder: 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 monomyth notes document chart!). If an idea strikes you, capture the idea in the column ASAP!
--"The Judgement of Paris" telling/wrap-up (Block 1: Minstrel Cicero? retells the story of "The Judgement of Paris"; Block 2: Minstrel Fellows? retells the story of "The Judgement of Paris"; Block 4: Minstrel Martin tells the story of "The Judgement of Paris")--What is the "oral tradition?" How can you commit this story to memory (as that's the expectation)?
--agenda/HW
--directions for assessment
Transition -- pick up the half-sheet titled "Odyssey Unit--Terms/Homer's Biography/'The Trojan War' Assessment"
Assessment -- Odyssey Unit Terms/Homer's Biography/"The Trojan War"
--agenda/HW
--directions for assessment
Transition -- pick up the half-sheet titled "Odyssey Unit--Terms/Homer's Biography/'The Trojan War' Assessment"
Assessment -- Odyssey Unit Terms/Homer's Biography/"The Trojan War"
--complete the assessment via PowerPoint--Mr. Martin collects the assessment when all students have finished
--go over assessment responses--How were your "The Trojan War" annotations in terms of helpfulness?
Transition -- pick up a copy of the story ("The Wanderings of Odysseus from the The Odyssey") from the front table
Initial (First)/Close (Second) Reading Activity -- "Book One: Invocation" and "Book Nine: New Coasts and Poseidon's Son" (The Cyclopes Adventure)
--What's our purpose when engaging in an initial reading with the directive to "annotate"?
--take our attention to the "Learning Standards" document--bear all of the Reading Literature standards in mind during the initial reading
--point out "Food for Thought" written on the front board--bear these statements in mind during the initial reading as well
--oral reading of "Book One: Invocation"--Mr. Martin engages in a "think-aloud" as a gentle reminder of what conversing with text looks like (it might be in your best interest to annotate accordingly as a warm-up!)
--oral reading of the first half (pages 894-903) of "Book Nine: New Coasts and Poseidon's Son"--annotate
--Transition--pick up the document titled "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" from the front table
--purposefully read through the directions of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document together--what is our purpose in reading the directions?
--students select a question for Mr. Martin to complete as a model--majority rules!
--Continue thinking about/writing ideas down for your personal narrative--the due date will sneak up on you! A good "baby step" would be thoughtfully filling in four more of the boxes in the "What it is in my journey" column of the monomyth notes document. Could you purposefully use an epic/Homeric simile somewhere within your narrative once you start writing? Now is as a good time as any to begin thinking about your purpose as an author!
--Finish completing questions 1-6 of the close reading document as directed.
--Study your notes from our work so far within the Odyssey Unit (the monomyth, Homer's biography, unit literature terms, "The Judgement of Paris", "The Trojan War", "Book One: Invocation," and the first half of "Book Nine: New Coasts and Poseidon's Son"), as Mr. Martin reserves the right to check on your knowledge/understanding at any time (hint, hint).
--go over assessment responses--How were your "The Trojan War" annotations in terms of helpfulness?
Transition -- pick up a copy of the story ("The Wanderings of Odysseus from the The Odyssey") from the front table
Initial (First)/Close (Second) Reading Activity -- "Book One: Invocation" and "Book Nine: New Coasts and Poseidon's Son" (The Cyclopes Adventure)
--What's our purpose when engaging in an initial reading with the directive to "annotate"?
--take our attention to the "Learning Standards" document--bear all of the Reading Literature standards in mind during the initial reading
--point out "Food for Thought" written on the front board--bear these statements in mind during the initial reading as well
--oral reading of "Book One: Invocation"--Mr. Martin engages in a "think-aloud" as a gentle reminder of what conversing with text looks like (it might be in your best interest to annotate accordingly as a warm-up!)
--oral reading of the first half (pages 894-903) of "Book Nine: New Coasts and Poseidon's Son"--annotate
--Transition--pick up the document titled "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" from the front table
--purposefully read through the directions of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document together--what is our purpose in reading the directions?
--students select a question for Mr. Martin to complete as a model--majority rules!
--complete close reading document as directed--good luck!
Closure
Closure
--Take your "Learning Standards--Unit Items and Progress Self-Assessment" and "Learning Standards" documents out. Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last three classes (e.g., consider how you did on the questions about Homer and today's assessment).
HW
--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 a week 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.HW
--Continue thinking about/writing ideas down for your personal narrative--the due date will sneak up on you! A good "baby step" would be thoughtfully filling in four more of the boxes in the "What it is in my journey" column of the monomyth notes document. Could you purposefully use an epic/Homeric simile somewhere within your narrative once you start writing? Now is as a good time as any to begin thinking about your purpose as an author!
--Finish completing questions 1-6 of the close reading document as directed.
--Study your notes from our work so far within the Odyssey Unit (the monomyth, Homer's biography, unit literature terms, "The Judgement of Paris", "The Trojan War", "Book One: Invocation," and the first half of "Book Nine: New Coasts and Poseidon's Son"), as Mr. Martin reserves the right to check on your knowledge/understanding at any time (hint, hint).
