Objective: Students will demonstrate knowledge of vocabulary words. Students will complete Tall Tale original stories illustrated on prezi or power point and present to class.
DO NOW
Quick vocabulary review.
1. Vocabulary Quiz.
2. Tall Tale projects on laptops according to guidelines.
Closure
Presentations.
Wednesday, March 30, 2011
Thursday, March 31, Sound of Thunder
Objective: Students will demonstrate comprehension of short story, identify cause and effect and properly use new vocabulary.
DO NOW
Turn in homework. Complete Sound of Thunder handout.
2. Finish reading Sound of Thunder.
3. Answer comprehensive questions from soft holt reader.
4. Vocabulary review sheet.
hw - Study for vocabulary quiz.
Tuesday, March 29, 2011
Wednesday, March 30, Sound of Thunder
Objective; Students will identify cause and effect in short story and learn new vocabulary. Students will also demonstrate comprehension of the story.
DO NOW
Second set of five vocabulary words. Definitions in notebooks and sentences to be turned in.
1. Read 227-230 - soft holt reader. identify cause / effect. Don't forget to recognize "trigger" words while reading (if, then , because, since, thus, etc)
2. Do practice vocabulary on page 239 soft holt reader.
3. Finish viewing Big Fish.
HW - vocabulary practice sheet.
Monday, March 28, 2011
Tuesday, March 29, Cause / Effect
Objective: Students will demonstrate understanding of cause / effect and identify in short story.
Do Now
Quick write page - 498 - holt text.
1. Holt text - read together - pages 500-503.
2. Identify ten examples of cause and effect from page 503. Write down in notebooks.
3. View BIG FISH.
HW - Sentences for each of the five new vocabulary words.
Do Now
Quick write page - 498 - holt text.
1. Write down definitions of first five words in notebooks.
1. Holt text - read together - pages 500-503.
2. Identify ten examples of cause and effect from page 503. Write down in notebooks.
3. View BIG FISH.
HW - Sentences for each of the five new vocabulary words.
Friday, March 25, 2011
Monday, March 28, Reading Comprehension, Vocabulary and Creative Writing
Objective: Students will learn new vocabulary, demonstrate reading comprehension and create original work on prezi or power point according to guidelines provided.
DO NOW
1.Define each of the following (use dictionary) and write a sentence for each using context clues.
ECCENTRIC FRONTIER PIONEER
2. When you receive your laptop, go to this site. http://library.thinkquest.org/TQ0312323/
3. Go to TALL TALES. Click on Davey Crocket. We will read the paragragh together.
Take notes by writing down important facts from the passage. Then, we'll answer the comprehension questions that follow.
4. NOW, go to PECOS BILL and do the same on your own. Read it, write down important facts, and answer questions. You will have a maximum of 20 minutes. TO BE collected.
5. Original tall tale project. Continue to work on your Tall Tale with your partner according to the guidelines provided and the character trait sheets of your "heroes."
Closure
Exit pass.
DO NOW
1.Define each of the following (use dictionary) and write a sentence for each using context clues.
ECCENTRIC FRONTIER PIONEER
2. When you receive your laptop, go to this site. http://library.thinkquest.org/TQ0312323/
3. Go to TALL TALES. Click on Davey Crocket. We will read the paragragh together.
Take notes by writing down important facts from the passage. Then, we'll answer the comprehension questions that follow.
4. NOW, go to PECOS BILL and do the same on your own. Read it, write down important facts, and answer questions. You will have a maximum of 20 minutes. TO BE collected.
5. Original tall tale project. Continue to work on your Tall Tale with your partner according to the guidelines provided and the character trait sheets of your "heroes."
Closure
Exit pass.
Thursday, March 24, 2011
Friday, March 25, creative tall Tales, character traits, reading comprehension
Objective: Students will develop characters for original tall tales and demonstrate reading comprehension.
DO NOW
Character trait sheet for tall tale 'Hero." You must have this completed and turned in now to get a laptop on Monday.
DO NOW
Character trait sheet for tall tale 'Hero." You must have this completed and turned in now to get a laptop on Monday.
Direct
2. On smartboard, read a tale. Take notes by writing down the most important facts in your notebooks. Answer comprehensive questions.
. View BIG FISH.
Thursday, March 24, Assessment, grammmar
Objective; Students will be assessed on their knowledge of Tall Tales and myths and comparing and contrasting. Students will practice grammar skills.
DO NOW
Quick review
1. Test.
2. Grammar worksheet.
3. Character trait sheet for your TALL TALE character that you are creating for your powerpoint or prezi.
3. Mad libs.
DO NOW
Quick review
1. Test.
2. Grammar worksheet.
3. Character trait sheet for your TALL TALE character that you are creating for your powerpoint or prezi.
3. Mad libs.
Tuesday, March 22, 2011
Wednesday, March 23, Tall tales, myths and cause / effect
Objective: Today, students will learn the how to differentiate Myths from Tall Tales. Students will also be able to create their own "cause / effect" statements, identify the "trigger" words and write original hyperboles.
DO NOW - to be collected
1. Write five original cause/effect statements using "if / then."
Example: If I study for the test, then I will do well.
2. Photo comparison of Paul Bunyan and Odysseus.
3. List character traits of Odysseus and Paul Bunyan. Complete Venn diagram.
4. List character traits of myths and tall tales. Complete Venn diagram.
5. Handout review sheet. Double sided.
6. Write five original hyperboles in your notes.
6. Continue to develop your TALL TALE. remember to include the following elements:
A larger than life "hero."
At least four hyperboles.
It should explain a natural ocurance or hardship.
Remember, tall tales are AMERICAN. Some ideas are:
How are clouds formed?
Why does he wind howl?
Why is the sky blue?
Why are there glaciers floating in the ocean?
Closure
Review Handout
HW study for test on Thursday.
DO NOW - to be collected
1. Write five original cause/effect statements using "if / then."
Example: If I study for the test, then I will do well.
2. Photo comparison of Paul Bunyan and Odysseus.
3. List character traits of Odysseus and Paul Bunyan. Complete Venn diagram.
4. List character traits of myths and tall tales. Complete Venn diagram.
5. Handout review sheet. Double sided.
6. Write five original hyperboles in your notes.
6. Continue to develop your TALL TALE. remember to include the following elements:
A larger than life "hero."
At least four hyperboles.
It should explain a natural ocurance or hardship.
Remember, tall tales are AMERICAN. Some ideas are:
How are clouds formed?
Why does he wind howl?
Why is the sky blue?
Why are there glaciers floating in the ocean?
Closure
Review Handout
HW study for test on Thursday.
Monday, March 21, 2011
Tuesday, March 22, Creative Tall Tales and Vocabulary review
Objective: Students will write and illustrate their own "Tall tale," and identify differences between tall tales and myths and mythological heroes and tall tale heroes.
DO NOW
Copy this in Your notes
1. Tall Tales contain a character that is larger than life, not only in morality but in size and stature too. They can be human or near human. They were created to explain things that Americans didn't understand or wanted to make "light" of. For instance, Paul Bunyan helps explain why we have mountain, rivers and lakes, but also jokes about real hardships that American settlers had to endure such as weather, insects, cooking without a kitchen, etc.
2. Identify differences between tall tales and myths and tale tale heroes and mythological heroes.
2. In pairs, brainstorm to create a Tall Tale Character.
3. Give it character traits and a job.
4. Create a short story (TALL TALE) about him/her using prezi or powerpoint. Remember to include a setting and a eries of exaggerated events that either explain something that is hard to understand or makes light of a difficult situation.
5. Include at least four hyperboles and five photos illustrating your story. Photos should contain one of your character and one each of your hyperboles.
6. Present to class.
HW - Write five cause and effect sentences.
DO NOW
Copy this in Your notes
1. Tall Tales contain a character that is larger than life, not only in morality but in size and stature too. They can be human or near human. They were created to explain things that Americans didn't understand or wanted to make "light" of. For instance, Paul Bunyan helps explain why we have mountain, rivers and lakes, but also jokes about real hardships that American settlers had to endure such as weather, insects, cooking without a kitchen, etc.
2. Identify differences between tall tales and myths and tale tale heroes and mythological heroes.
2. In pairs, brainstorm to create a Tall Tale Character.
3. Give it character traits and a job.
4. Create a short story (TALL TALE) about him/her using prezi or powerpoint. Remember to include a setting and a eries of exaggerated events that either explain something that is hard to understand or makes light of a difficult situation.
5. Include at least four hyperboles and five photos illustrating your story. Photos should contain one of your character and one each of your hyperboles.
6. Present to class.
HW - Write five cause and effect sentences.
Friday, March 18, 2011
Monday, March 21, Intro to Tall Tale / Paul Bunyon
Objective: Students will be introduced to the 'American' hero as used in TALL TALES. By the end of class students will be able to differentiate between myth and tall tale, identify hyperboles in the story and learn "cause effect" trigger words.
DO NOW
1. Hyperboles are often used in tall tales. What is a hyperbole and give me three examples.
Direct
2. Introduce the Tall Tale. Holt Soft Reader page 300. Identify differences between Tall Tale and Myth.
Guided
3. Begin to read Paul Bunyan - pages 302-303. Complete sidebars and identify (circle) as many hyperboles as you can find.
Independent
4. On own read next two pages. Do sidebars, identify hyperboles and circle words that suggest "cause" and "effect."
Closure
Review answers. Exit pass.
HW - Vocabulary review sheet
DO NOW
1. Hyperboles are often used in tall tales. What is a hyperbole and give me three examples.
Direct
2. Introduce the Tall Tale. Holt Soft Reader page 300. Identify differences between Tall Tale and Myth.
Guided
3. Begin to read Paul Bunyan - pages 302-303. Complete sidebars and identify (circle) as many hyperboles as you can find.
Independent
4. On own read next two pages. Do sidebars, identify hyperboles and circle words that suggest "cause" and "effect."
Closure
Review answers. Exit pass.
HW - Vocabulary review sheet
Friday, March 18, Vocabulary review
Objective: By the end of class, students will demonstrate comprehension of new vocabulary words, and grammar rules. Students will show comprehension by using words and proper grammar in creative writing.
Do Now
1. Grammar handout. Side that says "verbs for subject pronouns"
2. review grammar, begin second side together. Complete and review.
3. Match proper vocabulary words to their definitions on smartboard.
4. View pictures of types of heroes. Write done as many things about them as you can.
Do Now
1. Grammar handout. Side that says "verbs for subject pronouns"
2. review grammar, begin second side together. Complete and review.
3. Match proper vocabulary words to their definitions on smartboard.
4. View pictures of types of heroes. Write done as many things about them as you can.
Thursday, March 17, 2011
Friday, march 18, The Fenris Wolf, cause and effect
Objective: Students will practice grammar and will be introduced to cause and effect through the myth, The Fenris Wolf. By the end of class, students will have learned two grammar rules and be able to identify cause and effect in the story.
DO NOW
1. Grammar handout - pronoun / verb side
2. Review grammar - write down rules in notebook.
RULE 1
The verb that matches the singular subject, usually has a "s."
Example - He wants a piece of candy.
They want a piece of candy.
Rule 2
They are - They're
Their = possesive (Its's their game)
There _ location (over there)
3. View cause / effect chart - copy in notes.
4. Listen to Fenris wolf.
5. Complete cause / effect chart (use text to help).
6. Answer comprehension questions on smartboard.
Closure
Exit pass.
DO NOW
1. Grammar handout - pronoun / verb side
2. Review grammar - write down rules in notebook.
RULE 1
The verb that matches the singular subject, usually has a "s."
Example - He wants a piece of candy.
They want a piece of candy.
Rule 2
They are - They're
Their = possesive (Its's their game)
There _ location (over there)
3. View cause / effect chart - copy in notes.
4. Listen to Fenris wolf.
5. Complete cause / effect chart (use text to help).
6. Answer comprehension questions on smartboard.
Closure
Exit pass.
Monday, March 14, 2011
Thursday, March 17, Real Life Heroes
Objective; Students will increase vocabulary and reading comprehension skills. By end of class, students will have applied new vocabulary, read and answered questions from non-fiction articles showing comprehension of content and literary devices used.
DO NOW
1. Write definitions for words on page 718.
2. Review words. Write sentences in notebooks. Review.
a. Who is Kirk Douglas?
b. What is the Golden Bear?
c.Witihin Douglas' article, Inge Borke tells him a story. In literary terms, what is this story called?
d. Does her story offer a logical or emotional appeal?
c. Who is the first "little hero" mentioned and why is she a hero?
d. Second heroine? What did she do?
f. Who are the third group of little heroes?
g. According to Douglas, what is it that you have to do to be considered a "little hero?"
Review answers to above questions.
Grammar worksheet - start in class together - finish for homework..
c.Witihin Douglas' article, Inge Borke tells him a story. In literary terms, what is this story called?
d. Does her story offer a logical or emotional appeal?
c. Who is the first "little hero" mentioned and why is she a hero?
d. Second heroine? What did she do?
f. Who are the third group of little heroes?
g. According to Douglas, what is it that you have to do to be considered a "little hero?"
Review answers to above questions.
Grammar worksheet - start in class together - finish for homework..
Friday, March 11, 2011
Wendesday, March 16, Complete and Present Power Point Presentations
Objective: By the end of class, students will have complete and presented their power point presentations.
DO NOW
1.In three to five sentences, describe your perfect vacation. Then , just for thought, can you incorporate some of your ideas into your "cruise" presentation?
2. Ensure all students have guidelines and rubric. Review.
3. Students use laptops and work in pairs to finalize presentations.
4. Students present in front of class and try to "sell" their cruise.
Closure
Students are assessed on presentation skills as well as content of presentation according to rubric.
HW - Vocabulary page 718 - definitions and sentences in notebooks.
DO NOW
1.In three to five sentences, describe your perfect vacation. Then , just for thought, can you incorporate some of your ideas into your "cruise" presentation?
2. Ensure all students have guidelines and rubric. Review.
3. Students use laptops and work in pairs to finalize presentations.
4. Students present in front of class and try to "sell" their cruise.
Closure
Students are assessed on presentation skills as well as content of presentation according to rubric.
HW - Vocabulary page 718 - definitions and sentences in notebooks.
Wednesday, March 9, 2011
Friday, March 11, Vocabulary Quiz and Real Life Heroes
Objective: Students will be assessed on their ability to define and properly use new vocabulary. Students will be introduced to literary terms for non fiction articles and by end of class, identify them and explain why and how author uses them.
DO NOW
1. Quick review for quiz.
2. Vocabulary Quiz
3. Direct - read page 718 together. Take notes on literary terms.
Guided - Read article on 719-720 by Oliver Stone. Answer the following questions:
1. Who is Oliver Stone?
2. How has he changed his idea of what a hero is?
3. Who does he compare Ron Kovic to and why?
4. According to Stone, are heroes humble or do they seek recognition?
5. Name five kinds of modern day heroes according to Stone.
6. What is the "heroic impulse"?
Closure
Exit Pass
DO NOW
1. Quick review for quiz.
2. Vocabulary Quiz
3. Direct - read page 718 together. Take notes on literary terms.
Guided - Read article on 719-720 by Oliver Stone. Answer the following questions:
1. Who is Oliver Stone?
2. How has he changed his idea of what a hero is?
3. Who does he compare Ron Kovic to and why?
4. According to Stone, are heroes humble or do they seek recognition?
5. Name five kinds of modern day heroes according to Stone.
6. What is the "heroic impulse"?
Closure
Exit Pass
Thursday, March 10, Vocabulary, Grammar, Creative Writing
Objective: Students will practice vocabulary, grammar and creative writing in the form of a myth.
By end of class students will demonstrate ability to comprehend text by reading and answering questions, and demonstrate knowledge of proper grammar skills and use of vocabulary in creative writing.
DO NOW
Write a sentence for each of the following. Include context clues:
1. Pliant (adj)
2. Avails (verb)
3.Tremulous (adj)
Direct
Review directions on worksheet. Give examples. Review.
Guided
Read the myth "Strawberries." Answer "benchmark" questions that follow.
Independent
In groups of four or less, use at least five vocabulary words to write a sequel to the Odyssey following the prompt provided on the handout (also typed below):
Suppose Odysseus soon gets bored with pece and inactivity in Ithaca and yearns to explore new regions. this time, however, Penelope demands to go with him. They leave Telemachus to governIthaca and setsail for unknown lands. Write a story describing where they go, who they meet and how they use their skills to outwit deadly characters and escape dire situations.
Closure
Groups share stories
HW - study for vocabulary quiz on friday.
By end of class students will demonstrate ability to comprehend text by reading and answering questions, and demonstrate knowledge of proper grammar skills and use of vocabulary in creative writing.
DO NOW
Write a sentence for each of the following. Include context clues:
1. Pliant (adj)
2. Avails (verb)
3.Tremulous (adj)
Direct
Review directions on worksheet. Give examples. Review.
Guided
Read the myth "Strawberries." Answer "benchmark" questions that follow.
Independent
In groups of four or less, use at least five vocabulary words to write a sequel to the Odyssey following the prompt provided on the handout (also typed below):
Suppose Odysseus soon gets bored with pece and inactivity in Ithaca and yearns to explore new regions. this time, however, Penelope demands to go with him. They leave Telemachus to governIthaca and setsail for unknown lands. Write a story describing where they go, who they meet and how they use their skills to outwit deadly characters and escape dire situations.
Closure
Groups share stories
HW - study for vocabulary quiz on friday.
Monday, March 7, 2011
Wednesday, March 9, Travel "Brochure" Presentations
Objective: Students will complete a creative "brochure" on power point or prezi using rubric provided. Students will also practice persuasive presentation skills.
By the end of class, students will show understanding of project by presenting to class. Presentation skills will also be assessed at that time.
Do Now
1. If you were to choose Ithaca during its time of chaos as one of our islands to "visit," how could you describe it to make it sound appealing? Remember to use a "play' or "twist' on words.
Direct
2. Review rubric and guidelines with class.
Guided
2. In pairs, students continue to develop presentations on laptops.
Independent
3. Students present and are assessed according to rubric and presentation skills.
Closure
Provide each group with feedback.
HW - Vocabulary worksheet
By the end of class, students will show understanding of project by presenting to class. Presentation skills will also be assessed at that time.
Do Now
1. If you were to choose Ithaca during its time of chaos as one of our islands to "visit," how could you describe it to make it sound appealing? Remember to use a "play' or "twist' on words.
Direct
2. Review rubric and guidelines with class.
Guided
2. In pairs, students continue to develop presentations on laptops.
Independent
3. Students present and are assessed according to rubric and presentation skills.
Closure
Provide each group with feedback.
HW - Vocabulary worksheet
Tuesday, March 8, Odyssey Test
Objective: Students will be assesses on their knowledge of The Odyssey. Test will include sections regarding plot, theme and characterization.
Warm-Up
Quick review / Q & A
1. Hand out directions and test to all students. Review directions, explain grading and answer any questions.
2. Written Assessment
3. If or when test is completed, students will independently use wall word sheets to write new literary definitions and new vocabulary words.
Closure
After all tests are collected, review answers.
HW - Prepare for power point or prezi presentations on Wednesday.
2.
Warm-Up
Quick review / Q & A
1. Hand out directions and test to all students. Review directions, explain grading and answer any questions.
2. Written Assessment
3. If or when test is completed, students will independently use wall word sheets to write new literary definitions and new vocabulary words.
Closure
After all tests are collected, review answers.
HW - Prepare for power point or prezi presentations on Wednesday.
2.
Friday, March 4, 2011
Monday, March 7, Odyssey Review
Objective: By the end of class, students will be able to identify characters and character traits and hav a clear understanding of their relationship with Odysseus. In addition, students will be able to use newly introduced vocabulary in creative writing.
DO NOW
At the end of the Odyssey, Odysseus slays all of the suitors claiming their crime was trying to steal his kingdom and wife. Do you think his actions are justified? Why or why not.
Direct
Review elements of test, major characters and their roles.
Guided
Review game covering all material that will be on test on Tuesday. Students in groups and score kept for correct answers.
Independent
Graphic Organizer - Characters, character traits and their relationship with Odysseus. Understanding these relationships will help you on the test!!
Closure
Review graphic organizer.
HW - Study for test!
DO NOW
At the end of the Odyssey, Odysseus slays all of the suitors claiming their crime was trying to steal his kingdom and wife. Do you think his actions are justified? Why or why not.
Direct
Review elements of test, major characters and their roles.
Guided
Review game covering all material that will be on test on Tuesday. Students in groups and score kept for correct answers.
Independent
Graphic Organizer - Characters, character traits and their relationship with Odysseus. Understanding these relationships will help you on the test!!
Closure
Review graphic organizer.
HW - Study for test!
Thursday, March 3, 2011
Friday, March 4, Odyssey Review
Objective: Students will review plot structure of The Odyssey and characters, character traits and how those traits affect behaviors.
By the end of class, students will demonstrate understanding of setting, order of events, climax and resolution. They will also be able to identify characters from the epic and their relationship with Odysseus.
Warm- Up
1. Imagine you are a suitor in Odysseus' kingdom. Write a letter home to tell your family about your attempts to woo Penelope. Tell them what has been going on, what your fellow suitors are like, share your opinion of Telemachus and the beggar. Make sure to sound like a real person at the scene!
Direct
2. Develop plot structure of the Odyssey. Identify setting, order of events, climax and resolution.
Guided
3. Practice vocabulary via worksheet.
Independent
4. Odyssey Jeopardy handout
4. View climax and resolution of Odyssey.
Closure
5. Exit pass.
By the end of class, students will demonstrate understanding of setting, order of events, climax and resolution. They will also be able to identify characters from the epic and their relationship with Odysseus.
Warm- Up
1. Imagine you are a suitor in Odysseus' kingdom. Write a letter home to tell your family about your attempts to woo Penelope. Tell them what has been going on, what your fellow suitors are like, share your opinion of Telemachus and the beggar. Make sure to sound like a real person at the scene!
Direct
2. Develop plot structure of the Odyssey. Identify setting, order of events, climax and resolution.
Guided
3. Practice vocabulary via worksheet.
Independent
4. Odyssey Jeopardy handout
4. View climax and resolution of Odyssey.
Closure
5. Exit pass.
Wednesday, March 2, 2011
Thursday, March 3,
Objective: Students will continue to create Odyssey "brochures" using laptops. Travels will be based on the islands Odysseus visited and creatively making them "attractive." Students will also prepare to present and sell their cruises to the class.
By the end of class, students will demonstrate understanding by completing "brochure'" according to rubric and guidelines. Students will prepare an outline to "present and sell" their cruises next Wednesday according to guidelines.
DO NOW - TO TURN IN
1. Write down and turn in your chosen essay topic. Write your thesis statement.
2. Receive a laptop to continue to work on "brochures" using guidelines and rubric.
3. Closure - students show understanding by preparing an outline for their persuasive presentation:
1. Name of Ship, dates, price (panel 1)
2. Activities on Ship (panel 2)
3. Clear description of each island visited. (panel 3,4,5) Convince me I want to go there!
4. Contact info and choice on back cover (panel 6).
HW Vocabulary worksheet
By the end of class, students will demonstrate understanding by completing "brochure'" according to rubric and guidelines. Students will prepare an outline to "present and sell" their cruises next Wednesday according to guidelines.
DO NOW - TO TURN IN
1. Write down and turn in your chosen essay topic. Write your thesis statement.
2. Receive a laptop to continue to work on "brochures" using guidelines and rubric.
3. Closure - students show understanding by preparing an outline for their persuasive presentation:
1. Name of Ship, dates, price (panel 1)
2. Activities on Ship (panel 2)
3. Clear description of each island visited. (panel 3,4,5) Convince me I want to go there!
4. Contact info and choice on back cover (panel 6).
HW Vocabulary worksheet
Tuesday, March 1, 2011
Wednesday, March 2, Odyssey / Homecoming
Objective: Students will read and view ending of Odyssey. Students will reference character traits to understand why characters behave as they do during the climax and resolution of the epic.
By the end of class, students will demonstrate their understanding of the plot and character behavior by answering film review questions and directed questions. Students will ensure answers to these questions in notes.
DO NOW
1. Vocabulary - second 5 words / definitions and sentences in notebooks. Page 689 - holt text.
2. Read / comprehend Odysseus' first encounter with Telemachus upon his return to Ithaca. What is Telemachus' reaction?
3. View rest of film and answer questions.
Closure
Verbal study guide questions to class regarding plot and character behavior. Students to write answer in notes if they don't already have them written.
HW - Create a PLOT STRUCTURE for the odyssey. Setting, 5 events, climax, resolution. Keep it simple listing just major events with little detail.
By the end of class, students will demonstrate their understanding of the plot and character behavior by answering film review questions and directed questions. Students will ensure answers to these questions in notes.
DO NOW
1. Vocabulary - second 5 words / definitions and sentences in notebooks. Page 689 - holt text.
2. Read / comprehend Odysseus' first encounter with Telemachus upon his return to Ithaca. What is Telemachus' reaction?
3. View rest of film and answer questions.
Closure
Verbal study guide questions to class regarding plot and character behavior. Students to write answer in notes if they don't already have them written.
HW - Create a PLOT STRUCTURE for the odyssey. Setting, 5 events, climax, resolution. Keep it simple listing just major events with little detail.
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