Objective: By the end of class, you will practice new vocabulary, demonstrate reading comprehension and determine and traits and analyze character through action.

DO NOW

Vocabulary -Restitution / Tumult - use both in a short paragraph (words on page 649).

Read of Land of the Dead pages 675-677.

View through land of dead. Continue to complete film review sheet.

1. Review events on Lotus Eaters, Cyclops and Circe Island.

a. What do the Island of Circe and the Lotus Eaters island experiences have in common?

b. What are Odysseus' external conflicts on this island?

c. What are his internal conflicts?

Discuss two themes that have become obvious so far in the Odyssey:

1. Strong Females (Odysseus' mother, penelope, Circe, Athena)

How do strong women have a direct impact on the story? Use the actions of at least two females as examples.

2. Self - Indulgent Men (sex, drugs, wine)

How does self-indulgence almost ruin the men on each the Lotus Eater Island, the Cyclops island and Circe's island? Give examples of each.

Review for test.

Exit Pass

What do you predict will happen in the underworld?

Study for test tomorrow (Lotus Eaters, Cyclops, Circe)

Short answer

One short essay question

Vocabulary

Explain how Odysseus' men are self-indulgent on the islands of Lotus eaters, Cyclops and Circe.

Tuesday, February 28, CYCLOPS & Circe

Objective: By the end of class, students will answer comprehensive questions regarding Cyclops and Circe.

DO NOW

Copy the character traits of Odysseus and Polyphemus from side board into notebooks.

1. Read the summary of the Odyssey through the Circe and answer the following comprehensive questions:

a. The Land of the Lotus Eaters is a clear warning against drug use. Explain how using drugs can interfere with one's goals. explain how it affected Odysseus' men.

b. Why didn't Odysseus leave the Cyclops cave right away? Why did he wait for the "owner" of the cae to come back?

c. Are Cyclops afraid of the gods? What does Cyclops do to make his point clear?

d. Why doesn't Odysseus kill the Cyclops while he has the chance?

d. What is Odysseus' plan?

e. What does Odysseus tell him his name is?

f. Why does this end up being very clever?

g. Why does Odysseus tell him who he is in the end?

h. Who is Cyclops (Polyphemus) father and why is that a problem for Odysseus?

i. Where do they go from Cyclops island?

j. What happens with the wind?

k. Where and how does Odysseus then lose most of his men?

l. What does Circe do to Odysseus' men?

m. Who helps Odysseus and how?

n. What is an external conflict of Odysseus' when with Circe?

o. What is an internal conflict that he might have? Do you think he feels guilty? Why or why not?

p. What does Circe tell Odysseus to do in order to get home?

2. We will continue to view THE ODYSSEY. You must complete the film questions as you view. I will collect the sheets at the end of every class. This film review sheet will be graded as a test at the end of the film.

Exit Pass

SELF-INDULGENCE is becoming a theme in the Odyssey. How do Odysseus and his men indulge in women, wine, food and drugs so far?

Wednesday, February 29, Cyclops & Circe

Objective: By the end of class, you will practice new vocabulary, demonstrate reading comprehension and determine and traits and analyze character through action.

DO NOW

Vocabulary - Ravage / Profusion / Rancor - use all three in a short paragraph (words on page 649).

1. Cyclops Hero Chart. Provide at least two details for each trait to show that Odysseus demonstrated "heroic" deeds while in the Cyclops cave.

2. Complete the Multiple choice questions on the reverse side.

3. Read together - The Island of Circe - pages 673-674.

a. What do the Island of Circe and the Lotus Eaters island experiences have in common?

b. What are Odysseus' external conflicts on this island?

c. What are his internal conflicts?

4. Continue to complete film review sheet as you view. Again, I will collect it at the end of class to grade up until this point.

Exit Pass

A repetitive theme is becoming apparent - SELF-INDULGENCE. Bullet point how Odysseus' men are self-indulgent on the islands of Lotus eaters, Cyclops and Circe.

Monday, February 27, Periods 8 & 9

Objective: By the end of class, students will analyze epic poem, identify figurative language and answer comprehensive questions regarding the Cyclops and Lotus Eaters in The Odyssey.

DO NOW

Compare photos of Cyclops on pages 662 and 660. Write down descriptions of each and how they are different visually and what kind of mood each creates. Which picture of the Cyclops is more realistic? Why?

1. Read the summary of the Odyssey through the Cyclops and answer the following comprehensive questions:

a. The LAnd of the Lotus Eaters is a clear warning against drug use. Explain how using drugs can interfere with one's goals. explain how it affected Odysseus' men.

b. Why didn't Odysseus leave the Cyclops cave right away? Why did he wait for the "owner" of the cae to come back?

c. Are Cyclops afraid of the gods? What does Cyclops do to make his point clear?

d. Why doesn't Odysseus kill the Cyclops while he has the chance?

d. What is Odysseus' plan?

e. What does Odysseus tell him his name is?

f. Why does this end up being very clever?

g. Why does Odysseus tell him who he is in the end?

h. Who is Cyclops (Polyphemus) father and why is that a problem for Odysseus?

2. We will view the begining of THE ODYSSEY. You must complete the film questions as you view. This film review sheet will be graded as a test at the end of the film.

EXIT PASS

List as many character traits of Odysseus as you can. they can be both positive and negative. Use your knowledge from film and reading.

tuesday, February 28, CYCLOPS

Objective: By the end of class, students will demonstrate comprehension of character traits and how those traits affect motive and action.

DO NOW

Vocabulary - Adversary vs. Adversity - what is the difference between these two words? Use them both in sentence (words on page 649).

1. Find the answers to the following questions on pages 665-670.

a. What does Odysseus tell Cyclops his name is? Why is this clever?

b. What is the homeric simile in lines 385-392?

c. What is ironic about lines 397-410?

d. Add two character traits to Odysseus. Specifically reread lines 415-420 to help you with the answer.

e. What is Odysseus' plan to get the men out of the cave? lines 423-440.

Write down character traits of Odysseus and of Polyphemus.

2. We will watch the beginning of THE ODYSSEY through the Cyclops. You will be given a FILM REVIEW SHEET with questions. The answer to these questions are in order of the events in the movie. You should answer them as we watch. At the end of the film, this sheet will be collected and graded as a test. Do not lose it!

Exit Pass

As they are leaving Cyclops' Island, does Odysseus think his pride and arrogance are negative traits that are hurting him? How do you know?

Monday, February 27, THE CYCLOPS

Objective: By the end of class, students will analyze epic poem, identify figurative language and answer comprehensive questions regarding the Cyclops and Lotus Eaters in The Odyssey.

DO NOW

From the time i say, "GO," you have exactly 10 minutes to use the text to try to correct the answers you got wrong on the test from Friday. All answers are in the introduction to the Odyssey, pages 640-646. Points will be added to your grade for all answers that are changed correctly.

1. Track Odysseus' journey - page 650

2. Read Lotus eaters page - 658.

3. Read beginning of The Cyclops - pages 660-664

4. Answer the four questions below:

a. Explain how The Lotus Eaters is a direct warning against doing drugs. How can it affect a person's life long term?

b. In your own words, in a short paragraph, summarize what is happening in the Cyclop's cave and identify three specific occasions where Odysseus shows that he is witty and clever.

(page 663, lines 270-276, page 664, lines 310-325, lines 340-345, page 665 lines 358-363.)

c. The Cyclop's symbolizes lawlessness. He does not listen to reason and is violent and cruel. Do you know people that are lawless. How do you deal with them?

d. Find a homeric simile on page 663 and explain it. Look between lines 275-285.

Share answers.

Exit pass

Compare photos of Cyclops on pages 662 and 660. Write down descriptions of each and how they are different visually and what kind of mood each creates. Which picture of the Cyclops is more realistic? Why?

Friday, February 24, Test on introduction to the Odyssey

Objective: By the end of class, students will demonstrate understanding of ancient greeks, their gods, the Trojan war and background that precedes Homer's Odyssey.

DO NOW

Quick review.

1. TEST -

Open notebook only. 15 short answers. Choose 10 of the 15 to answer. They are worth 7 points each. You may answer more for extra credit. Please use full sentences. You may use the book and your notes for the answers.

2. Read the prologue of the Odyssey page 651. Review.

3. View Odyssey up to Cyclops.

Exit Pass

Why does Homer summarize the entire Odyssey in the Prologue?

Thursday, February 23, Greek Mythology, Trojan War, Odyssey

Objective: By the end of class, students will demonstrate comprehension of gods and humans that play a role in The Odyssey and apply character traits from research completed.

DO NOW

What kind of person do you think Helen was? (she's the wife of Meneleus, King of Sparta). Remember she is the most beautiful woman on earth and Aphrodite has promised Paris, Prince of Troy that he could "have" her. Do you think it fair that the Aphrodite could "give" her to Paris?

_________________________________________________________________

1. Read other characters 647-648 and write down key players in notebooks. Make columns so you are clear when you need to refer to them. BE SURE TO include a short description so you remember who they are and what their role is in the Odyssey:

MONSTERS GODS/GODDESSES HUMANS

3. Add Hades to the "God" column because Odysseus has to visit the underworld in his journey.

4. View HADES documentary.

5. View trailer of Helen of Troy

4. Write all vocabulary words and definitions on page 649 into notebooks and work on sentences for each.

Exit Pass

A 'tragic hero" has flaws in his character. Although Odysseus is clearly brave and strong, what character traits does he have that we already know that are 'weaknesses' or flaws? Do you think these things make it easier to relate to him as a human being?

HW Study for test tomorrow.

Wednesday, February 23, Greek Mythology

Objective: By the end of class, students will demonstrate comprehension of background information of Greek mythology and the impetus for the Trojan War.

DO NOW

How do you define a hero? What qualities should he/she possess? Must heroes be "perfect?" Who is your hero and why?

Review comprehensive questions / answers from yesterday. Review gods, goddesses and their roles.

1. Zeus and the great Flood

2. The Judgement of Paris

3. Read 644-646 - holt text. Complete introduction to Odyssey.

4.. View Clips on Odysseus on dvd

5. Answer the following questions.

a.Who is Odysseus' son?

b. How long has Odysseus been gone?

c. What is the theme of the Odyssey?

d. What is Odysseus searching for besides trying to get home?

e. What goddess is always at the side of Odysseus? Why?

f. What god is against Odysseus? Why?

g. What were the "mythmakers" called?

h. What is an epic simile?

i. How were epics originally told and where?

Review Answers

Exit Pass

With which god or goddess do you think you mostly relate? Why?

Tuesday, February 21, Introduction to Greek Mythology

Objective: By the end of class, students will understand who the primary greek gods are and their affect on human beings centuries ago.

DO NOW

Write this down in notebooks - Greek myths are based in religious beliefs and often used to explain natural phenomenons and/or other mysteries. For example, they thought when they saw lightening and hear thunder, it must be that Zeus was mad.

1. View introduction to greek gods. Take notes. For each god, you should have:

a. Name

b.Relationship to Zeus

c. What they are the god of

d. Their symbol

2. Read introduction to Greek Mythology pages 640-643.

Answer the following questions in notebooks:

a. What year is it estimated that the early greek battles first took place?

b. What is an epic poem?

c. How were epics originally told?

d. Why did the Greeks (spartans) attack Troy?

e. Who was Helen and why does she go with Paris to Troy?

f. Who was Meneleaus and Aggamemnon?

g. Why do they want Odysseus to go with them to Troy?

h. Why doesn't Odysseus want to go?

I. How long did they fight in Troy?

J. What was Odysseus' plan to get into Troy?

Review Answers

Exit Pass

How were epic poems first told and who is Homer?

Friday, February 17, Vocabulary Quiz and Strawberry Myth

Objective: By the end of class, students will be assessed on new vocabulary words and be introduced to mythology through a short myth with comprehensive questions.

DO NOW_____________________________________

Write down the definition of MYTH into notebooks. You can find it on page 1026 of holt text.

View clips of greek myths and summarize in 3-5 sentances each.

Exit Pass - extra credit

Name as many Greek gods as you can and tell me what they are the god of.

Thursday, February 16,

Objective: By the end of class, students will be assessed on thier knowledge of the allegory, Golden Kite / Silver Wind.

DO NOW

MATCH THE WORDS THAT MEAN THE SAME THING

SUPPORT PORTENTS

CHAOS ENDURING

SIGNS OF FUTURE SUSTAIN

STRONG AND LASTING OMENS

WARNING OF EVENTS PANDAMONIUM

ABOUT TO OCCUR

________________________________________________________

1. Quick review of Golden Kite / Silver Wind.

2. Multiple choice test PART 1.

Objective: By the end of class, students will demonstrate reading comprehension skills and understand how fictional story is an allegory for the cold war.

DO NOW

POP QUIZ QUESTION

In two paragraphs, summerize the allegory, Golden Kite / Silver Wind and then explain how it is symbolic of the cold war.

4. Complete sentences for all vocabulary words.

Review Comprehensive questions from yesterday.

Exit Pass

What is Ray Bradbury's message to the world in this allegory?

Tuesday, February 14, Golden Kite / Silver Wind

Objective: By the end of class, students will demonstrate reading comprehension skills and understand how fictional story is an allegory for the cold war.

DO NOW

If Golden Kite / Silver Wind is an allegory for the cold war, what does each city represent? What do the walls represent?

1. Answer all comprehensive questions on handout. Use the text to help you find the answers.

3. In a paragraph form, summerize the allegory and explain how it is symbolic of the cold war.

4. Complete sentences for all vocabulary words.

Review Comprehensive questions.

Exit Pass

What is Ray Bradbury's message to the world in this allegory?

February 14, Golden Kite / Silver wind

Objective: By the end of class, students will demonstrate reading comprehension skills and understand how fictional story is an allegory for the cold war.

DO NOW

If Golden Kite / Silver Wind is an allegory for the cold war, what does each city represent? What do the walls represent?

Take out cause / effect handout from yesterday.

1. Finish reading together golden Kite/ Silver wind pages 369-370. Complete the cause / effect organizer as we read.

2. Answer all comprehensive questions on handout.

3. In a paragraph form, summerize the allegory and explain how it is symbolic of the cold war.

4. Complete sentences for all vocabulary words.

Review Comprehensive questions.

Exit Pass

What is Ray Bradbury's message to the world in this allegory?

Monday, February 13, Allegory, Cold War, Cause / Effect

Objective: By the end of class, students will demonstrate comprehension of "allegory" and how it is used, relate non-fiction to literature and

DO NOW

Are there benefits to competition? What happens when competition turns to rivalry? Explain.

1. Look up definition of allegory - page 1019 in text and copy it into notebooks.

1. Cold War handout - read and identify differences that cause hostility.

View Kennedy Speech Regarding Cold War / Bay of Pigs -

2. Read 364 introduction to golden kite / silver wind and allegory - take notes

Who wrote this allegory? What else did we read that he wrote? What do we know about his writing style? (check his bio on page 371).

3. Read 366-367 - identify and list literary devices used.

Begin cause / effect worksheet. and then do vocabulary on back.

Review Answers

4. Write down vocabulary words in notebooks. Begin vocabulary worksheet.

EXIT PASS

What do you think will happen next? Why do you think that?

February 7, Periods 8 & 9

objective: By the end of class, you will practice analogies read a secondary source report and answer comprehensive questions.

DO NOW

Write the following in notebooks:

A secondary source is a second hand account where information is gathered from several different sources. It often offers the more objective view. (news article, historical view etc. ) Examples on page 578 holt text.

A primary source is a first hand account. It is an eye witness or a speech. A first hand account does NOT gather information. It just comes directly from the person speaking. Examples listed on page 578.

______________________________________________

Read A Warm Clear Day in Dallas - page 580-583.

Answer the Following questions regarding 'A Warm Clear Day in Dallas" ( a news article and SECONDARY source!):

1. Why is this article considered a secondary source?

2. Why didn't the people of Dallas like JFK?

3. Name four major accomplishments of JFK as president.

4. What was his desegregation policy called?

5. Who supposedly killed JFK?

6. Did he act alone?

7. Where was JFK buried?

Read THE PRIMARY SOURCE SPEECH, by Lyndon Johnson, pages 584-585, and answer the following questions:

5. Answer the following questions about Johnson's speech:

a. Why is it considered a primary source?

b. In the first line of his speech, what is he really saying?

c. Why does he refer to the "dreams" of JFK as "american dreams"?

d. Johnson asks americans to take action. What does he urge Americans to do (page 585)?

e. What does he mean by the last line of the speech?

exit PAss

How would you feel if someone assassinated President Obama?

Monday, February 6, Analogies, Vocabulary and Primary / seconday sources

Objective: By the end of class, students will practice analogies, learn the difference between primary and secondary sources and learn new vocabulary.

DO NOW

Write the following into your notebooks:

Analogies are about the RELATIONSHIP between words. Consider the following before answerin g questions on the handout:

1. are they opposites (antonyms)? example = hot:cold

2. Do they have the same meaning (synonyms)? Example = fast:speedy

3. Do they sound the same but have different meanings? (Homonyms) example = weigh : way

4. Do they rhyme? example = fat :cat

________________________________________________________________

1. Do analogy handout - double sided.

2. Copy all vocabulary words from page 578 into notebooks.

3. Complete vocabulary practice sheet.

4. Read the difference between primary and secondary sources. What are the main differences?

Exit Pass

List five primary sources and five secondary sources. What makes them either primary or secondary?

Tuesday, February 7, Primary Sources / Analogies, Johnson Speech

Objective: By the end of class, you will practice analogies, new vocabulary, and read / listen to a primary source report and answer comprehensive questions.

DO NOW

Analogy handout - remember you are looking for how the words RELATE to each other.

_________________________________________________________________

1. Review answers from yesterday's questions on secondary source article, A Warm Clear Day in Dallas.

view the assasination

1. Listen to swearing in of Lyndon B Johnson only 99 minutes after JFK was pronounced dead.

click here to listen / follow along in text page 584-585.

5. Answer the following questions about Johnson's speech:

a. Why is it considered a primary source?

b. In the first line of his speech, what is he really saying?

c. Why does he refer to the "dreams" of JFK as "american dreams"?

d. Johnson asks americans to take action. What does he urge Americans to do (page 585)?

e. What does he mean by the last line of the speech?

Read student responses on own. Pages 586-587. List the primary concerns of each student.

Review answers.

6. Complete Vocabulary practice worksheet.

Exit Pass

How would you feel if President Obama was assassinated?

Monday, Februry 5, ANALOGIES & JFK Articles

Objective; By the end of class, students will learn relationships between analogies. They will also learn the difference between primary and secondary sources via articles on JFK assasination.

DO NOW

Vocabulary - write definitions into notebooks - page 578 - holt text

1. Analogies click here for lesson on relationships between words.

2. Analogies worksheet.

3. Introduction to Primary and secondary sources holt text pages 578.

4. Read 'A warm Clear Day in Dallas. - primary source.

view the assasination

Answer the Following questions regarding 'A warm Clear Day in Dallas":

1. Why is this article considered a secondary source?

2. Why didn't the people of Dallas like JFK?

3. Name four major accomplishments of JFK as president.

4. What was his desegregation policy called?

5. Who supposedly killed JFK?

6. Did he act alone?

7. Where was JFK buried?

Vocabulary practice sheet

Exit pass

List five types of primary sources and five secondary sources

Friday, February 3, Periods 8 & 9

Objective: By the end of class, students will write a letter to congress regarding global warming and

DO NOW

Use the word "OMINOUS" in a sentence with context clues. Remember it is an adjective and adjectives describe nouns.

click here to count your vote to stop global warming

2. Find a partner and create a video or powerpoint according to the following guidelines:

a. You must address the primary cause of global warming.

b. You must discuss at least three major effects of global warming.

c. You must provide at least five ways people can help slow global warming.

If you decide on a video, you can structure it as an interview, with one of you being a newscaster and the other, a scientist. You can also, include graphs and/or photos. Each of your projects should be no more than two minutes long.

Have fun with it! Extra points for incorporating new vocabulary!!

All must be presented by the end of class.

Friday, February 3, Global Warming Project

Objective: By the end of class, students will write a letter to congress regarding global warming and

DO NOW

Use impending and ominous in the same sentence using context clues.

1. When you receive a laptop:

click here to count your vote to stop global warming

2. Find a partner and create a video or powerpoint according to the following guidelines:

a. You must address the primary cause of global warming.

b. You must discuss at least three major effects of global warming.

c. You must provide at least five ways people can help slow global warming.

If you decide on a video, you can structure it as an interview, with one of you being a newscaster and the other, a scientist. You can also, include graphs and/or photos. Each of your projects should be no more than two minutes long.

Have fun with it! Extra points for incorporating new vocabulary!!

All must be presented by the end of class.

Objective: By the end of class, students will learn homophones, practice them in analogies and demonstrate reading comprehension skills.

DO NOW

In your notebooks, write the following:

HOMOPHONES ARE WORDS THAT SOUND EXACTLY THE SAME BUT ARE SPELLED DIFFERNTLY AND HAVE DIFFERENT MEANINGS.

EXAMPLE: HI / HIGH

1. Complete the homophone worksheet. You may use a dictionary if needed. I will review with you when complete.

2. Then try to complete the analogies on the other side. Remember, you must determine the relationship between the words in order to figure out the answers. Ask for help if you need it!

3. We will read the myth, STRAWBERRIES, and answer the multiple choice questions that follow.

Review answers.

Exit Pass

Why are strawberries shaped like a heart according to the myth we just read? What does it symbolize? (remember this - valentine's day is soon!)

Wednesday, FEbruary 1, periods 8 & 9

Objective: By the end of class, students will demonstrate knowledge of global warming, reading comprehension skills and identify imagery and figurative language in a short story.

DO NOW

According to the global warming theory, why is it 60 degrees today in Philadelphia?

_____________________________________________________

Answer the following questions 10 points each:

1. Fossil fuels release what gas into the atmosphere?

2. The artic sea ice is shrinking. How much has it declined in the past 30 years?

3. How much is the temperature expected to rise before the end of the century?

4. How much are sea levels rising?

5. What happened to the ozone layer that makes it hotter on earth?

6. Name three effects of global warming that exist today.

7. Name two things you can do as an individual to help slow down global warming.

When you complete the above quiz, give to me and get a soft holt reader. turn to page 240. Read introduction to THE BLUE JAR. Remember imagery is when the words used (usually adjectives) create a picture. Similes and metaphors are also types of figurative language used to create imagery. keep this in mind prior to reading this "fairy tale."

Then read the story one time through for enjoyment. Then go back and answer sidebars and all questions 245-247.

Exit Pass

What do you agree with the quote, "Is it not a sweet thing to think that, if only you have patience, all that has ever been will come back to you?" Why or why not?