Monday, April 1, Intro to Greek Mythology

Objective: By the end of class, you will be introduced to greek mythology and the epic poem, The Odyssey. You will learn who the major greek gods are and how they play a role in greek history.

DO NOW

Copy this down into notebooks:

"Greek myths are based in religious beliefs and often used to explain natural phenomenons (occurrences) and/or other mysteries. 


Direct Instruction
Natural occurrences or phenomenons include things that occur naturally but were hard to explain a long time ago.  These include, rain, fire, storms, tornadoes, hurricanes, etc. Myths help explain these things. For example, if there wa a storm, the ancient greeks would say, "The gods must be angry!"

Many cultures have their own myths, gods and goddesses that were created to help explain things. In America, there are folktales that explain how mountains and rivers were formed, etc.

Guided Practice
On the graphic organizer provided, you will see four columns:
God/goddess     Of What     Symbol     Adjective to describe

  As you view, try to complete the blanks. We will watch it completely through i time, then I will stop the video periodically the 2nd time so you can takes notes.  click here

2.  Check graphic organizers.

2. Shared Reading (model)-  introduction to Greek Mythology pages 640-642. Using the textbook, answer the following questions in notebooks :

a. What is an epic poem? 

b. How were epics originally told? 
c. What three goddesses wer arguing over who was most beautiful? 

d. Who did Paris pick and why? 

e. Why did Helen go to Troy with Paris? 

f. What goddess looks out for Odysseus? 

Check for Understanding 
Round robin around room - groups share answers with the class and corrections are made as necessary.

Closure
Review gods and goddesses, importance of mythology in greek history.

Exit Pass

Do you relate to any one greek that we learned about more than another? Why? Does it connect to a story from your own culture?

OBJECTIVE: By the end of class, students will use laptops to complete their personal website project, using Google Sites. Websites will contain students’ crafted vignettes, along with biographical information and media.

DO NOW:

Review requirements for website project.

GUIDED/INDEPENDENT PRACTICE:

Complete your personal website project.

This is DUE TODAY!

Link to Google Sites:

www.sites.google.com

Mr. Scottoline’s Example Site:

https://sites.google.com/site/mrscottoline/home

Remember, your site must include the following:

1) A homepage, with a welcome message and attention grabbing text and images.

2) A biography or “about me” page, with your background and interests, as well as photos.

3) Your 3 vignettes with one image per vignette

4) An image collage (at least 5 images of things relating to your vignettes or interests)

This project is worth 100 points and counts as much as a test grade.

75 points are based on content requirements

25 points are based on website theme and professionalism. Aka, looks nice and is written well.

EXIT PASS:

E-mail a link to your website to mws38@drexel.edu before you leave class.  

This is how I will grade your website.

Objective: By the end of class, students will be assessed on their knowledge of House On Mango Street, and complete work on their personal vignette assignments, due at the end of class, in preparation for tomorrow’s laptop project.

DO NOW:

House On Mango Street Quiz

DIRECT INSTRUCTION:

Go over website project outline

GUIDED/INDEPENDENT:

FINISH your personal vignettes.

Remember, this includes:

1) A cover page (I will provide art supplies/paper)

2) Your table of contents page (This page should look very nice!)

3) Your 3 personal vignettes.

All of this will be finished and put together by the end of class. This is worth 100 points, and counts as a test grade. Finish today!

EXIT PASS:

Give a one paragraph review of The House On Mango Street. Evaluate the author’s writing.

March 15 - HOMSOBJECTIVE: By the end of class, students will use laptops to begin writing their personal vignettes, as well as to create their cover pages and tables of contents. Students will make real life connections to text, and utilize literary elements in their writing. DO NOW: What types of REAL people are you most interested in reading about every day? Celebrities? Criminals? People with interesting jobs? What about these people makes reading stories about them so interesting? Can an ordinary person be as interesting as a celebrity? DIRECT/GUIDED/INDEPENDENT INSTRUCTION: Begin/Finish writing 10 possible titles for your vignette project. Make them CREATIVE, and ATTENTION GRABBING! Just like in House On Mango Street. The weirder the better! You will choose 3 of these titles to expand into full vignettes. Pick the 3 you can write the most about! PROJECT REQUIREMENTS: In order of importance: 1) 3 well written vignettes. No less than 2-3 paragraphs in length (You can write more if you want or need to). 2) Table of contents page with your 10 titles 3) Cover page for your book of vignettes. Remember, I am grading for length, content, and grammar. Use this time today to have me read your work! I am here to help! I will hand back your simile/metaphor quizzes from yesterday while you work. EXIT PASS: Save and SEND/SHARE all work you have done today before you leave. Otherwise you may lose ALL your work!

OBJECTIVE:  By the end of class, students will use laptops to begin writing their personal vignettes, as well as to create their cover pages and tables of contents. Students will make real life connections to text, and utilize literary elements in their writing.

DO NOW:
What types of REAL people are you most interested in reading about every day? Celebrities? Criminals? People with interesting jobs? What about these people makes reading stories about them so interesting? Can an ordinary person be as interesting as a celebrity?

DIRECT/GUIDED/INDEPENDENT  INSTRUCTION:

Begin/Finish writing 10 possible titles for your vignette project. Make them CREATIVE, and ATTENTION GRABBING! Just like in House On Mango Street. The weirder the better!

You will choose 3 of these titles to expand into full vignettes. Pick the 3 you can write the most about!

PROJECT REQUIREMENTS:
In order of importance:
1) 3 well written vignettes. No less than 2-3 paragraphs in length (You can write more if you want or need to).
2) Table of contents page with your 10 titles
3) Cover page for your book of vignettes.

Remember, I am grading for length, content, and grammar.
Use this time today to have me read your work! I am here to help!

I will hand back your simile/metaphor quizzes from yesterday while you work.

EXIT PASS:
Save and SEND/SHARE all work you have done today before you leave.
Otherwise you may lose ALL your work!

Thursday, March 14, HOMA

OBJECTIVE: By the end of class, students will be assessed on similes and metaphors, continue reading The House On Mango Street, make real life connections to text, explore materials with thematic connection to text, and use graphic organizers to synthesize their understandings of these themes and connections.

DO NOW:
Simile and Metaphor quiz!

DIRECT INSTRUCTION:

Quick Write:
What are some reasons people may immigrate to the Untied States? Is this really the land of opportunity? Why do some people come here illegally? Do you think it’s worth the risk? Why or why not?

GUIDED PRACTICE:

Hand out HOMS books.

Begin reading “Born Bad,” on p. 58, “Elenita, Cards, Palm, Water” on p. 62, and “Geraldo No Last Name,” on p. 66

Using Before and After Chart, respond to BEFORE READING sections based on Geraldo.

Read “The 9/11 Disappeareds”

Fill out remainder of chart, in the AFTER READING sections.

INDEPENDENT PRACTICE:

Once you have finished, begin developing ideas for your titles and  first vignette.

You will type or write a first draft of your vignette. I will edit this for you, so that you can type a good, final copy tomorrow.

TAKE YOUR TIME! These should be well crafted, personal, and thoughtful.


EXIT PASS:
Do you believe in fortune tellers? Why or why not? Is it a waste of money, or is it worth the chance at getting to know your future? Do fortune tellers get lucky? Or are they really communicating with another plane of existence?

Wednesday, March 13, HOMS

OBJECTIVE: By the end of class, students will be introduced to literary and language elements, continue reading The House On Mango Street, identify examples of simile and metaphor in the text, write a personal response using these elements, and begin work on their personal vignette projects and tables of contents.

DO NOW:

What makes someone a good friend? Is your best friend a lot like you, or are they very different? Do you think this matters? Why or why not?

DIRECT INSTRUCTION:

In your notebooks:

Similes and Metaphors

Simile - a comparison of two things using the words “like” or “as.”

Metaphor - a comparison of two things that does not use “like” or “as.”

Slideshow of examples: http://www.slideshare.net/fernanda33g/examples-of-similies-and-metaphores-power-point

QUIZ ON THESE TOMORROW!

GUIDED PRACTICE:

Complete similes and metaphors worksheet

Take a House On Mango Street Book
Read next vignettes, starting with “Cathy Queen Of Cats” on page 12.

Using t-charts, identify examples of similes and metaphors from all the vignettes we have read so far. “Hair” has a lot of these, but look around. Remember the definitions.

INDEPENDENT PRACTICE:

Using NEOs or handwriting, respond to the following prompt in 2 paragraphs (4-6 sentences each). You MUST use 4 similes and/or metaphors in your writing as descriptions.

1)  What is one physical trait you share with a family member, or is very unique to you? Describe in 4-6 sentences this trait, who you share it with, how you feel about it, and how others in your family feel about it. Use 4 similes and/or metaphors.

These will be handed in before you leave class today.

Once you have finished, you will receive the guidelines for the table of contents and vignettes project.

Begin working on your vignette titles.

EXIT PASS:

What is the main difference between a simile and a metaphor?

QUIZ ON THESE ELEMENTS TOMORROW!

Tuesday, March 12, House On Mango Street

OBJECTIVE:  By the end of class, students will be introduced to House on Mango Street, learn and define vignettes, begin reading vignettes from HOMS, and reflect on stories by writing an analysis and reflection.

DO NOW:

In life, should you make the best of what you have, or should you continue to dream and strive for more? Why is your choice the better option? Is there any danger to dreaming too big? Or is it more dangerous to never dream?

DIRECT INSTRUCTION:  

Copy the following in your notebook:
Vignette - a short scene or story that focuses on one specific moment.

“The House On Mango Street”  written by Sandra Cisneros

View video on Mango Street / Cisneros.

Format of novel.  Short vignettes.

Look at chapter titles. Which stick out to you? Any predictions on a certain chapter?  

GUIDED PRACTICE:

Pass out House On Mango Street books.

Read introduction, and first vignette, “The House On Mango Street.”
Read “Hairs,” p. 6, “Boys and Girls,” p. 8

INDEPENDENT PRACTICE:

Double Journal Entries

Once finished:
Using NEOs or hand writing, you will write the following:

1) What is the significance of your name (First, Middle, Last)? What does your name mean to you? What does it mean to your friends or family? What are your nicknames? What do those nicknames mean to you and your friends/family?  This should be 1-2 paragraphs. 4-6 sentences per paragraph.

2) Is it true that boys and girls live in different worlds? Give two examples of this. Why do you think boys and girls do or do not live in different worlds? Is this true of your own life? Do you have siblings or friends who are different genders that you don’t talk to in front of other people? Why might someone do this? 1-2 Paragraphs, 4-6 sentences.



EXIT PASS:
What is one physical trait you share with a family member, or is very unique to you? Describe in 4-6 sentences this trait, who you share it with, how you feel about it, and how others in your family feel about it.

Monday, March 11, House on Mango Street Introduction

OBJECTIVE: By the end of class, students will complete writing their persuasive essays, explore new thematic elements from upcoming text, and create personal writings relating to these themes.

DO NOW:  Collect your essay materials from Mr. Scottoline.

DIRECT INSTRUCTION:
Review requirements for essay

Any questions?

GUIDED PRACTICE:

COMPLETE your persuasive essays on NEOs.
These MUST be finished by the end of class today.

INDEPENDENT:
When you have finished your essay, use a Neo to write the following two paragraphs:

1) Describe your dream home. What features would it have? Where would it be located? Why is this your dream home?

2) Compare your dream home to where you live now. How are they different? How are they similar? How do you feel about your current home?

Once you have written these two paragraphs, use a piece of paper to draw a picture of your dream home.

Tomorrow in class we will begin reading The House On Mango Street. The first story in the book discusses these themes.

EXIT PASS:
Essays and classwork must be handed in before class ends.

Thursday, March 7, Lgial vs. Emotional Appeals / Persuasive writing

Objective:  By the end of class, students will be assessed on their knowledge of logical vs. emotional appeals and contniue to develop organizers for persuasive essay.

DO NOW

Logical vs. Emotional Appeals Quiz

For the following, identify whether it is an emotional or logical appeal, and WHY:

1) Everyone knows that Randolph is the best high school in the city. No other school has students that are as smart as we do at Randolph.

2) With over 1 billion active users, Facebook is without a doubt the most popular social networking site.

3) James is an excellent student. On his last report card, he got 3 As and 2 Bs.

4) That movie was the worst I have ever seen. Everyone thinks it is horrible.

5) Eating too much fast food is really bad for you.

6) People use twitter too much. Data shows twitter users post up to 1.8 million tweets every hour. That’s crazy.

Direct / Guided / Independent 

Continue to work on essays!!!! 

Exit Pass

What is your strongest emotional  appeal for your essay?

OBJECTIVE:  By the end of class, students will explore persuasive writing techniques, understand the use of anecdotes in persuasion, begin crafting their own anecdotes, and be introduced to a persuasive essay.

DO NOW:  

Identify whether or not the following statements are LOGICAL or EMOTIONAL appeals:

1) You should never start smoking because it makes you smell horrible and you will die.

2) You should not start smoking, as many studies have shown that over 5 million people die each year from tobacco.

3) Everyone knows that Lazaro’s pizza is the best in Philadelphia.

4) Last year, Lazaro’s pizza won the “Philly’s Best” competition, making it the best in the city.

5) The iPhone is the most used cell phone in the USA. Sales data shows that the iPhone has outsold all other manufacturers.

6) The iPhone is the most popular cell phone. You can see this because almost everyone has one.

THERE IS A QUIZ ON LOGICAL AND EMOTIONAL APPEALS TOMORROW!

DIRECT INSTRUCTION:

ANECDOTE - A short and interesting story based on someone’s own personal experience.

How can anecdotes be used in persuasive writing?

Example:  Persuade the reader that homeless people suffer.

Anecdote: 'I know that many of you think the homeless are a lost cause and that they are lazy good for nothings. Well, of course, that might be true for some of them, but let me tell you about Dave. I went to school with Dave for three years until Year 11. It was just before our exams when Dave's mum and dad hit problems - big-time! From there on in life began to fall apart for Dave. He just wasn't able to cope. By the time he was eighteen, when I was sitting for my A-levels, Dave was on the streets...'

GUIDED PRACTICE:
Persuasive essay introduction.

5 paragraphs:
-  Introduction - Should state your purpose and give an anecdote relating to your purpose.
- 3 body paragraphs - 2 paragraphs should give logical appeals, and one should give an emotional appeal.
- Conclusion - sum up your point, and give an opposing argument that you can defend against.


Pay attention to the rubric! This tells you everything you need to do to get an A!

INDEPENDENT PRACTICE:

Using the topics we are giving you, select which topic you feel passionately about and choose the side you are on.

Use the essay outline to decide what you will discuss in each of your paragraphs.

Begin writing your anecdote for the opening paragraph.
This should be a personal story relating to the purpose of your essay.
Get the reader emotionally involved.

I want to meet with each of you to discuss what you will write about.

Once you finish a draft of your anecdote, I will read and edit it, so you can make it perfect.

EXIT PASS: You must hand me a finished and edited copy of your anecdote, as well as your essay outline, completed.