MEDIA ARTS - Qwurk



FRESHMEN ENGLISH DAILY LESSONS (METZLER)

DAY 1

(Metz Intro (get to know you “machines”)

(Letter & Syllabus – read, have parents sign, come back w/questions

HW: write 2 distinct paragraphs (i.e. two different topics)

1). Suggest idea for class cheer & explain why it would be a good one

2). Tell Metzler what he needs to know about Victor & why

DAY 2

(nametags on desks?

(Attendance Activity: In separate piles…

-turn in signed syllabus (copy/return copy)

-turn in 2 paragraphs

(Finish intro loose ends (e.g. how’s a good student operate? Materials out, organized, engaged/active participant, respectful, etc.)

(class cheer small groups (Metz shuffle ∏-papers to assign 3-person groups)

-rotate/read aloud your cheer paragraphs

-pick top cheer idea from group & have 1 person write on board

-Metz explain additional submissions & voting

(Run thru love, cheer, headline news, (puzzle answer?) regimen

(Back to paragraphs ( workshop

-circle desks (no one looks at another’s back/shoulders)

-chance to share & get feedback on our work

-I’ll sometimes ask others to say what they found effective or interesting about the work you read aloud

(Ticket out the door(if time): Underline your best sentence – if no time, turn ‘em in after hearing homework assignment

HW: Who’s the most interesting character (complicated/complex, maybe good + bad, hard to figure out, etc.) in all the stories you’ve read or films you’ve seen (not TV sit-coms)? Why is that character interesting?

DAY 3

(Attendance Activity: take out complex character piece. Be sure name is on it. Underline the most vivid word/adjective you used to describe this character.

( Crumple up your character piece – snow ball for 30-sec

( pick up snowballs – everyone has one to share

( “Those were some fascinating characters – some more complex than others – and our snowball fight was a conflict. That’s all you need to make a story: a character and a conflict. So, let’s explore those and other elements that we’ll find in stories.”

( What is fiction? – take responses

( If it’s all made up, then why should we bother reading it?

- escapist vs. “good” fiction (review genres at attached or link



- literature transports us

- reflective of ourselves, human beings, human condition – better than any other discipline at helping to answer “Who are we?” or better yet, “Who am I?”

( Lit Elements Power Point (this and all of above under 20 min)

( West Wing Lit Analysis (:60)

- handout – fill out ideas as you view WW program

- Metz set up plot/characters

HW:

DAY 4

(Attendance Activity: Take out complex character piece & West Wing analysis sheets

( Questions before continuing WW?

( Finish viewing

( try to fill out question sheet on your own (5-10 min)

( then work with partner(s) (5-10)

( Whole group discuss

HW: Read short story, Charles

DAY 5

(Attendance Activity: Journal – Write about a difficult time you or a peer has had at school (feel free to go back to kindergarten if you need to) – Metz tell of time boy said I could “pee in his pocket”

( Returns (2 paragraphs + character piece)

( Full-class discussion circle (Do we need to move desks??!!)

(Share journals

( Of all the lit elements, which ones are easiest to identify and analyze here?

-conflict (parents with self, kid with Charles)

-character (we think the kid is painting a picture of a classmate, but it turns out that he’s the character ( makes him complex, to a degree)

-irony (situational)- tables are turned on us with teacher’s response

(Begin reading Most Dangerous Game

HW: Finish MDG – take any notes you need

DAY 6

(Attendance Activity: Journal – write about a time when you were most afraid. How did you feel? When you made it through this fearful moment and survived, how did it change you?

( Post-it: (:15 min)

-Pick a literary element (setting, symbolism, characterization, POV, etc.) you can identify in the story, and write it at the top of your post-it

-find a specific passage (“loud line”) from the text related to your literary element, and write it underneath

-once all are ready, get up, walk around, and find someone with the same element, or the same passage, or whom you find intriguing

**Do not simply find your buddy and partner up! You need to stretch yourself by interacting with those whom you don’t know as well!

-once you’ve found a partner, sit together and discuss your selections. You may be called upon to share.

( Large group discuss:

-is this an easy plot to follow? (just an adventure story)

-what pulls us through the plot?

-are the characters very complex? (mostly plot driven, not character)

-does the author need to tell us what happens at end? The reader needs to be an active participant – it’s like solving a puzzle

HW: Begin out loud reading of “Sniper” in class – finish for homework

DAY 7

( Attendance Activity:

-Journal 1: (1/2 page) Why do human beings fight? Really dig deep to find an answer. Don’t be afraid to speculate or guess, but don’t stick to some simple answer like “because we’re idiots”. We look at complex characters because humans are complex. This is one example. Try to figure it out based on your own experience or what you’ve seen or learned.

-Journal 2: (1/2 page) Could you ever kill someone in a war situation from far away (i.e. not an immediate self-defense situation)? Could you kill an enemy if you could see his face, but he didn’t pose an immediate threat to you (i.e. he couldn’t see you; you’re safe like a sniper)?

( Metz assigns small groups (4 students per)

- everyone shares 1 of the 2 responses in small group

- pick “people’s choice” to share w/large group

( share people’s choices & discuss

- again, plot driven with ironic twist

- do we get any more depth in character here vs. MDG?

- Any ideas of theme? (war is hell, must dehumanize to kill?)

( Begin reading Poison in class – finish at home

HW: read “Poison” on pg.

DAY 8

(Quiz: Poison

( Journal: write about a time when you experienced prejudice. Were you on the giving or receiving end of it? How did it affect the participants? What did you learn?

( Share

( Post-its:

- I’ll assign you a literary element

- Put name & element at top

- Then you write down a “loud line” (powerful passage) that best highlights that element and explain how/why it does so (e.g. it helps us see the character when she grows or weakens; it helps us to understand the large theme of…)

- Put post-it on board under that element

( discuss as large group

( Does setting play a significant role in this work?

HW: Let’s have some fun with setting. “America’s Ugliest Bathroom Contest”: 100- word essay explaining why your bathroom needs a makeover. It’s a real contest, so we can submit them to American Standard in Minneapolis or online. If you don’t have an ugly bathroom, make one up!

DAY 9

( Small group sharing of Ugliest Bathroom pieces

- everyone bracket your best sentence

- people’s choice selections of best whole work + best sentence

( students put best sentences from each group on board (return to this later)

( share people’s choice in front of large group

( Return to sentences on board

- whole class discuss “Why are these good? What makes them so?”

( Family Feud style game where teams identify parts of speech in sentences on board (5 pts to winning team)

HW: Read “Thank You Ma’m” (for Day 11?)

Journals Collected Next time (need two entries=20 pts)

DAY 10

(Turn in Journals upon entry

(Attendance Activity: Parts of Speech Diagnostic test (short version)

( Grade test as a class, give to Metz to see where we need work

( Listening Exercise: Metz lecture: “Why Women Will Take Over the World”

- students read handout questions completely

- may take notes on handout or in notebook

- Metz may or may not collect

( Metz show new 60-Minutes “Echo Boom” video as supplemental enrichment since it’s related to the anthropological study of their generation

HW: Revisit “Thank You Ma’m”

DAY 11

( Return Journals upon entry

( Attendance Activity: Silence Free Write (outdoors if possible)

( Share journals – note that with free association writing, sense doesn’t matter, but nuggets of ideas will emerge that you can use later

( handout text of poem “Mother to Son” & play audio to show other Hughes work

- who’s speaking? To whom?

- What’s she saying?

- In what way is she like or not like the woman in our short story?

( To the text:

- write down who the most interesting of the two characters is and why

- write down a “loud line” that supports your view (i.e. that feeds the way we feel about your chosen character)

- write down an idea of what the overall theme/message of the story is (see notes about theme)

( Poll class for character selections

( volunteers to share loud lines and why

( final take on theme ideas

( Metz read “Salvadore Late or Early” aloud (p. 183)

HW: write a character sketch of yourself, using your name and modeling after both the title and Cisneros’ text

- e.g. “Michael Scared and Strong”

- copy style as well (run-ons for description)

- come prepared to share (everyone will share)

DAY 12

( Writer’s workshop

- circle up w/your own piece and a notebook to write in

- as people read, write down the best aspect of their piece (must be specific: phrase or sentence, description, diction, etc.)

- everyone is expected to share

( Metz begin to read aloud: “Harrison Bergeron”

HW: finish HB and write down 3 ways in which the society, school, parents, control or limit your ability to reach your full potential or capability

DAY 13

( Attendance Activity: revisit “3-ways” in journal (expand why/how)

( Students to act out HB with props

- volunteer for roles

- narrator needed

- 1 group for set design

( discuss potential for such top-down restrictions occurring in our society

- (e.g. stop signs, laws, compulsory education, quotas, everyone gets trophy, etc.)

( discuss themes

( Begin reading “A Man Called Horse” in class

HW: finish reading “MCH” & write journal entry in response to this story following Journal Journey suggestions

DAY 14

✓ Quiz: A Man Called Horse (10 minutes, if needed)

● When finished, tweak journal response

✓ Introduce “Weekly Widgets” packet

✓ Have students get out their daily planners to write down the homework, so we don’t have to do it at the end of class

Their homework for next Monday is as follows…

● Read through the entire Weekly Widgets packet to see if they have any questions about any of the widgets. In some cases, they can get clarification by visiting the “widgets” link on my website (some models are linked electronically). Bring their questions for me when they see me next week, and be ready to select their first Widget (I’d highly recommend they do the “Idiot Letter” first – students have always enjoyed writing them, and if they ask for free stuff, they typically get it. Moreover, when they get responses from the companies, it’s fun to share them in class)

✓ Let students know that the next activity, “Laying Claim to the Literary Landscape” is an opportunity for everyone in class to pick up 10 bonus points added onto their total term grade (that means if they got a zero on a 10-pt quiz, they can now have these points added in to get 10 out of 10!!)

✓ Pass out literary landscape handouts, read the “rules” below, & let them break themselves into groups of 3-4 students.

● They can move their group to another part of the room

● They must have their books and notebooks

● They have 30 minutes in their small group to generate ideas, then 20 minutes to share with the whole class

● They must select a group spokesperson

● They must have each member’s name on each idea they submit (that means that each idea should have 3-4 names on it)

✓ After 30 minutes of group work, have them stay where they are, but direct their attention to the front. Ask spokespeople to volunteer ideas their groups generated. Then ask the whole class if they think that idea is worthy to submit to Metzler. If so, collect it from the group. If not, allow the whole class to offer ideas to improve it, and the group spokesperson can edit the idea and submit it. If there are no great ideas for improving it, ask for another idea from another group. If the whole class can generate 10 that I deem worthy, then they’ll get the bonus points.

* They may submit 12 total ideas, so they have a cushion of 2. They may not simply submit all of them and expect me to choose the best 10!!

DAY 15

✓ NOTE: Mythology launched early for substitute

✓ Today’s Overview: students will be getting assignments for a brief Mythology unit we’re beginning. Students will be assigned specific myths that they are responsible for. They will be expected to read the myths by themselves silently. Then they will join a small group to plan a small theatrical performance of their myth, which they can continue planning during our next class meeting.

✓ Have kids select Hamilton Mythology texts from lower shelves in classroom (brown books)

✓ Assign each student the myth they’re responsible for using the class roster & myth list (3-4 students per myth)

✓ All students are responsible for reading Introduction to Classical Mythology (pp 3-18) and CH. 1 – The Gods (thru p. 25). They will need to circle back around and cover the gods from page 25 onward, but not today (just get a sense of the names on p. 25)

● This should take about 20-30 minutes

✓ Students should then begin reading their assigned myth quietly (I want them to experience the stories on their own before discussing in a group)

● This should take about 20-30 minutes as well

● If they finish at staggering times, they can take notes and brainstorm ideas for their theatrical production. If all students assigned to a myth finish their reading before the rest of the class, they could begin to work together if they do it at a “low roar”.

✓ The last 20+ minutes should be group brainstorm and discussion about their production. They will be able to finish planning and rehearsing next time. They must stick to the basic plot of their myth so that the class can understand the basic plot and characters, but they can add some “sizzle to the steak” by trying any of the following:

● add comic elements

● do a puppet show

● do modern day version of the myth

● try a rap performance

** Performances should involve all group members, last 2-5 minutes, and I’ll collect scripts!!

DAY 16

● Launch Latin Roots for first practice quiz on day 19

- Mark the ones you know

- Walk thru “Rules”, expectations, rationale for whole list approach

( Revisit “Widgets” and assign Idiot Letter for day 18

● We’re putting off Mythology for a while!

● Listen to audio & discuss:

- “The Gift” (Disc 10, #2 – 5:50) – setting – universe as gift!

- Marigolds (disc 10, #5 – 27:16) for setting

*Discuss settings in these stories & compare to any others we’ve read

(If time, read “Snow” p. 215 aloud – classroom/safe, snow as fallout)

● Launch “Farmer/Setting” homework (@ :20-min of class time to start it)

- to be done in journal & count as journal entry

( HW: Finish Farmer/Setting piece

DAY 17

● Share Farmer/Setting pieces in workshop setting (:20 –min) ( collect w/ journals

● Audio: “A Christmas Memory” (disc 6, #4– 35:22)

-discuss setting, character, other elements (POV, etc)

●Audio: “New directions” (disc 12, #3– 5:41)

- Compare character, etc.

● Launch Character Sketch project w/ photos and sketch profiles

- begin profile in class

- keep photos in classroom

( HW: Widget “Idiot Letter” + character profile (if you wish)

DAY 18

● Work on character sketches for 5-10 min.

● Audio: “Blues Ain’t No Mocking Bird” (disc 10, #4-17:09)

(discuss/compare)

● Share widgets (:15) ( collect

● Audio: “American History” (disc 11, #2 -20:41)

(discuss/compare)

HW: character profile & Latin Roots for Day 19

DAY 19

● Latin Roots quiz (practice ( learn rules as we go) – calculator to randomize numbers?

● Share character profiles w/ photos -- Collect

● If time, audio of “Wash Woman” (disc 7, #3 – 12:52)

HW: Review all Lit Elements, how they’re integrated, and brainstorm ideas for potential short story (There will be a final test on lit elements on DAY 21 + students will have the chance to write their own short story)

DAY 20

● Brainstorm list of famous characters (Madonna, Michael Jackson, Pope, etc.) and potential conflicts

● Journal: draw a quick plot diagram using C&C elements ( share

● SHOW vs. TELL models & exercises (from creative writing files)

- Metz’s “Strawman” excerpts

● Launch short story assignment w/ handout

- 2-page story

- self-analysis of how elements were utilized & their effect on shaping character and theme, and example of show vs. tell with explanation

-character profile

-plot diagram

(ALL 4 OF THESE WILL BE COLLECTED = 80 pts)

● Determine Due date for short story

● Mini-Jeopardy for review of Lit Elements (if time)

HW: Test on Lit Elements next time – DAY 21

DAY 21

● TEST: Lit Elements

● Extra time for workshop on short story – come with questions/problems next time

● Handout Mythology stuff

- Menu – note listings of deities on back

- wall of mythology – 5 bonus pts for bringing in current mythological references (advertising, brand names, song lyrics, govt programs, Make a class music CD?? , etc)

HW: we’ll revisit Mythology next time before launching into R&J, so just get into the mythology mindset) + collecting journals next time, so pick 2 entries for evaluation

DAY 22

● Field questions on short stories, if any

- address dialogue ( new speaker gets new paragraph!

- “fiction flow” process handouts, etc

● Mythology reading time (:20 min, if needed)

● Mythology skit planning (audience takes notes –Metz takes notes to draft test) – CAN WE GET COMPUTER LAB TO TYPE SCRIPTS?? If not, kids can meet during 5th period to copy/share

● Skits due on Day 25 (next time)

● Menu due on Day 28

● Mythology Test on Day 29

HW: Prepare for skits – I’ll collect 1 copy of script with all names on it, but everyone should have their own copy for performance

DAY 23

● Workshops for Mythology skits

DAY 24

● Read Trojan War inset w/ “Helen on Eighty-Sixth Street” (reference Brad Pitt’s interview re: “Troy” film)

● Audio: “Helen on Eighty-Sixth Street” (disc 11, #3 – 23:50)

● Workshop for Mythology Menu (DUE: Day 28)

HW: Finish Menu (Get it Done- Make it Gorgeous!)

Study for Mythology Test – Day 29

DAY 25

● Mythology skits! – collect 1 copy from each group

● Metz dish up random little myth tidbits (already done Olympus, Ambrosia, Nectar)

- Pan (44)

- Sirens & Centaurs (48, 139)

- Muses (39-40)

- Amazons (424)

HW: Work on Mythology Menu (due Day 28) / Study for Mythology Test (On Day 29), work on short story

DAY 26

● Whole class Read aloud: Hercules - (Hamilton p. 224) + Oedipus (375-382)

● Workshop Mythology

( Launch Independent Reading assignment for home reading while we do R&J in class (handouts with detailed expectations)

- library visit next time (DAY 27)

- Book selection due Day 29

HW: work on menu, myth review, short story & consider book titles from home for independent reading

DAY 27

● LIBRARY VISIT for browsing and selection

● Find book, sit and read. See Metz collection if needed.

HW: Mythology Menu due next time

DAY 28

● Present Menus in Gallery fashion (display & walk around) -- collect

● Mythology Jeopardy (Feud style w/ teams creating questions)

HW: Mythology Test on Day 29! Bring short story draft & rationale to work on when you’re done, or read independent reading book

DAY 29

● Mythology Test

● Finalize short story + rationale, character profile, plot diagram

(Due Day 30)

HW: Finalize short stories, etc. Due next time!!

DAY 30

● Share stories: small groups ( people’s choice to large groups -- collect

HW: Latin Roots quiz + Independent Reading Book Selection due next time! All must bring books to sign in (or read if already signed in)

DAY 31

● Latin Roots Quiz (This one counts!)

● Sign in and read Independent Reading Selections

● Return Mythology Test

HW: Bring in on paper 2 facts/tidbits about William Shakespeare

(1 basic fact- birth, etc., and 1 interesting trivia)

Most interesting gets 5 pts. Bonus for Shakespeare unit

** Check my website for links

DAY 32 SCRATCH!! ( Did bio, but had to move to Dickens

● Launch Shakespeare’s Romeo & Juliet

- Biography, Globe, Insults Sheet

● Begin out loud readings in class (props, etc.)

- combination of students’ performances, audio, video from DiCaprio & Zefferelli??

- Bonus points for memorizing scenes/soliloquies and performing at lunch or CJC

(could write modern-day translation & perform)

DAY 33

● Visit Computer Lab to secure following upfront info on Dickens:

- 1 basic fact (birth, etc.)

- 1 interesting trivia

- 1 interesting fact on present-day working poor

** Check my website for links

● Share when back at classroom

**Most interesting gets 5 pts. Bonus for Shakespeare unit**

● Pass out Novel Analysis sheet ( record as we go

(May be a good idea to take notes on another sheet as you go & fill in analysis sheet at the end before submitting)

● Read aloud Forward in Christmas Carol

● Begin reading aloud Stave 1

** Note: need to look up words you don’t know!!!**

HW: finish Stave 1 – Presenters Ready!!

● Continue R&J in class (or in LGI or auditorium???)

DAY 34

● Christmas Carol: Stave 1 presentations

● Discuss

● Begin reading Stave 2 aloud

HW: finish Stave 2 – Presenters Ready!!

DAY 35

● Christmas Carol: Stave 2 presentations

● Discuss

● Begin reading Stave 3 aloud

HW: finish Stave 3 – Presenters Ready!!

DAY 36

● Christmas Carol: Stave 3 presentations

● Discuss

● Begin reading Stave 4 aloud

HW: finish Stave 4 – Presenters Ready!!

DAY 37

● Christmas Carol: Stave 4 presentations

● Discuss

● Begin reading Stave 5 aloud

HW: finish Stave 5 – Presenters Ready!!

DAY 38

● Christmas Carol: Stave 5 presentations

● Discuss

● Individual work on Analysis Sheet

HW: Finish analysis sheet for use in Day 39 exam review

DAY 39

● Christmas Carol Review: 4 groups dig, discuss, poster & present

1. Scrooge – conflict & evolution ->contribution to theme

2. Scrooge – conflict & evolution ->contribution to theme

* important to see these groups’ differences and convergences

3. Setting ->contribution to theme

4. Diction/Style -> where do you see Dickens worldview emerge?

● Whole group discuss POV

- conversational tone, “right at your elbow”, like a friend beside fire

- compare to preface

- theme -> reach out to other humans, seize opportunity for warmth

HW: CC Exam next time (bring independent reading for extra time)

DAY 40

● CC Exam

● Read independent book when done

HW: Go back thru semester and make written list of all literary works we’ve covered this term (use daily plans from website for help)

DAY 41

● Midterm preparation

DAY 42

● Midterm preparation

**Midterm during week of 1/25/05

*Beginning of Second Semester*

Begin “Grammar Grind” (in conjunction w/poetry)

- Use students’ written work to model & workshop all writing elements

- Quizzes/tests will cover: parts of speech, phrases/clauses, sentence types & structure (3 separate units)

DAY 1 LAUNCH POETRY

● View: United States of Poetry clips

HW: Read/preview all poetry handouts (Unit projects list, Poetry packet, Poet’s Palette, Verse-Reverse, Exhibition, etc)

DAY 2

● Finish United States of Poetry clips

● Poetry Under Pressure

● “Poetry Is…” project

HW: Preview Victor Writing Handbook + Do Grammar Grind- Nouns (NOTE: I may collect exercises anytime)

DAY 3 (Computer lab? Or Boom Box for browsing background music)

● Grammar Grind – Nouns

- volunteers to review types

- around room to walk thru exercises

● Launch Poetry Projects ( preview unit

- bonus credit (+10): gift wrap poem, unplugged hallway poem, or reading poem at CJ Café, submit name for anthology + rationale for name, submit art for cover of anthology

● Metz to model Poetry Exhibition: Oral interp of “No x-mas in February”

● Model “How to Mark a Poem” with Counting Crows “Round Here”

● Poem of the Day (exhibition model will suffice for this time)

● Browsing Time:

- Start reading some poetry

- If something doesn’t trip your trigger, go to something else (no need to hover with something and struggle)

- When you find something intriguing or attractive to you, finish reading it, then answer the following questions in your journal

* write down the title and author/poet

* what’s the poem about (it’s subject)

* what’s it mean? It’s message/theme?

* what’s are the “Loud Lines”? What’s powerful about them? (sound, image, word choice, order/arrangement)

* NOTE: you may find something cool that will end up on the mural art project

* NOTE: make a note of pg # and text; you may also mark with post-it note; you may also get it copied at library

● Voluntary sharing

HW: Read & do Grammar Grind - Pronouns + Start brainstorming a bit about your exhibitions

DAY 4 (need guitar today for J.Prine simile song)

● Grammar Grind – Pronouns

- volunteers to review types

- around room to walk thru exercises

● Poem of the Day (see file for selections – students can bring poems, too!!)

● Announce Exhibition dates (may trade if both parties agree)

● Poet’s Palette walk through

- Concrete/Abstract imagery ( in class list exercise (use headache model for explanation)

- Metz to perform J. Prine’s “Big Ol’ Goofy World”

* pick favorite simile & turn it into metaphor, implied metaphor

* also do metaphor formula: something disliked (homework) = something disliked (anchovies) + something liked (pizza)

( “Homework is the anchovies on my pizza.”

HW: Grammar Grind – Verbs for Day 5

Personify the abstract for Day 6

- generate list of abstractions (anger, love, hate, envy, sorrow)

- do word web or list to brainstorm as pre-writing

- artwork can be selected or directed by you (should be line ink drawing like the model – may have touch of color)

DAY 5

● Grammar Grind – Verbs

- volunteers to review types

- around room to walk thru exercises

● Poem of the Day:

● Poet’s Palette walk through (cont.)

- write 1 line of iambic pentameter with markings (“When Metzler read a poem to me today”)

- if time, write a quatrain & a couplet (blank verse)

HW: Personify the Abstract Due next time

DAY 6

● Poem of the Day: Maya Angelou’s Facing Evil (Tone)

● Share Personify the Abstract ( collect

● Begin workshop for “Verse-Reverse stations”

- should be sure to visit magnet poetry in classroom

HW: Exhibitions & Verse-Reverse (if you have special prop or material needs, see me for help)

DAY 7

● Poem of the Day: Bly’s “Dream of Retarded Children”

● Workshop for “Verse-Reverse stations”

- should be sure to visit magnet poetry in classroom

HW: Exhibitions & Verse-Reverse

DAY 8

**Extra day for whole class analysis of poems + workshop due to upcoming February break ** (otherwise some exhibitions would fall before break)

DAY 9

● Poetry Exhibitions

HW: Verse-Reverse due Day 10

DAY 10

● Poetry Exhibitions

HW: Verse-Reverse due next time!

Title ideas for class poetry anthology due next time (w/ rationale)

DAY 11

● Share poetry portfolios ( select “people’s choice” for each

● Collect and share anthology title ideas ( cover art submissions due day 13 time for bonus credit

HW: Poetry Elements Test Next Time (all matching)

Powerful Poetry Verse for Art Project w/1-paragraph explanation is due DAY 13 (20 points)

Bring clean copy of 2 selections for anthology on Day 13 (your choice + people’s choice). Should be on 1 side of paper, if possible, with some artistic decoration (if you want to write them out artistically by hand, that’s fine, but not required).

Bonus ( cover art submissions for anthology cover due DAY 13

DAY 12

● Poetry Elements test (10 min)

● Wrap up loose ends for poetry projects

● Daily Dose

● Grammar Grind

- remaining parts of speech assigned to groups

- groups become expert on their part, finding creative way to present to class (must include visual + a few samples from exercises)

- remaining exercises will be for homework ( may be collected!!

HW: finish Grammar exercises for remaining parts of speech, study parts of speech for test + need index cards for DAY 14

DAY 13

● Grammar Grind Review

● Parts of speech Test toward end of class after review

● Metz announce Parts of Speech BONUS (on web)

HW: Preview process as outlined in Victor Writing Handbook

DAY 14

LAUNCH Research

● Review process as outlined in Victor Writing Handbook

● Preview “paper chase” to help kids see how they’ll be getting sources & cards from the very beginning (and why it pays off later!!)

● Visit library for librarian intro

● If room on computers, launch small group BONUS scavenger hunt to get used to exploring that starts with questions ( handout Metz “?” sheet)

(if no space, save till next time or work individually out of class)

● Begin Search for sources, topics & filling out bib cards

**NOTE: 5 Bib cards will be due at end of Research Day 3 session

HW: - TOPIC SELECTION DUE NEXT TIME

- INDEX Cards needed if not secured yet

DAY 13 Library Research – DAY 2

● Topic Selection due to Metz

● Metz review/preview bib cards to note cards process

● Search, bib cards & begin note cards

HW: 5 Bib cards due to Metz by end of class next time

(NOTE: you’ll need at least 3 different types of sources represented in your final paper)

DAY 14 Library Research – DAY 3

● 5 Bib cards due to Metz by end of class session

● Metz review/preview bib cards to note cards process again

(emphasis on targeted sub topics and limited, related notes per card)

NOTE: 20 note cards due on DAY 16 – 20 more on DAY 18

● Search, bib cards & begin note cards

HW: 20 note cards due on DAY 16 – 20 more on DAY 18

DAY 15

●DAILY DOSE

● Begin Romeo & Juliet (already did Shakespeare Search intro, so we’ll hop right in)

● Intro exercises with language, insult hurling, etc. (see handouts)

● Read prologue aloud as a class, in unison ( followed by preview of DiCaprio R&J video of treatment of prologue

● Begin staging (to auditorium or room?)

NOTE: Participants get R&J tattoos!!!

● ACT I, scenes 1-2

HW: 20 note cards due on DAY 16 – 20 more on DAY 18

DAY 16

● metz collect 20 note cards (check outside of class)

●DAILY DOSE

● R&J (cont) ACT I, scenes 3-5

HW: continue research + quiz on ACT 1

DAY 17

●DAILY DOSE

● QUIZ: ACT 1

● R&J (cont) ACT II, scenes 1-3

HW: 20 more note cards due next time

DAY 18

● metz collect final 20 note cards (check outside of class)

●DAILY DOSE

● R&J (cont) ACT II, scenes 3-5

HW: continue research + quiz on ACT II

DAY 19

●DAILY DOSE

● preview research process: notes to outline

(outline due DAY 21)

● QUIZ: R&J ACT II

● R&J (cont) ACT III, scenes 1-2

HW: continue research outline

DAY 20

●DAILY DOSE

● Any questions on research outlines?

● R&J (cont) ACT III, scenes 3-5

HW: Outline due next time + Quiz ACT III

DAY 21

● Collect outlines

●DAILY DOSE

● QUIZ: ACT III

● R&J (cont) ACT IV

HW: Quiz ACT IV

DAY 22

●DAILY DOSE

● QUIZ: ACT IV

● R&J (cont) ACT V ( finish play

HW: Quiz ACT V?? + prepare for research work session (bring everything on DAY 24 & 25)

DAY 23

●DAILY DOSE

● QUIZ: ACT V???

● R&J discuss

- revisit intro questions & do Family Feud style game if time

HW: R&J Test on DAY 25 + prepare for research work session next time (bring cards, notes, outline)

DAY 24

●DAILY DOSE

● Metz walk through process: outline to rough draft

- must include integrating quotations

- parenthetical documentation

● Workshop for drafting

● Any final follow-up review for R&J??

HW: R&J Test next time

DAY 25

●R&J TEST!

● Workshop for drafting

HW: Rough draft due DAY 26; DAILY DOSE QUIZ DAY 27!!

DAY 26

●Rough drafts due (Metz checks)

● Peer edit workshop

HW: Final research paper due on DAY 28

Daily Dose Quiz next time (30 points)

DAY 27

●Daily Dose quiz! ( sign out TKM texts when done

( handout Lit Analysis Notes sheets (16 per student)

●Launch To Kill A Mockingbird

- prejudice exercise ( blue eyes/brown eyes

- read aloud CH 1&2

HW: Research Paper due next time in proper folder/format!

DAY 28

● Collect RESEARCH FINAL DRAFTS IN FOLDERS!

● Launch Chapter Profile assignment (see handout)

- 1 student per chapter

- begin w/CH 3

● Read TKM Aloud/Silent: 3-4

NOTE: RANDOM QUIZZES ANY GIVEN DAY ON PREVIOUS READING

HW: TKM 5-6

DAY 29

● Discuss 3-6

● Read TKM Aloud/Silent: 7-8

HW: TKM 9-10

DAY 30

● Discuss 7-10

● Read TKM Aloud/Silent: 11-12

Hand out Character Exercises: WEB + voice bubbles ( due at end of text for review.

HW: TKM 13-16 (weekend)

DAY 31

● Discuss 11-16

● Read TKM Aloud/Silent: 1 7-18

HW: TKM 19-20

DAY 32

● Discuss 17-20

● Read TKM Aloud/Silent: 21-22

HW: 23-25

DAY 33

● Discuss 21-25

● Read TKM Aloud/Silent: 26-27

HW: TKM 28-29

DAY 34

● Discuss 26-29

● Read TKM Aloud: 30-31 FINISH

HW: Finish TKM Character exercises: Web + Voice Bubbles

DAY 35

● Mini presentations: Character exercises (student choice)

- pens/pencil away!!

- Collect

● Discuss Themes: small groups; 1 topic per group/text support (newsprint)

- innocence v. experience

- kindness v. cruelty (kill a mockingbird, etc.)

- illusion v. reality (Boo, Mrs. Dubose, Atticus, Dolphus R., etc.)

- get inside someone’s skin and walk around…

- wisdom of children v. adults?

- Why would Harper Lee have considered her book “a simple love story”?

- What’s the significance of the Charles Lamb quote at beginning of TKM

HW: 1-page reflection or Newsprint: Take your research paper topic and draw a parallel to a theme in TKM. Then cite a specific plot example and loud line which illustrate that connection.

DAY 36

● To Kill a Mockingbird Review Session – Family Feud Style (see Day 39 for rules, etc.)

HW: TKM Test next time!!

DAY 37

● Any final TKM review w/peers

● TEST: To Kill a Mockingbird

HW: (30 points) Go back through notes and do the following:

- make list of every piece of literature we’ve covered this year (feel free to visit website!)

- identify your “Most Complex Character” w/rationale (remember, to be complex, we need to see more than one dimension in the character ( the good, the bad, the ugly, for example)

- identify the “loudest line”, the most powerful passage we’ve encountered this term w/rationale

DAY 38

● Collect homework (Metz score over lunch)

● Review TKM test if ready

● 6 small group discussions on homework issues: most complex, loudest line

- come to consensus on these two ideas

- post on board ( characters on left; lines on right

● Large group discussion on why these emerged over the year

HW: Bring 3 review questions + answers for our review game show next time (Designed to stump opposition, but not unreasonable ( must be constructive!) – 15 points

Bring all books to turn in!

DAY 39

● Turn in Books!!

● Game show style review (winning team gets 10 bonus points on 4Q grade)

- divide class into two teams

- Metz check all for 3 decent questions (give 15 pts)

- hand back questions to players to cut/separate questions

- compile questions from each team for opposition to answer

- Let the Feud begin

* need 2 judges + scorekeeper (automatic bonus points)

* team reps face each other

* answer first to win control-try for 3 in a row or 3 strikes

- 1st correct = 1 pt

- 2nd correct = 3 pt

- 3rd correct = 5 pt

* wrong answer is a STRIKE and goes to next teammate (remains same point value, however)

* After 3 STRIKES, opposition team can consult on current question and win those points before next round

* NOTE: ANY DISCUSSIONS/CHEATING OF ANY KIND WILL RESULT IN POINT LOSS/DISQUALIFICATION AT DISCRETION OF METZLER!

DAY 40 & 41 Objective & Essay – 2-part Final Exam

**Class choice on which exam is on Day 1 & Day 2??

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