Lesson+Plans

= = = = = = = = = Week of December 20-24, 2010. Week 18 =

Objectives: Students will..
 * 1) identify themes in Hamlet
 * 2) analyze 1-2 themes in Hamlet utilizing a mix of text and images
 * 3) utilize technology effectively


 * MONDAY**
 * To library--work on the project


 * TUESDAY**
 * To library--work on the project


 * WEDNESDAY--2 hour early dismissal**
 * To library--work on project
 * FINAL BLOG DUE!!

= Week of December 13-17, 2010 Week 17 =
 * Thursday and Friday--No School. Winter Break**

Objectives A. SWBAT read with comprehension B. SWBAT identify the major characters of Hamlet C. SWBAT analyze the character //Hamlet//: Identify his strengths and weaknesses and use the text to support the claim. D. SWBAT identify themes present in //Hamlet//

A. Read Act IV of Hamlet B. Fill out study guide for comprehension and analysis
 * Monday:**

A. Finish Act IV, Study Guide and discussion B. Watch Act IV
 * Tuesday**

A. Finish watching Act IV B. Begin reading Act V
 * Wednesday**—

A. Finish reading Act V B. Study Guide for comprehension and analysis
 * Thursday**—

A. Assignment: Animoto video to explore themes of Hamlet B. To library for computer use.
 * Friday—**

= Week of November 28-December 3, 2010. Week 15 =

Objectives A. SWBAT read with comprehension B. SWBAT identify the major characters of Hamlet B. SWBAT analyze the character //Hamlet//: Identify his strengths and weaknesses and use the text to support the claim.

A. Watch Act I of Hamlet B. Do character chart over Hamlet’s character in study guide—use the text to support your claims. Name at least 5 traits he appears to have
 * Monday:**

A. Discuss chart B. Begin reading Act II
 * Tuesday**

A. Continue reading Act II B. Do study guide at end of hour for a comprehension check
 * Wednesday**—

A. Finish reading Act II B. Watch Act II
 * Thursday**—

A. Begin reading Act III B. Do study guide at end of hour to check comprehension
 * Friday—**

= Week of November 15-19, 2010. Week 13 =

Objectives A. Students will develop their reading comprehension and analysis skills B**.** Students will identify traits of the Renaissance C. Students will identify the traits of Renaissance poetry D. Students will write effectively using an introduction, body and conclusion E. Students will use text to support analysis F. Students will write an annotated bibliography

A. Type first draft B. **Annotated bibliography due**
 * Monday:**

A. Finish first draft
 * Tuesday**

A. **First draft due--printed** B. Peer edit
 * Wednesday**

A. Polish final draft
 * Thursday**

B. Introduce //Hamlet//
 * Friday**
 * A. Final draft due**

= Week of November 1-5, 2010 Week 11 =

Objectives · **Students will develop their reading comprehension and analysis skills** · Students will identify traits of the Renaissance · Students will identify the traits of Renaissance poetry · Students will identify poets of the Renaissance: Sir Thomas Wyatt, Edmund Spenser, Shakespeare, Christopher Marlowe, Sir Walter Raleigh, Robert Herrick, Andrew Marvell, John Donne, Ben Jonson · Students will be familiar with major works of the period · Students will identify the traits of metaphysical poetry

· Assignment: What innovation since 1900 has had a significant impact on our culture (handout to explain). · Work in computer lab · Work in computer lab
 * Monday:**
 * Tuesday**

· Give presentations on innovations. · Vote for the winner!
 * Wednesday**

· PowerPoint: Metaphysical poetry, metaphysical conceits and John Donne · Assignment: One group read ”Song” and another group read “A Valediction: Forbidding Mourning” by John Donne. Do worksheet section on your poem.
 * Thursday**

· Share group work · Read “Death Be Not Proud” and discuss how John Donne personifies death and talks to it. · Assignment: Write a poem where you talk to some object that you wish to “have a talking to”
 * Friday**

= Week of Oct. 25-29, 2010. Week 10 =

Objectives · **Students will develop their reading comprehension and analysis skills** · Students will identify traits of the Renaissance · Students will identify the traits of Renaissance poetry · Students will identify poets of the Renaissance: Sir Thomas Wyatt, Edmund Spenser, Shakespeare, Christopher Marlowe, Sir Walter Raleigh, Robert Herrick, Andrew Marvell, John Donne, Ben Jonson · Students will be familiar with major works of the period · Students will identify the traits of metaphysical poetry

· Check off sonnet work (assigned p. 220 questions) · Discuss the assignment · Read about Shakespeare’s sonnets (p. 223-224) · Read Sonnet 29 together in class · Assignment—Choose one of Shakespeare’s sonnets (max 4 persons per Sonnet) and write a paragraph as to what this sonnet’s theme is. Be prepared to share this paragraph · Discuss assignments---reading the sonnets aloud and then discuss themes found in the poems · Read about Christopher Marlowe (p. 232) · Read and discuss “The Passionate Shepherd to His Love” (p. 233) · **Assignment: Read about Sir Walter Raleigh** · **Read “The Nymph’s Reply to the Shepherd”** · **Do the questions 2-6 on p. 236** · Discuss the two poems · Read about Robert Herrick and Andrew Marvell · Read ”To the Virgins, to Make Much of Time” and “To His Coy Mistress” · Do a Venn diagram comparing/contrasting these two poems (handout)
 * Monday:**
 * Tuesday**
 * Wednesday**

· Discuss Venn diagrams · PowerPoint: Metaphysical poetry, metaphysical conceits and John Donne · Assignment: On group read ”Song” and another group read “A Valediction: Forbidding Mourning” by John Donne. Do worksheet section on your poem. · Read “Death Be Not Proud” and discuss how John Donne personifies death and talks to it. · Assignment: Write a poem where you talk to some object that you wish to “have a talking to” = = = Week of Oct. 11-15, 2010. Week 8 =
 * Thursday**
 * Friday**

Objectives · **Students will develop their reading comprehension and analysis skills** · Students will define “romance” in literature · Students will identify the following tools of literature: irony, half rhymes, couplets, · Students will identify medieval values reflected in the literature · Students will identify traits of the Renaissance · Students will identify the traits of Renaissance poetry · Students will identify poets of the Renaissance: Sir Thomas Wyatt, Edmund Spense, Shakespeare, Christopher Marlowe, Sir Walter Raleigh, Robert Herrick, Andrew Marvell, John Donne, Ben Jonson · Students will be familiar with major works of the period

· No School: Teacher Inservice Day
 * Monday:**

· Share graphic novels · Discuss outline of women of literature of the Middle Ages · Review for test
 * Tuesday**

· TEST: 56 points. All short answer Middle Ages history Chaucer The Canterbury Tales Prologue The Pardoner’s Tale The Wife of Bath’s Tale Sir Gawain and the Green Knight Women in Literature in the Middle Ages
 * Wednesday**

· Jigsaw activity: explain your section (p.192-212 in text) of the Renaissance in England (see Class Handouts) Present your section to class--giving notes as you explain.
 * Thursday**

· Finish notes over The Renaissance · Notes: Sir Thomas Wyatt · Read: “Whoso List to Hunt” · Assignment: Questions 1-7 page 215
 * Friday**

= Week of Oct. 4-8, 2010. Week 7 =

Objectives · **Students will develop their reading comprehension and analysis skills** · Students will define “romance” in literature · Students will identify the following tools of literature: irony, half rhymes, couplets, · Students will identify medieval values reflected in the literature


 * Monday**
 * · Prewriting: what is romance? Compare with literature definition
 * · PowerPoint: Elements of Romance in literature
 * · Read background (p. 160) about Sir Gawain
 * · Assignment: read “Sir Gawain and the Green Knight” (p. 161)


 * Tuesday**
 * · **QUIZ:** over the assigned reading
 * · Create a graphic novel: The Adventures of Sir Gawain: Chapter 1: The Green Knight in the Hall. Chapter 2: Sir Gawain and the Princess. Chapter 3: Sir Gawain faces the Green Knight
 * Must have an introduction that introduces our hero, Sir Gawain. State his traits, reflecting the romantic traits
 * · Each chapter must have a moral at the bottom, followed by the most important line from that section


 * Wednesday—**
 * · Continue working on the graphic novel


 * Thursday—Mrs. Olson absent (attending ICTE Conference)**
 * · Graphic novel work day

= = = = = = = Week of Sept. 27-Oct. 1, 2010. = = HOMECOMING WEEK---Week 6 =
 * Friday—Mrs. Olson absent (attending ICTE Conference)**
 * · Share graphic novels with large group
 * · Pre-write: describe the role of women.
 * · Assignment: Read “The Weaving of Women’s Tales” and create an outline of the content. Follow outline rules. [|Outline guide]

Objectives · **Students will develop their reading comprehension and analysis skills** · SWBAT identify Geoffrey Chaucer and The Canterbury Tales · SWBAT define satire and identify · SWBAT identify the social criticism contained in the tales · SWBAT connect to today’s society and the character stereotypes we have · SWBAT identify the irony and humor in the tales

· Check on all tales handed in and have a quick share · RE-read the prologue info about the Pardoner. · Pre-reading: predict what the Pardoner would tell a story about · Assignment—Read the tale aloud in learning community and do worksheet to check for comprehension when you are done reading the tale
 * Monday**

· Correct the comprehension quiz · Do the “shaping interpretation” questions on p. 139 (Q’s 2-7) one at a time, discussing as we go
 * Tuesday**

· Finish interpretation discussion if need be  · Review the prologue about the Wife of Bath · Read “The Wife of Bath’s Tale” (p.140)
 * Wednesday—2 hour early dismissal**

· Finish “Wife of Bath Tale” and do comprehension questions · Speed partner: Do questions 1-8 on page 151
 * Thursday**

· Finish speed partner discussion
 * Friday—2 hour early dismissal. Go Toreadors!**

=** Week of Sept. 20-24, 2010—Week 5 **=

Objectives

· **Students will develop their reading comprehension and analysis skills**

· SWBAT identify Geoffrey Chaucer and The Canterbury Tales

· SWBAT define satire and identify

· SWBAT identify the social criticism contained in the tales

· SWBAT connect to today’s society and the character stereotypes we have

· SWBAT identify the irony and humor in the tales


 * Monday**

· Check Pilgrim notebook (includes names, physical traits, personality traits with support from text)

· SHARE on the board: one person per pilgrim

· Find the social satire in Chaucer’s description of the church, the Merchant, the Franklin, the Doctor and the Miller

· Identify which characters Chaucer likes and what traits they have


 * Tuesday**
 * Finish discussion of prologue
 * Define social satire and identify what aspects of the Middle Ages Chaucer is satirizing
 * Assignment: Pilgrimage 2010. Can do this with partner
 * Identify 10 people that would go on today's pilgrimage
 * Remember, no specific people. Develop stereotypes of character (example: rock star)


 * Wednesday**
 * Finish identifying 10 characters and share with class--put on board
 * analyze the character list. Are they significant pieces of society of 2010?
 * Write a prologue introduction using rhyming couplets--describe the profession, physical appearance, and clues about the personality


 * Thursday**
 * share prologue descriptions of your character (see rubric/class handouts)
 * analyze the social satire in your classmates put in their introduction of their character

Do the Shaping Interpretation questions on page 139
 * Friday**
 * · Read “The Pardoner’s Tale” aloud with a partner

= Week of Sept. 13-17, 2010—Week 4 =

· **TESTS DUE—hand in papers that examine Beowulf and its significance** · Begin PowerPoint—The Middle Ages
 * Monday**

· Finish PowerPoint over The Middle Ages · Reflection activity: What do you now know about the time of Chaucer
 * Tuesday**

· Discuss Middle English · Look at original text of Canterbury Tales and discuss its sound · Begin reading “The Prologue” outloud; fill in character chart as we go
 * Wednesday**

· Finish reading “The Prologue” in your Learning Communities · Continue to fill in the chart as you read · Large group discussion: Define satire and discuss Chaucer’s satirization of the church · Assignment: Do questions 4, 5, 6 and 7 on page 129 of textbook
 * Thursday**
 * Friday**

= Week of Sept. 6-10, 2010 Week 3 =

A. No school. Labor day
 * Monday**

A. Hand in—comparison about Life in 999 B. Read intro to Humbaba p. 52 C. “The Head of Humbaba” p. 53 a. LC’s: Venn diagram to compare with Beowulf b. Group discussion A. Read Before you read for “The Seafarer” p. 55 B. LC’s: Read “The Seafarer” p. 56-58 C. LC’s: Answer questions 2-8 A. Large group discussion B. Review Ancient Lit for test
 * Tuesday**
 * Wednesday**
 * Thursday**

A. TEST—Ancient Literature
 * Friday**

= Week of Aug. 30-Sept. 3, 2010. Week 2 =

A. QUIZ—Beowulf chapters 1-7 B. Groups:
 * Monday**


 * 1. Draw Beowulf and surround him with symbolism


 * 2. Draw Grendel and surround him with symbolism


 * 3. Draw Herot


 * 4. Unferth’s challenge


 * 5. Beowulf’s response to Unferth’s challenge

C. Assignment: Read p. 32-38 (chapters 8-11)


 * Tuesday**

A. Comic strip quiz

B. PowerPoint:


 * Traits of an epic and traits of an epic hero


 * Symbolism

C. Assignment: Write a paragraph to answer question 7 on pg. 38


 * Wednesday**

A. Discussion of paragraphs

B. Old English language—listen to its original sound and text


 * 1. discussion of the language and its beauty

C. Assignment: Read ch. 12-17


 * Thursday**

A. Groups—Create a choral reading for your chapter


 * Friday**

A. perform your choral reading B. Read "Life in 999: A Grim Struggle" on page 47 of text C. Assignment: Write a paragraph--see class handouts for activity description

= = = Week of August 23-27, 2010. Week 1 = Monday Tuesday Wednesday Thursday Friday
 * To Computer Lab and demonstrate Prezi (see handout for requirements)
 * Student work time on presentation
 * Student work time in computer lab
 * Student work time in lab
 * Presentations in class
 * Read "Humbaba" aloud
 * Partner talk: what traits did you notice about the hero. Share with large group
 * Introduce Beowulf and its significance in literature
 * Assignment: Read Beowulf p. 23-32. There will be a comprehension quiz on Monday

= = = Lesson Plans Week 1/2 =

1. TW Learn about students names, interests, and technology access 2. TW Learn student reading and writing abilities (pretest)
 * Learning Objectives**

Monday—No school

Tuesday—No school

Wednesday—No school

Thursday— A. Syllabus B. Partner speeches (see handout) a. Work on partner speeches and begin delivering Friday— A. Finish partner speeches

= =