Thursday, June 7 Agenda

}Bell Ringer: Study word parts (for third block, test starts in 5 minutes)

}Word Part Test (3rd block)

}Final work time on Odyssey Children’s story

◦All requirements need to be in story

◦Revisions for audience

◦Explain HOW each requirement is in story on rubric

◦3rd Order: Hannah and Jared; Brooke, Shilo, and Austin; Jillian; Amanda and Hannah; Parker and Michael; Ally, Caley, and Gabe; Amy and Grace; Sam

}4th block Story Time

◦Brett; Lauren and Ellie; Belle and Dane

◦Tomorrow: 4th block order: Thor, Sheldon, and Max; Mirlande; Mikayla and Ryan; Joey and Autumn; Reed and Braeden; Rachael; Carlie and Rhiannan; Jacob

Tuesday, June 6

}Bell Ringer: Study for word parts test: 3rd block test tomorrow, 4th: Thursday

}Odyssey Children’s Story –story due Thursday!

◦You should be finishing #2 (planning) and working on #3 (rough draft writing) and #4 (planning out illustrations) and possibly on to #5 (revising for audience) today!!

◦Children’s book assignment due 6/8 (presenting to the class)

Monday, June 5 Agenda

}Bell Ringer: The final story of Odysseus’ journey

◦“Sirens, Scylla and Charybdis”

–Add to story map

}Odyssey Children’s Story –story due Thursday!

◦You should be working on #2 and #3, possibly on to #4 today!!

◦As you plan, remember the requirements!!

◦There is an edublogs post with some links that could help as you plan and write your story

◦Children’s book assignment due 6/8 (presenting to the class)

}

Friday, June 2 Agenda

}Bell Ringer: Study Word Parts (prefix/suffix list): Test next week

}The Odyssey

◦How is Odysseus demonstrating Epic Hero characteristics?

◦“Circe: Grace of the Witch” p1124

◦“Land of the Dead” p1126

–Continue to add to timeline/story map –prophecy details- make sure to list them on your story map

}Introduce Odyssey Children’s Story –story due Thursday!

◦Children’s book assignment due 6/8 (presenting to the class)

}Writer’s Workshop (40 minutes) **Paper due end of work time today!

◦You need to aim for 30% summary/textual evidence and 70% analysis and original opinion/thought

◦Intro Examples (shared with you)

◦Works Cited page reminder (only one entry –the book)

◦Conferring –if you need to confer with me and already have, we can. If you haven’t met with me about summary vs analysis, you MUST

◦Self-edit

◦Peer-edit with someone you trust

◦Use the rubric to see if you have all of the necessary information

◦Revising Ideas:

–Print out your draft, read the last sentence first, then the second to last, and so on.  This allows you to focus on the structure of the sentence rather than the content of information.

–Share your document with a peer you trust, have them comment on it.

–Write your thesis next to each chunk of analysis, helping you make sure that the analysis is directly related to your thesis.

Thursday, June 1 Agenda

}Bell Ringer: Roots list

}Writer’s Workshop:

◦If you haven’t conferred with me, you MUST today!

◦Reminders for paper: 

◦You need to aim for 30% summary/textual evidence and 70% analysis and original opinion/thought

◦Intro Examples (shared with you)

◦Works Cited page reminder (only one entry –the book)

◦Conferring –if you need to confer with me and already have, we can. If you haven’t met with me about summary vs analysis, you MUST

◦Self-edit

◦Peer-edit with someone you trust

◦Use the rubric to see if you have all of the necessary information

◦Revising Ideas:

–Print out your draft, read the last sentence first, then the second to last, and so on.  This allows you to focus on the structure of the sentence rather than the content of information.

–Share your document with a peer you trust, have them comment on it.

–Write your thesis next to each chunk of analysis, helping you make sure that the analysis is directly related to your thesis.

}The Odyssey

◦Epic Characteristics Review, Archetype review (do you have notes sheet?)

◦Read The Cyclops pg 1112: notes on story map (details of event) and how it shows epic characteristics, specifically epic hero

◦Epic Characteristics in “The Cyclops”: on own or with partner

Tuesday, May 30

}Bell Ringer: Suffixes (ic, ly, ly)

}Epic Poster : 10 minutes of work time. Make sure to add specific details (more than just one illustration per category)

}Start The Odyssey  -grab lit book

◦Notes on Odyssey background –read 1088-1089, take notes on info about The Illiad, The Odyssey, Odysseus, and how gods intervene

◦Link to online text: https://goo.gl/2P2QWv

}Writer’s Workshop:

◦Conferences on summary vs. analysis: Highlighting for summary and analysis: print out body paragraphs and highlight for your conference with me (use 2 different color highlighters, one for summary and one for analysis, use the sheet you got last week (Thursday) to help you determine the difference)

◦If your body paragraphs aren’t done, you need to work on them

◦If your intro isn’t done, you need to work on it

◦Work on your conclusion (full rough draft should be done by tomorrow)

◦SELF-EDIT!!!!! 

Thursday, May 25 Agenda

}Bell Ringer: Summary vs. Analysis

}Writer’s Workshop (40 min)

◦Work time on Paper: first thing, write your thesis (revise it if necessary) as the first sentence on your draft

◦Intro notes (shared with you) –rough drafts of intro due Tuesday beginning of time and the body paras are due at the end of work time tomorrow (for me to read over the weekend)

}Multiple Accounts Discussion (3rd block) and Writing (both)

}Epics: A long narrative poem recounting actions, travels, adventures, and heroic episodes (write this on your notes chart I gave you)

}Based on the information you have read in the chart, brainstorm any stories, movies, books, etc that you know of that could fit into this definition (write these down on the same notes sheet)

}Epic Poster Creation

Wednesday, May 24 Agenda

}Bell Ringer: Roots

}“Responses to Mockingbird” Discussion and Writing (4th block)

◦Close Read the account that matches the number with your name on the board

–What does the account focus on/emphasize (and what is it about/PoV/etc)

–What is the response missing? What are ideas that it isn’t mentioning/thinking about/bringing up?

–What in it connects to or contrasts with your response to the book or opinions

◦When you are done, make sure your outline (body para section) is done. If it is, work on the intro and conclusion section.  Then you can read an independent book (find one if you need)

}Writer’s Workshop time: topic sentence and body paragraph practice

◦Outline check: make sure it is shared with me

◦Topic Sentences and body paragraphs –on the back of the assignment handout

◦In-text Citations: after every quote, no comma, period AFTER the citation NOT BEFORE!

◦Body paragraphs rough draft due Friday (end of work time SHARED WITH ME!!!)

–Third Block: Hwk: get a good start on your body paragraphs as you will have about 30 minutes on Thursday and 60 min on Friday of in class drafting time

Tuesday, May 23 Agenda

}Bell Ringer: Outline Review: Outline is due end of block

◦Main Ideas

◦Textual Evidence to fit

}Work on paper

◦Textual Evidence: 3-6 final, continue finding as many as you can to start, then begin to narrow:

–Things that can be ANALYZED –they don’t say EXACTLY what you are trying to say, but you read between the lines and infer and interpret to get to proving your thesis (you may even think of modifying your thesis after you have finalized your pieces of evidence)

}Article 2 check

◦Discuss with partner both summary and response (check for all parts)

◦Turn in to me when done and work on finding textual evidence/narrowing down evidence/finishing outline

}Writer’s Workshop time (cont.)

◦Textual Evidence: 3-6 final, find as many as possible at first, then narrow down to develop your main idea/topic sentences

◦On Outline: Need thesis and at least three main ideas/points with three quotes (minimum) by end of block (beginning of tomorrow at latest)

◦By tomorrow, you should be done with your outline (or at least body paragraph portion) and starting to write your body paragraphs.  If you are at this point earlier, complete the rest of the outline (intro and conclusion) and then start the fourth and fifth steps (topic sentences and paragraphs (rough drafts))

}3rd block: Responses to TKAM readings

Monday, May 22 Agenda

}Bell Ringer: Formative Experiences: what are they (class discussion)

◦On your blog, write a bit about these questions:

–What are some formative experiences in the novel for Jem and Scout?

–How did they help form their identity at the end of the book (do you think)?

–What are some lessons they will take away from these different formative experiences? (specifically the trial and aftermath)

}Thesis question (form): Go to Schoology. Click on the link in the TKaM folder (last post); answer that question. Then read your commenting collaborator’s post on formative experiences and comment on theirs and one other person’s

}Analysis paper assignment –a THEME connected to: any focus question more in depth, any idea examined by us as a group or you as an individual, any quote, life lesson, real world parallel, etc

◦What is a theme?

◦Textual Evidence: 3-6 final, find as many as you can now

–Things that can be ANALYZED –they don’t say EXACTLY what you are trying to say, but you read between the lines and infer and interpret to get to proving your thesis

}Summary of Article 1: check through yours vs. mine

}Critique of TKaM: Article 2

◦While reading, close read (highlight/comment) what needs to be in summary, what you want to respond to

}Homework

◦Thesis (rough draft) –checked in class

◦Article 2 Response

–One paragraph summary and one paragraph response (on own) with FANTASTIC TOPIC SENTENCES: author, article title, topic of article (for summary)

–Article summary and response (1 para each) due tomorrow