Day 49 (1.31.11) A Day

Objective:

Students will be able to:

read epic poetry; learn about archetypes;

demonstrate reading skills; learn to annotate.

Class Activities

• Archetypes: Finish "The Hero"
• Read: The Odyssey
• SUMMATIVE: Odyssey Part 1 Reading Check
• View: The Odyssey
• Annotate: The Odyssey Part 2

Homework:

1. DUE on Friday (2.5.11): Notes on Sentence Model 7 (On Blackboard)

Work Collected in Class:

• Dialectical Journal on the Odyssey Part 1
• Summative: The Odyssey Part 1 Reading Check

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.

Day 48 (1.28.11) B Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• NO COMPUTER
• Short answer- Crossover: "Horse for Matthew" and "Hello, Old Paint"
• Archetypes (begin at Hero: Clip 2?)
• Greek Gods Video
• Read: The Odyssey

Homework:

1. NONE

Work Collected in Class:

• Crossover Short Answer from "A Horse for Matthew" and "Hello, Old Paint".

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.

Day 48 (1.27.11) A Day

Objective:

Students will be able to:

begin reading Homer's Odyssey.

Class Activities

• Read: The Odyssey
• View: The Odyssey

Homework:

1. NONE

Work Collected in Class:

• None

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.

Day 47 (1.26.11) B Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• NO COMPUTER
• Short answer: Hello, Old Paint
• Archetypes (begin at Hero: Clip 2?)
• Greek Gods Video
• Read: The Odyssey

Homework:

1. NONE

Work Collected in Class:

• Expository Short Answer from "Hello, Old Paint".

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read

Day 47 (1.25.11) A Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• Short answer: Crossover
  
• Archetypes (begin at Hero: Clip 4)
• Read: The Odyssey

Homework:

1. NONE

Work Collected in Class:

• Crossover
  
  
  

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Posted by Mrs. Holmes at 5:00 PM

Day 46 (1.24.11) B Day

Objective:

Students will be able to:

review their semester exam; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• SUMMATIVE: "American History" on Blackboard
• Exam Review
• Archetypes
• Greek Gods Video
• Read: The Odyssey

Homework:

1. NONE

Work Collected in Class:

• None

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations.

Day 46 (1.21.11) A Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• Short answer: Hello, Old Paint
• Archetypes (begin at Hero: Clip 2)
• Greek Gods Video
• Read: The Odyssey

Homework:

1. NONE

Work Collected in Class:

• 
  

  
  Expository Short Answer from "Hello, Old Paint".

supports responses to various types of texts. The

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 45 (1.20.11) B Day

Objective:

Students will be able to:

practice close reading skills.

Class Activities

• Read: "American History"
• This story is located in the blue Course 4 Literature Book on the shelves to the side of the classroom.
• The pages for the story is on the front page of the handout.
• Remember to write your name on the assignment.
• Remember to write complete sentences where you can on the handout.
• The quiz is on Blackboard under Tests.

Homework:

1. NONE

Work Collected in Class:

• 
  

  
  Handout on "American History".

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 45 (1.19.11) A Day

Objective:

Students will be able to:

review their semester exam; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• Exam Review
• Archetypes
• Greek Gods Video
• Read: The Odyssey

Homework:

1. NONE

Work Collected in Class:

• None

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 44 (1.14.11) B Day

Objective:

Students will be able to:

demonstrate knowledge of previously taught class material.

Class Activities

• Start computers and take out a pen or pencil.
• Semester Exam Part 2

Homework:

1. DUE on Today (1.14.11) B Day: Bring your ID badges for "Book Check Out"

Work Collected in Class:

• Semester Exam

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 43 (1.12.11) B Day

Objective:

Students will be able to:

demonstrate knowledge of previously taught class material.

Class Activities

• Start computers and take out a pen or pencil.
• Semester Exam Part 1 (5th Period Only) Enter your answers on Blackboard.
• Semester Exam Part 2 (5th Period Only) - When finished, enter your answer on D2SC.
• Library Book Check Out (5th Period Only)
• Semester Exam Part 1 (8th Period)
• 4 Square Writing Powerpoint
• Archetypes
• Greek Gods Video

Homework:

1. DUE on Friday (1.14.11) B Day: (8th Period) Study for Exam Part 2
2. DUE on Friday (1.14.11) B Day: Bring your ID badges for "Book Check Out"

Work Collected in Class:

• Any and all remediated work

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 43 (1.11.11) A Day

Objective:

Students will be able to:

practice with previously taught class material.

Class Activities

• Exam Review
• Semester Exam Part 1
• 4 Square Writing Powerpoint
• Archetypes
• Greek Gods Video

Homework:

1. DUE on Thursday (1.13.11) A Day: Study for Exam

Work Collected in Class:

• Any and all remediated work

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 43 (1.10.11) B Day

Objective:

Students will be able to:

practice with previously taught class material;

and practice analytical writing.

Class Activities

• Semester Exam Part 1 (5th Period Only)
• LOR: Beyond the Movie (5th only) 
• Exam Review
• 4 Square Writing Powerpoint
• Archetypes
• Greek Gods Video

Homework:

1. None

Work Collected in Class:

• Any and all remediated work

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and

supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 42 (1.7.11) A Day

Objective:

Students will be able to:

learn media literacy;

practice with previously taught class material;
and practice analytical writing.

Class Activities

• TURN ON COMPUTER
• CLOSE COMPUTERS
• Book Talk with Ms. Willingham
• 4 Square Writing Powerpoint
• Archetypes
• Greek Gods Video

Homework:

1. None

Work Collected in Class:

• "Clash of the Titans" Viewing Packet

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 41 (1.6.11) B Day

Objective:

Students will be able to:

learn media literacy;

practice with previously taught class material;
and practice analytical writing.

Class Activities

• TURN ON COMPUTERS
• CLOSE COMPUTERS
• BOOK TALK with Ms. Clark/Ms. Willingham
• Video: LOR Beyond the Movie (Finish 5th Period only)
• 4 Square PowerPoint
• Archetypes

Homework:

1. DUE on Tuesday (1.11.11) B Day [5th Period]: Study your literary terms for your semester exam.
2. DUE on Wednesday and Friday (1.12.11 and 1.14.11) B Day [8th Period]: Study your literary terms and exam review posted on Blackboard for your semester exam.

Work Collected in Class:

• "Clash of the Titans" Packet: All remaining parts.

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 41 (1.5.11) A Day

Objective:

Students will be able to:

learn media literacy;

practice with previously taught class material;
and practice analytical writing.

Class Activities

• NO COMPUTER
• Turn in "Independent Reading Packet" for your own novel
• Turn in "Independent Reading Packets" for "Perseus"
• Video: "Clash of the Titans"
• Comparative Analysis/Media Unit
• 4 Square Writing Powerpoint
• Archetypes

Homework:

1. None

Work Collected in Class:

• "Clash of the Titans" Viewing Packet

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.

Day 40 (1.4.11) B Day

Objective:

Students will be able to:

learn media literacy;

practice with previously taught class material;
and practice analytical writing.

Class Activities

• NO COMPUTER
• Return of "Independent Reading Packets"
• Return of "Independent Reading Packets" for "Perseus"
• Warm-UP: "Perseus" Packet
• Complete numbers 15 and 16 and 17
• Warm-UP: "Independent Reading Packet" for your own novel
• Complete numbers 15 and 16 and 17
• Video: "Clash of the Titans"
• Comparative Analysis/Media Unit
• Video: LOR Beyond the Movie (Finish)

Homework:

1. None

Work Collected in Class:

• Perseus  Reading Packet: All Remaining Parts
• Independent Reading Packets: All Remaining Parts

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.