Day 73 (4.1.11) A Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet;

learn about archetypes; practice grammar

Class Activities

• Computers: No
• Read: Romeo and Juliet (Begin at Act 1, Scene 5)
• Grammar Practice
• Character Project
• Enter results from Running (Fitness Day)

HOMEWORK

• None

Work Collected in Class:

• Grammar Practice

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 73 (3.31.11) B Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet;

learn about archetypes; practice grammar

Class Activities

• Computers: No
• Read: Romeo and Juliet (Begin at Act 1, Scene 4)
• Grammar Practice
• Character Project
• Running (Fitness Day)

HOMEWORK

• None

Work Collected in Class:

• Grammar Practice

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 72 (3.30.11) A Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet;

learn about archetypes; practice grammar

Class Activities

• Computers: No
• Read: Romeo and Juliet (Begin at Act 1, Scene 2)
• Grammar Practice
• Character Project
• Running (Fitness Day)

HOMEWORK

• None

Work Collected in Class:

• Grammar Practice

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 72 (3.29.11) B Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet;

learn about archetypes; practice grammar

Class Activities

• Computers: No
• Read: Romeo and Juliet (Begin at Act 1, Scene 2)
• Grammar Practice
• Running (Fitness Day)

HOMEWORK

• None

Work Collected in Class:

• Grammar Practice

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 71 (3.28.11) A Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet;

learn about archetypes; practice grammar

Class Activities

• Computers: No
• Read: Romeo and Juliet
• Shakespeare Project
• Grammar Practice
• Running (Fitness Day)

HOMEWORK

1. DUE on TODAY (3.28.11): Shield

Work Collected in Class:

• Grammar Practice
• Shakespeare Project

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 71 (3.25.11) B Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet;

learn about archetypes; practice grammar

Class Activities

• Computers: No
• Read: Romeo and Juliet
• Shakespeare Project
• Grammar Practice
• Archetypes

HOMEWORK

1. DUE on TODAY (3.25.11): Shield

Work Collected in Class:

• Grammar Practice
• Shakespeare Project

 

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 70 (3.23.11) A Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet;

learn about archetypes; practice grammar

Class Activities

• Computers: No
• Read: Romeo and Juliet
• Grammar Practice
• Archetypes

HOMEWORK

1. Due on Monday (3.28.11) Shield

Work Collected in Class:

• Grammar Practice

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 70 (3.23.11) B Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet; learn about archetypes;

Class Activities

• Computers: No
• Introduction: Shakespeare
• Watch: "Masquerade"
• Read: Romeo and Juliet

HOMEWORK

1. Due on Friday (3.25.11) Shield

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 69 (3.22.11) A Day

Objective:

Students will be able to:

learn the story of Shakespeare's Romeo and Juliet; learn about archetypes;
and hunt for literary figures.

Class Activities

• Computers: No
• Fill Out: Opinion Handout
• Introduction: Shakespeare
• Watch: "Masquerade"
• Shield Project

HOMEWORK

1. Due on Monday (3.28.11) Shield

Work Collected in Class:

• 
  Opinion chart.

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 69 (3.21.11) B Day

Objective:

Students will be able to:

learn the story of Homer's Odyssey; learn about archetypes;
and hunt for literary figures.

Class Activities

• Computers: No
• Watch: "The Odyssey"
• • Get your Scavenger Hunt from the white drawers up front.

HOMEWORK

1. None

Work Collected in Class:

• Scavenger Hunt

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 68 (3.11.11) A Day

Objective:

Students will be able to:

learn the story of Homer's Odyssey; learn about archetypes;
and hunt for literary figures.

Class Activities

• Computers: No
• Watch: "The Odyssey"
• • Get your Scavenger Hunt from the white drawers up front.

HOMEWORK

1. None

Work Collected in Class:

• Scavenger Hunt

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 67 (3.10.11) B Day

Objective:

Students will be able to:

learn the story of Homer's Odyssey; learn about archetypes;
and hunt for literary figures.

Class Activities

• Computers: No
• Watch: "The Odyssey"
• • Get your Scavenger Hunt from the white drawers up front.

HOMEWORK

1. None

Work Collected in Class:

• Scavenger Hunt

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 67 (3.9.11) A Day

Objective:

Students will be able to:

learn the story of Homer's Odyssey; learn about archetypes;
and hunt for literary figures.

Class Activities

• Computers: No
• Archetypes
• Watch: "The Odyssey"
  • Scavenger Hunt

HOMEWORK

1. None

Work Collected in Class:

• Scavenger Hunt

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 66 (3.8.11) B Day

Objective:

Students will be able to:

learn the story of Homer's Odyssey; learn about archetypes;
and hunt for literary figures.

Class Activities

• Computers: No
• Archetypes
• Watch: "The Odyssey"
  • Scavenger Hunt

HOMEWORK

1. None

Work Collected in Class:

• Scavenger Hunt

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 66 (3.7.11) A Day

Objective:

Students will be able to:

read epic poetry; learn about archetypes;
and hunt for literary figures.

Class Activities

• Computers: No
• Archetypes
• Read: "The Odyssey"
  • Scavenger Hunt

HOMEWORK

1. None

Work Collected in Class:

• 
  Scavenger Hunt

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 65 (3.4.11) B Day

Objective:

Students will be able to:

read epic poetry; learn about archetypes;
and hunt for literary figures. 

Class Activities

• Computers: No
• Archetypes
• Read: "The Odyssey"
• Scavenger Hunt

HOMEWORK

1. None

Work Collected in Class:

• 
  Scavenger Hunt

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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 64 (3.3.11) A Day

Objective:

Students will be able to:

annotate text; recognize archetypes

Class Activities

• Computers: No
• Archetypes
• Video: Greek Gods and Goddesses
• Read and Dialectical Journal: "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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.

Day 64 (3.2.11) B Day

Objective:

Students will be able to:

annotate text; recognize archetypes

Class Activities

• Computers: No
• Archetypes
• Video: Greek Gods and Goddesses
• Read and Dialectical Journal: "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 analyzesliterary 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 ofview; (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 asappropriate to the selections being read.