Day 17 (2.18.11) A Day

Objective:

Students will be able to:

practice writing open-ended responses; learn to annotate; and read epic poetry: Homer's Odyssey.

Class Activities

• COMPUTER - No
• Warm-up: Odyssey Handout
• Students should complete Word Power page #1-6 upon entering the classroom. (Before class begins.)
• Annotating Odyssey Handout
• Read: The Odyssey
• Remediations of TAKS Summative

Homework:

1. DUE on TODAY (2.18.11) A Day: Independent Reading Packet Numbers 11 and 12.
2. DUE on Wednesday (2.23.11) A Day: Independent Reading Packet Numbers 14, 15, and 16.

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: Independent Reading Packet Numbers 11-12

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 56 (2.17.11) B Day

Objective:

Students will be able to:

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

Class Activities

• SUMMATIVE: TELPAS Writing 2
• Begin remediations of TAKS Summative
• COMPUTER - No
• Archetypes (begin at Mentor)
• Read: The Odyssey
• Summative: Odyssey 1

Homework:

1. DUE on TODAY (2.17.11) A Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).
2. DUE on Monday (2.21.11) A Day: Independent Reading Packet Numbers 11,12 (Page 5)

Work Collected in Class:

• SUMMATIVE: TELPAS WRITING 2
• SUMMATIVE: Independent Reading Packet Numbers 6-10 (Pages 3 and 4)

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 55 (2.16.11) A Day

Objective:

Students will be able to:

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

Class Activities

• SUMMATIVE: TELPAS Writing 2
• COMPUTER - No
• Archetypes (begin at Mentor)
• Read: The Odyssey
• Summative: Odyssey 1
• Begin remediations of TAKS Summative

Homework:

1. DUE on TODAY (2.16.11) A Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).
2. DUE on Friday (2.16.11) A Day: Independent Reading Packet Numbers 11,12 (Page 5)

Work Collected in Class:

• SUMMATIVE: Taks Test
  
• SUMMATIVE: TELPAS WRITING 2
• SUMMATIVE: Independent Reading Packet Numbers 6-10 (Pages 3 and 4)

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 54 (2.15.11) B Day

Objective:

Students will be able to:

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

Class Activities

• SUMMATIVE: TELPAS Writing 1
  
• COMPUTER - Yes
• SUMMATIVE: TAKS Test: Good Neighbors (Students will enter answers on Blackboard)
• Begin remediations of TAKS Summative
• Archetypes (begin at Hero: Clip 4?)
• Read: The Odyssey

Homework:

1. DUE on Today (2.15.11) B Day: Independent Reading Packet Numbers 1 - 5 (Pages 1 and 2).
2. DUE on Thursday (2.17.11) B Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 1
  
• SUMMATIVE: Independent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

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.

Objective:

Students will be able to:

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

Class Activities

• COMPUTER - Yes
• SUMMATIVE: TAKS Test: A Handful (Students will enter answers on Blackboard)
• SUMMATIVE: TELPAS Writing 2
• Begin remediations of TAKS Summative
• Archetypes (begin at Hero: Clip 4?)
• Read: The Odyssey

Homework:

1. DUE on Today (2.14.11) A Day: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2).
2. DUE on Wednesday (2.16.11) A Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 2
• SUMMATIVE: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

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 53 (2.11.11) B Day

Objective:

Students will be able to:

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

Class Activities

• COMPUTER - Yes
• SUMMATIVE: TAKS Test: Good Neighbors
• SUMMATIVE: TELPAS Writing 1
• Begin remediations of TAKS Summative
• Archetypes (begin at Hero: Clip 4?)
• [8th only] Greek Gods Video
• Read: The Odyssey

Homework:

1. DUE on Tuesday (2.15.11) B Day: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 1

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 53 (2.10.11) A Day

Objective:

Students will be able to:

read epic poetry; learn about archetypes;

demonstrate reading skills; learn to annotate.

Class Activities

• COMPUTER - Yes
• SUMMATIVE: Data Entry of Test Questions
• SUMMATIVE: TELPAS Writing 1
• SUMMATIVE: Begin remediations of TAKS Short Answer Responses
• Archetypes: Begin at "Mentor"
• Read: The Odyssey
• SUMMATIVE: Odyssey Part 1 Reading Check
• View: The Odyssey
• Annotate: The Odyssey Part 2

Homework:

1. DUE on Today (2.10.11) A Day: Sentence Model 7 Notes
2. DUE on Monday (2.14.11) A Day: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 1
• FORMATIVE: Dialectical Journal on the Odyssey Part 1
• SUMMATIVE: The Odyssey Part 1 Reading Check