English IV – Lesson Plans 2016-2017

1st Nine Weeks Beowulf August 22nd - October 14th

Updated: Aug 20th http://web.fisd.us/high/teachers/mhaag/beowulf_audio.htm

Week 1	Daily Agendas - Learning Objectives
August 22nd Monday	Learning Objectives: We will become familiar with classroom and school expectations by actively listening in class Closing Task: I will learn and follow all classroom expectations. Class Activities: Aloha ! Check Attendance/Schedules Teacher & Student Introductions English IV Guidelines and Expectations Supply list: Writing composition notebook (no spirals), notebook paper, map pencils, pencils, blue/black pens, highlighters, red grading pen and flash drive (to store all of your work)– please have everything by Monday - Aug 29th .
August 23rd Tuesday	Learning Objectives: We will understand the function of and use the conventions of academic language when writing by creatively creating a personal narrative. Closing Task: I will write a letter to myself about my goals and dreams for the future. Class Activities: Letter to Yourself - Time Capsule You will be given these back the last week of school to reflect on how they’ve changed over the course of the school year Discuss your goals with your partner and class. Discuss: Get to Know You and Interest Survey – be honest on your survey/give details and explanations for each question. Yes, IN COMPLETE SENTENCES!
August 24th Wednesday	Learning Objectives: We will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues by having a clear thesis or position based on logical reasons supported by precise and relevant evidence and counter-arguments based on evidence. Closing Task: I will write an essay stating my position on whether or not first impressions are acceptable. Essential Question: How do our experiences and biases – our personal perspectives – affect our understanding of the world? Class Activities: Introduce – Persuasive Writing “You never get a second chance to make a first impression” Prompt: Write an essay stating your position on whether it’s acceptable to judge people by first impressions. Think/pair/share - class discussion/brainstorm ideas on the board. Review/discussion: Scored essays and writing comments
August 25th Thursday	Learning Objectives: We will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues by having a clear thesis or position based on logical reasons supported by precise and relevant evidence and counter-arguments based on evidence to anticipate and address objections. Closing Task: I will write an essay stating my position on whether or not first impressions limit my understanding of the world. Essential Question: How do our experiences and biases – our personal perspectives – affect our understanding of the world? Class Activities: Draft - Persuasive Writing Read your own essay; exchange essays with your group. Use Persuasive Essay Rubric and edit (mark it up ) Return writer’s essay – owner will revise by using the writer’s checklist.
August 26th Friday	Learning Objectives: We will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues by having a clear thesis or position based on logical reasons supported by precise and relevant evidence and counter-arguments based on evidence to anticipate and address objections. Closing Task: I will write an essay stating my position on whether or not first impressions limit my understanding of the world. Essential Question: How do our experiences and biases – our personal perspectives – affect our understanding of the world? Class Activities: Final Copy – Persuasive Writing Write your final copy on the prompt assignment sheet. Turn in the essay, self-evaluation, and peer checklist (to the back).
Week 2
August 29th Monday	Learning Objectives: We will analyze and make inferences about epic heroes. Closing Task: I will understand the characteristics of a hero’s journey. Writing Notebook: Let’s organize our notebooks (expectations) First page – Table of Contents/number all of the pages Entry #1: My Love Me page – what are your best qualities? Entry #2: What are the characteristics of a hero (5 examples)? Class Activities: Introduction to Beowulf Discuss: The Epic and the Epic Hero (textbook, p. 20/21 or handout) You will look at the characteristics of a hero’s journey, faith and cultural values. Kenning Activity Complete Kenning Exercise with your group. Complete #1-10 and using 5 of your kennings, write five COMPLETE sentences.
Aug 30th Tuesday	Learning Objectives: We will analyze and make inferences about epic heroes. Closing Task: I will understand the characteristics of a hero’s journey. Writing Notebook: Entry #3 Guided Symbolic Journey – write your response to each scenario given Class Activities: View (if time): Shrek PowerPoint http://www.slideshare.net/fullscreen/sromary/dstephen-stuff-that-wont-fit-on-the-serverreadinghero-journeyshrek-an-analysis/1 My Hero Project Pair/Share: Who are some heroes or role models in society today? Discuss these heroes with your group, trying to determine what qualities they share. Create your own hero journey (use template) Pick a hero and map his/her journey following the template. Share with the class ….
Aug 31st Wednesday	Learning Objectives: We will make inferences and draw conclusions about an Anglo-Saxon poem Beowulf. Closing Task: I will share my understanding of the poem Beowulf. Class Activities: Finish: My Hero Project Names/period/date your project – place in box Reading: Beowulf - Grendel Attacks the Danes (textbook pp. 24-26) http://web.fisd.us/high/teachers/mhaag/beowulf_audio.htm Writing Notebook: Entry #4 Discuss study questions in your group. Record your responses to the following questions: What does the conflict between the Danes and Grendel symbolize? By the time Hrothgar’s grief is told and sung, what events have occurred in the poem? In partners, list them in order.
Sept 1st Thursday	Learning Objectives: We will make inferences and draw conclusions about an Anglo-Saxon poem Beowulf. Closing Task: I will share my understanding of the poem Beowulf. Class Activities: Beowulf Reading: Beowulf - Grendel Attacks the Danes (textbook pp. 24-26) Think/pair/share study guide questions (handout) Answer questions #1-6 Study Guide Questions (Part 1) http://web.fisd.us/high/teachers/mhaag/beowulf_audio.htm
Sept 2nd Friday	Learning Objectives: We will make inferences and draw conclusions about an Anglo-Saxon poem Beowulf. Closing Task: I will share with my partner my understanding of the poem Beowulf. Class Activities: Read Aloud: Beowulf – The Battle of Grendel’s Mother (textbook pp. 26-28) Think/pair/share study guide questions (handout). Answer questions #7-15 Writing Notebook: Entry #5 Discuss study questions with your partner. Record your responses to the following questions: Summarize what happens the morning after Beowulf’s triumph. What might Beowulf’s journey to the she-wolf’s lair symbolize? To what might you compare Grendel’s mother and the other monsters? What qualities of Beowulf does lines 461-464 reveal?
Sept 5th Monday	Labor Day Holiday … No School
Week 3
Sept 6th Tuesday 1st Flex Day	Learning Objectives: We will make inferences and draw conclusions about an Anglo-Saxon poem Beowulf. Closing Task: I will share with my partner my understanding of the poem Beowulf. Flex: https://sites.google.com/a/neisd.net/johnson-faculty-handbook/jag-juice-archive Class Activities: Read: Beowulf – The Battle of Grendel’s Mother (textbook pp. 26-28) Think/pair/share study guide questions (handout). Answer questions #1-6 Writing Notebook: Entry #6 Discuss study questions with your partner. Record your responses to the following questions: Summarize what happens the morning after Beowulf’s triumph. What might Beowulf’s journey to the she-wolf’s lair symbolize? To what might you compare Grendel’s mother and the other monsters? What qualities of Beowulf does lines 461-464 reveal?
Sept 7th Wednesday Flex Day	Learning Objectives: We will make inferences and draw conclusions about an Anglo-Saxon poem Beowulf. Closing Task: I will share with my partner my understanding of the poem Beowulf. Class Activity Read : Beowulf – The Battle with the Dragon (textbook pp. 28-41) Think/pair/share study guide questions (handout). Answer questions #7-15 Writing Notebook: Entry #7 Discuss study questions with your partner. Record your responses to the following questions: 1. What events precede the dragon’s attack on the Geats? 2. What does lines 637-640 suggest about Beowulf?
Sept 8th Thursday	Learning Objectives: We will make inferences and draw conclusions about an Anglo-Saxon poem Beowulf. Closing Task: I will share with my partner my understanding of the poem Beowulf. Class Activity: Beowulf – The Funeral Fire (textbook p 51) Writing Notebook: Entry #8 Discuss study questions with your partner. Record your responses to the following questions: Why did the Anglo-Saxons regard cowardice as particularly shameful? What does the hero’s death mean to his people? View Film: Take notes and use study guide questions during the clip.
Sept 9th Friday	Learning Objectives: We will analyze and draw conclusions with our partner about Beowulf boasting from lines 220-237. Closing Task: I will be able to create my own “Boast” to Include a kenning and an epithet. Kenning – is a figurative expression that replaces a name or a noun (compound of two words and the words are hyphenated). Example: Ankle-biter = a very young child Epithet – is a literary descriptive device (an adjective or phrase) that is used to express the characteristics of a person or thing. Example: Ivan the Terrible. Class Activity: My Epic Boast – you will create (draft) your own “Boast” Write at least 10 lines, you must include a kenning and an epithet. Underline your kenning and epithet Be creative! Use different colored paper, glue, map pencils … go for it! Be prepared to type your boasts in the library Friday – Sept 18th. Don’t forget to bring them with you.
Week 4
Sept 12th Monday	Learning Objectives: We will actively listen to the counselors in reference to college requirements and high school credit/graduation requirements. Closing Task: I will listen and make note of important information about college expectations and high school credit/graduation requirements. Class Activity: Senior conferences with counselors (Periods 1-2) Periods 5-8: Beowulf Test Review – answer all questions in COMPLETE SENTENCES! If completed, extra credit will be added to your test on WEDNESDAY
Sept 13th Tuesday Flex Day	Learning Objectives: We will actively listen to the counselors in reference to college requirements and high school credit/graduation requirements. Closing Task: I will listen and make note of important information about college expectations and high school credit/graduation requirements. Class Activity: Senior conferences with counselors (Periods 5-8) Periods 1 & 2: Beowulf Test Review – answer all questions in COMPLETE SENTENCES! If completed, extra credit will be added to your test on WEDNESDAY
Sept 14th Wednesday Flex Day School Pictures	Learning Objectives: We will complete the major exam for Beowulf. Closing Task: I will take the major exam for Beowulf. Class Activity: Beowulf Unit Exam Beowulf Exam Review – for extra credit (only accepted today!) Epic Boast – work on your boast. You will need to have the draft finished by Friday. We will meet in the library (Friday) and you will type/print/turn in your boast by bell.
Sept 15th Thursday	Senior pictures during class today – Let’s take attendance and go to the library as quickly as possible
Sept 16th Friday	Learning Objectives: We will analyze and draw conclusions with our partner about Beowulf boasting from lines 220-237. Closing Task: I will be able to create my own “Boast” to include a kenning and an epithet. Class Activity: My Epic Boast – you will type your own “Boast” Write at least 10 lines, you must include a kenning and an epithet. In your boast, underline your kenning and epithet Be creative! Go for it! Be prepared to share your boasts in class.
Week 5
Sept 19st Monday LIBRARY	Learning Objectives: We will understand the admission requirements for ApplyTexas.com. Closing Task: I will understand admission requirements for ApplyTexas.org Writing Notebook: Class Activity: Your College Search Introduce: ApplyTexas.org website application form What are the minimum SAT or ACT requirements? When is the application deadline? What is the financial deadline? FAFSA What are your living arrangements for college? What are the requirements for your major? Research two possible college choices, essay choices, etc. Distribute college handouts/notes
Sept 20th Tuesday Flex Day LIBRARY	Learning Objectives: We will understand the requirements and expectations of colleges that we are interested in attending. Closing Task: I will research the application form and vital information I will need to be ready for college. Class Activity: Media College Board - Writing College Essays Introduce three approved college essays Distribute college acceptance essays. Share/discuss Read each essay and the critiques by the College Board. What stands out in each essay? What would you have done differently?
Sept 21st Wednesday Flex Day LIBRARY	Learning Objectives: We will understand the requirements and expectations for writing a college essay. Closing Task: I will write a personal narrative essay. Class Activity: Writing Notebook - Ideas to Get You Started Review events or stories about people/ideas/situations Draft a brief, detailed narrative. Add Image Grammar approaches (use handout) Use one of the following topics from ApplyTexas application website. Prompt A (required): Describe a setting in which you have collaborated or interacted with people whose experiences and/or beliefs differ from yours. Address your initial feelings, and how those feelings were or were not changed by this experience. Prompt B (optional): Describe a circumstance, obstacle or conflict in your life, and skills and resources you used to resolve it. Did it change you? If so, how? Prompt C (optional): Considering your lifetime goals, discuss how your current and future academic and extra-curricular activities might help you achieve your goals.
Sept 22nd Thursday LIBRARY	Learning Objectives: We will understand the requirements and expectations for writing a college essay. Closing Task: I will write a personal narrative rough draft of my college essay in MLA format. Class Activity: College Narrative Essay Use OWL website for reference Draft your essay (double space so you can edit/revise) Use the College Essay Revision Checklist
Sept 23rd Friday LIBRARY	Learning Objectives: We will understand the requirements and expectations for writing a college essay. Closing Task: I will write a personal narrative rough draft of my college essay in MLA format. Class Activity: College Narrative Essay Edit, type and print your essay – due Monday (if you can’t finish today). Due on … TurnItIn.com
Week 6
Sept 26th Monday	Learning Objectives: We will use comprehension skills to listen attentively to others in formal and informal settings. Closing Task: I will listen attentively to the reading of The True Story of the Three Little Pigs and take notes that highlight the speaker's ideas for critical reflection. Essential Question: How do our own experiences and biases - our personal perspectives - affect our understanding of the world? Class Activity: Fiction Story Jon Scieszka’s The True Story of the Three Little Pigs (read on Youtube) or (.pdf text version) With your partner, rewrite the ending of the story. Share with the class
Sept 27th Tuesday Flex Day	Learning Objectives: We will be able to write an article personal response to “My Selfie, Myself.” Closing Task: I will write a personal response to questions about what a stranger would think of me based on a selfie. Class Activity: “My Selfie, Myself” by Jenna Wortham http://www.nytimes.com/2013/10/20/sunday-review/my-selfie-myself.html?_r=0 Writing Notebook: In your groups – read and discuss the article for a few minutes. Complete the following personal response: Take out your cell phone and look at your pictures. Find the last selfie you took. If you don’t have a selfie, just find a picture that you are in (might be a group). Imagine what a stranger would think of you if they had to judge you based on the picture alone. The stranger is not just judging looks, but personality, as well.
Sept 28th Wednesday	Learning Objectives: We will be able to write an article personal response to “My Selfie, Myself.” Closing Task: I will write a personal response to questions about what a stranger would think of me based on a selfie. Class Activity: Read: The ‘Selfie”: Mental Disorder or Insight to Getting Better Results? You will write an Article Critique. This critique must follow the correct format. Before you begin actively reading the article, take a look at the outline (handout) so you know what information will help you write an effective critique. Due at the end of class.
Sept 29th Thursday	Learning Objectives: We will take our selfie picture, print it in the library, and begin writing a narrative about the picture. Closing Task: I will actively help my group take a selfie, print the picture and begin writing a narrative story outline. Class Activity: Selfie: Through Another’s Perspective In small groups (3 or 4 only), you are going to create an epic selfie. You and your group will take a group selfie. You will take a pass and QUIETLY find a place to take your picture. You may take the picture in the building or anywhere ON CAMPUS. Do not leave JHS! Make sure you put thought into this project - be creative! All of you should NOT be looking at the camera (smiling or not smiling). There needs to be a story line behind the picture – it should not be obvious. When a stranger looks at your photo, how you are perceived needs to be different than the reality that the picture encompasses. After you finish taking your selfie go to the library and print your picture. You have 20 minutes! Use your time wisely! When you return, begin outlining your narrative story line about your picture. Finish outlining your narrative story –from the outside point of view. Write a two page narrative (double spaced). Your group is going to tell the story behind your selfie. Selfie Project Rubric: Test Grade Printed 5X7 Selfie: 30 points Story line present: 25 points Personal narrative: 30 points Individual participation: 15 points
Sept 30th Friday	Learning Objectives: We will take our selfie picture, print it in the library, and begin writing a narrative about the picture. Closing Task: I will actively help my group take a selfie, print the picture and begin writing a narrative story outline. Class Activity: Draft Narrative Selfie: Through Another’s Perspective Finalize your draft - group narrative story. Type narrative (Names/period, title your narrative, and double-space). Due at bell. If problems occur, let me know.
Week 7
October 3rd Monday	Learning Objectives: We will take our selfie picture, print it in the library, and begin writing a narrative about the picture. Closing Task: I will actively help my group take a selfie, print the picture and begin writing a narrative story outline. Class Activity: Presentation - Selfie: Through Another’s Perspective
October 4th Tuesday Flex Day	Learning Objectives: We will understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in a poem. Closing Task: I will be able to complete the TP-CASTT activity with the information I’ve read from the poem. Class Activity: Poetry Analysis Read - “On My First Son” by Ben Jonson ( Textbook p. 439) www.youtube.com/watch?v=bNP-BQALAfM Think/pair/share as we read the poem aloud in class. Complete TP-CASTT activity structure: Title, paraphrase, connotation, attitude, shift, theme – on a clean sheet of notebook paper. Make sure you are writing the headings and answering in complete sentences! Your paper needs to have the exact format as your handout. YES, you have to write the paragraph at the bottom of your handout. Find one literary device in the poem that help the poet achieve the meaning. Your paragraph should be at least 5-7 complete sentences. Use a dictionary! Use the Literary Terms Handbook in the back of your textbook p. R1-R19 Writing Notebook: Does "On My First Son" reflect genuine sadness? Is the speaker right to envy his dead son? Is this a poem you would ever recite at a funeral? Are there parts of it that you would maybe recite? Do you think this poem would help someone who has lost a loved one? Why/why not? The famous critic Samuel Johnson once said: "where there is leisure for fiction [i.e., for making poetry, art, etc.] there is little grief." Do you agree with this idea? Explain your answer.
October 5th Wednesday Flex Day	Learning Objectives: We will use comprehension skills to listen attentively to others in formal and informal settings understanding the use of rhetorical appeals to hook the audience. Closing Task: I will listen attentively to the documentary of the children of the Tsunami and take notes on the rhetorical appeals in the documentary. Class Activity: Media Documentary Children of the Tsunami (59 minutes) https://www.youtube.com/watch?v=TjN8gCLZBxw Writing Notebook: Review PowerPoint (Rhetorical Appeals) Ethos: Appeal to credibility – think of ethos as related to “ethics,” or the moral principles of the writer. In pairs, share additional examples of ethos. Why should I listen? How does the author cite that he/she has something valid and important for me to read? Pathos: Appeal to emotions – think of pathos as “empathy,” which pertains to the experience of or sensitivity toward emotion. In pairs, talk about some tools that producers use to tug at your heartstrings in documentaries that use this rhetorical appeal. How are they trying to make you feel, or what has he/she done that makes you want to do something? What specific parts make you feel happy, sad, inspired, dejected, and so on? Logos: Appeal to logic – think of logos as something that is logical “makes sense” – it is reasonable. In pairs, why might a person be more strongly persuaded by ethos? What evidence do they provide that convinces you that his/her argument is logical – makes sense? What proof do they provide you?
October 6th Thursday	Learning Objectives: We will use comprehension skills to listen attentively to others in formal and informal settings understanding the use of rhetorical appeals to hook the audience. Closing Task: I will listen attentively to the documentary of the children of the Tsunami and take notes on the rhetorical appeals in the documentary. Class Activity: Finish - Media Documentary Children of the Tsunami (58 minutes) Take notes that highlight the speaker’s use of rhetorical appeals in the documentary.
October 7th Friday Early Dismissal	Learning Objectives: We will read a collection of poems by animals. Closing Task: I will create my own animal poem from the point of view from animal. Class Activity: Poetry: “Imagine Walking in Our Paws: A Collection of Poems by Animals” http://storybird.com/books/imagine-walking-in-our-paws-a-collection-of-poems/ Poetry Now! Read Aloud - “A Frog in a Well” by Alice Schertle “Point of View” poem requires the writer to imagine what the world would look like to a completely different sort of person (or animal) than yourself. Alice Schertle rhymes this poem, but YOU DO NOT HAVE TO RHYME. In fact, avoid rhyming—then you can pick the perfect word, instead of the word that rhymes. Choose an animal that you are intrigued with, or that you know a lot about. In your poem, you will try to explain what the world looks like from your animal’s point of view, for instance: A Sloth in a Tree Explains the World. If you want, start your poem this way: “The world is . . .” (The world is a swirl of chattering noises / that move too fast.).
Week 8
October 10th Monday	Columbus Day Holiday – Teacher Workday
October 11th Tuesday Flex Day	Learning Objective: We will evaluate how an event or issue is represented through media to understand notions of bias or perception. Learning Task: I will read the article and share my findings with my partner. Class Activity: Finish Poetry: “Imagine Walking in Our Paws: A Collection of Poems by Animals” http://storybird.com/books/imagine-walking-in-our-paws-a-collection-of-poems/ Articles of the Week: Read/pair/share the articles “Students Lie, Cheat, Steal, but Say They're Good” - What is the author’s purpose? - Who is the intended audience? “Where We Are, Shapes Who We Are” What is the main idea of the article? What does the author do in order to make the article convincing? List 5 other things that can influence our behavior.
October 12th Wednesday	Learning Objective: We will evaluate how an event or issue is represented through media to understand notions of bias or perception. Learning Task: I will write notes about a Chris’ life in The Pursuit of Happyness Essential Question: How do our own experiences and biases - our personal perspectives - affect our understanding of the world? Class Activity: Continue: “The Pursuit of Happyness”
October 13th Thursday Writing Notebook Check	Learning Objective: We will evaluate how an event or issue is represented through media to understand notions of bias or perception. Learning Task: I will write notes about a Chris’ life in The Pursuit of Happyness Class Activity: Continue “The Pursuit of Happyness” Take notes of the biases and perception of life that each character possessed. How do you perceive the mother as a mother/person from the outside looking into her life? If you were in the mother’s situation, what would you do the same? What would you do differently? Why? How did Chris’ perception of life change? What was it before? Why did it change? How did the child perceive his life?
October 14th Friday End of 9 wks	Learning Objective: We will evaluate how an event or issue is represented through media to understand notions of bias or perception. Learning Task: I will write notes about a Chris’ life in The Pursuit of Happyness Class Activity: Watch: “The Pursuit of Happyness” Take notes of the biases and perception of life that each character possessed This film was based on a true story. How did it make you feel?