Have parents have knowledge of and agree to terms.
Use class groupcode: 9ywwmm
Follow directions to assignment and load link to lyrics or Youtube song (appropriate for school) that corresponds to some statement abou the American Dream. See Edmodo directions.
Homework: Use assignment reply button on Edmodo to find resources that relate to the relevance of Native American oral tradition
To our history, our cultural identity, our literary study
Why should we look at it?
Wednesday, September 5th:
Small Group activity to review the importance of Native American myths and oral traditions (reporter for all groups to write at least one thing on chart paper and discuss findings based upon their own thoughts and Edmodo postings)
What might be the relevance of these stories to us?
What might it be important/beneficial to have different versions of stories such as these?
Read and complete bacground note sheet in groups for tomorrow.
Thursday, September 6th:
Vocabulary activity: "oral tradition" : 4 elements (Type 2--formative, collected and graded--4 pts.)
Review as a group
Read Earth on Turtle's Back as a class
Provide guided reading/analysis sheet to complete for tomorrow.
Friday, September 7th:
Small Group activity in pairs: read Genesis creation story and compare to Earth on Turtle's Back for structural and elemental similarities and differences (3-column chart)
Use socrative to record answers and then transfer to Large Venn Diagram in back of room--student recorder
Use graphic organizer chart paper to write and review answers (large Venn Diagram) can photograph
Hand out guided reading task questions to be completed for Monday
Monday, September 10th:
In groups created by teacher (4), students completed an activity to compare the two myths, as well as the "people" of today and in Grizzlies.
Using mobile device, find image that represents
Similarity of characterization of people in general
Similarity to any aspect of modern culture or things we hold dear
Similarity to types of stories that we can see in movies or are used to reading
Similarities to lessons or understandings that we would have.
Share with larger groups and select 2 from group to speak for larger group
Begin reading from The Navajo Origin Legend
Discuss the meaning of ablutions
Ask for example of rituals
Complete the reading guide
Distribute Gatsby book and assign reading for two weeks--Chapter One is due the 24th. Available on disk at Hershey Library. (Explain what the semester project will entail.)
Native American / Oral Traditions Unit Test Guide:
How this man fits or does not fit the character of his myth and the character of the American Dream.
For homework, students were asked to respond with a post on Edmodo to describe how the exploratory spirit that they encountered in Columbus's biography compares with what we consider to be "the American Spirit."
Why do we identify with these types of situations?
Why are Americans, as a nation, "explorers"?
What about each of us compares to the spirit of the explorer?
And answer the poll question posed!
Additonal Watchings about Modern Exploration (if interested):
Read "from Journal of the First Voyage to America"
Discuss the concept of authorial purpose/intent
Exigence
Purpose
Devices
Recieve study guide to start for homework
Formative Quiz Tomorrow: How does Columbus's recordings mirror what seems to be the authorial purpose of his journal? Be able to use 2 quotes to illustrate.
Wedneday, September 19th:
Quiz: formative eval. --Using 2 quotes from the story, illustrate what seems to be the authorial purpose of Columbus' journal
Author's Purpose (2 pts.--clarity of statement)
Quote 1 (MLA format) (4pts. format and correspondence)
Quote 2 (MLA format) (4pts. format and correspondence)
Begin by asking students to start Socrative and open textbooks
guess meaning of canonized, pg. 72
guess meaning of estimation, pg. 74
guess meaning of procured, pg. 74
guess meaning of conjurations, pg. 74
Begin reading "from The General History of Virginia," by John Smith
Homework: the reading guide handout and
Thursday, September 20th:
We watched a video from Discovery was viewed concerning the Jamestown
Finsh 5 minutes early to talk about paragraph structure expected for responses to essay tomorrow.
Essay questions to consider for tomorrow:
Why would John Smith use the 3rd person to write his own story?
Evaluate how believable Smith's tale is, using specific details from the text.
How does Smith represent someone of admirable or non-admirable "American" character?
Why would this be considered a landmark piece of American literature?
How does Jamestown represent, in its own way, a "little America"?
Grading Criteria FCAs:
Clear, concise answer to question (thesis) (3 pts.)
Paragraph is unified and focused on proving a singular point (5 pts.)
Specific examples (from text, stated and MLA cited or video) are used (5 pts.)
Grammar and Sentences are not distracting to reader (2 pts.)
Friday, September 21st:
Essay question response (formative) 15 minutes given to write
Afterwards, students are divided into 2 groups (archaeology vs. literary)
In groups of 4, they are asked to consider the strengths and weaknesses of each type of evidence: archaeological and literary.
Each group must attempt to post a fresh strength for their side and a weakness on the other side
Can use technology to research
Post on the chart paper provided (10 min.)
Afterwards, students should take notes as I review the findings and postings around the room
Closure: using ball for last 3 or 4 minutes
Finish Reading Chpt. 1 of Great Gatsby Bring technology that can access the Forum on Moodle for Monday. Check beforehand if yours will work. If not, go to library and get an Itouch!
Monday, September 24th:
Students login to my Moodle course for the forum exercise
Discuss rubric of the type of posts and discussion that I would be looking for
Model the interaction inherit within these types of discussion
Create groups and introduce the project criteria. (8 groups, 3 or 4 to a group)
Give time for groups to exchange contact information/emails to collaborate of forum questions.
Explain how questions MUST be submitted on due date; failure to do so will result in a reduction in points on project.
Read Chapter 2 of Gatsby
Tuesday, September 25th:
Using "Four Corners," students positioned themeselves into the area of the room in which they felt would be the most beneficial description of a way to run a government. Using Pro/Con chart, students listed on sticky nots the pros of their type of gov. Then, groups rotated and listed the cons of other types. Then, we debriefed.
Democracy--elected leadership based upon the will of the majority
Most able minds--based upon tests of reason, intelligence
No clear leadership--based upon mutual understanding and assumed sharing/helping
Authority based upon the will of those with the most resources
After the activity, we had a short Socrative discussion about different types of governments.
Then, I discussed the situation of the Pilgrims/Puritans and the link to the homework assignment.
Using Differences and Similarities chart students listed one similarity or one difference that isn't listed already that would help us undersand the Pilgrims from the Puritans (and their way of thinking)
use Socrative to have interactive component while reading: ask questions--at least one that would be higher
level discussion
Complete reading and guide for Thursday and consider the following questions for tomorrow's essay.
Friday, September 28th:
Using student examples of essays, we saw proper and improper (areas of improvement for student writing) on a basic
paragraph level.
We used the question examples from my reading guide to judge the taxonomy level of each question (1-6) and discussed variations.
Students were asked to consider and begin drafting a response to one of the following questions
What differences exist in the manner of relationship between Native Americans and the Pilgrims and Smith's colony?
How would you compare/contrast Smith vs. Bradford's narrative "authority"
How do both Bradford and Smith's purposes in settling the "new world" coinside with the idea of America? What generalization can you make and evidence can you use to support that understanding?
What patterns of behavior do you find to be similar between both colonists as they attempted to establish their colonies?
Defend or Argue against the responses the Native Americans had towards each group of settlers.
Summative FCAs
Clear, identifiable thesis/argument that is the complete focus of the essay (no tangents)--3 pts.
Clear evidence used to support your argument (2 pieces of text or textual details--in MLA if needed) --6 pts.
Clear explanations are given to support your use of evidence--6 pts.
Afterwards, we watched a video concerning the Puritan way of life and their journey to America to gather some background knowledge (Discovery Education: "Just the Facts: The Colonization of North America")
- In groups created by teacher (4), students completed an activity to compare the two myths, as well as the "people" of today and in Grizzlies.
- Using mobile device, find image that represents
- Similarity of characterization of people in general
- Similarity to any aspect of modern culture or things we hold dear
- Similarity to types of stories that we can see in movies or are used to reading
- Similarities to lessons or understandings that we would have.
- Share with larger groups and select 2 from group to speak for larger group
- Begin reading from The Navajo Origin Legend
- Discuss the meaning of ablutions
- Ask for example of rituals
- Complete the reading guide
- Distribute Gatsby book and assign reading for two weeks--Chapter One is due the 24th. Available on disk at Hershey Library. (Explain what the semester project will entail.)
Native American / Oral Traditions Unit Test Guide:- In notes, looking at flipchart picture and the picture in book pg. 63, write a short response to the images and details present in the painting.
- How does the image portray the exploration?
- How is Columbus portrayed?
- What other details are noticed?
http://linoit.com/users/rwales/canvases/Columbus%20Interpretation- Begin watching biography of Christopher Columbus (13 min.)
- http://www.biography.com/people/christopher-columbus-9254209/videos/christopher-columbus-full-episode-2073085807
- Note his goals.
- Note the means he uses to produce his "ends."
- Note the characterization of the man himself.
- How this man fits or does not fit the character of his myth and the character of the American Dream.
- For homework, students were asked to respond with a post on Edmodo to describe how the exploratory spirit that they encountered in Columbus's biography compares with what we consider to be "the American Spirit."
- Why do we identify with these types of situations?
- Why are Americans, as a nation, "explorers"?
- What about each of us compares to the spirit of the explorer?
- And answer the poll question posed!
Additonal Watchings about Modern Exploration (if interested):- Watch a Howard Zinn piece on Columbus: http://www.youtube.com/watch?v=AuLLUFXQKEY
- Read "from Journal of the First Voyage to America"
- Discuss the concept of authorial purpose/intent
- Exigence
- Purpose
- Devices
- Recieve study guide to start for homework
Formative Quiz Tomorrow: How does Columbus's recordings mirror what seems to be the authorial purpose of his journal? Be able to use 2 quotes to illustrate.- We watched a video from Discovery was viewed concerning the Jamestown
- http://www.snagfilms.com/films/title/nightmare_in_jamestown
- http://www.snagfilms.com/films/title/nightmare_in_jamestown
- Finsh 5 minutes early to talk about paragraph structure expected for responses to essay tomorrow.
- Essay questions to consider for tomorrow:
- Why would John Smith use the 3rd person to write his own story?
- Evaluate how believable Smith's tale is, using specific details from the text.
- How does Smith represent someone of admirable or non-admirable "American" character?
- Why would this be considered a landmark piece of American literature?
- How does Jamestown represent, in its own way, a "little America"?
Grading Criteria FCAs:- Essay question response (formative) 15 minutes given to write
- Afterwards, students are divided into 2 groups (archaeology vs. literary)
- In groups of 4, they are asked to consider the strengths and weaknesses of each type of evidence: archaeological and literary.
- Each group must attempt to post a fresh strength for their side and a weakness on the other side
- Can use technology to research
- Post on the chart paper provided (10 min.)
- Afterwards, students should take notes as I review the findings and postings around the room
- Closure: using ball for last 3 or 4 minutes
Finish Reading Chpt. 1 of Great GatsbyBring technology that can access the Forum on Moodle for Monday. Check beforehand if yours will work. If not, go to library and get an Itouch!
- We began reading "from Of Plymouth Plantation"
- use Socrative to have interactive component while reading: ask questions--at least one that would be higher
level discussion- Using student examples of essays, we saw proper and improper (areas of improvement for student writing) on a basic
paragraph level.- We used the question examples from my reading guide to judge the taxonomy level of each question (1-6) and discussed variations.
- Students were asked to consider and begin drafting a response to one of the following questions
- What differences exist in the manner of relationship between Native Americans and the Pilgrims and Smith's colony?
- How would you compare/contrast Smith vs. Bradford's narrative "authority"
- How do both Bradford and Smith's purposes in settling the "new world" coinside with the idea of America? What generalization can you make and evidence can you use to support that understanding?
- What patterns of behavior do you find to be similar between both colonists as they attempted to establish their colonies?
- Defend or Argue against the responses the Native Americans had towards each group of settlers.
Summative FCAs