Tuesday 12/3 through Friday 12/6
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show painting "St. George and the Dragon" on the Promethean board. Read the accompanying poems to the class.
2. Open digital journal - Entry #5 and respond to the following -
- Look at the painting. Choose something in the painting to pretend to be that person or thing. Write your assessment of the situation from the point of view you have chosen (like the sample poems).
3. Share responses.
4. Discuss jousting tournaments and finish the video. Have students complete the handout as they view it.
5. Open digital notebooks - Entry #6 - Create 4 “I should…but I” statements indicating 4 things that you should do but what you do instead –
Example – I should be nicer to my little brother, but I yell at him because he is so annoying
6. Discuss entries.
7. Display the Sins and Virtues Prezi while students take notes.
8. Have students turn to the back of the handout. Play the Sins and Virtues via Music Photo Story. Have students identify which song goes with which sin/virtue - prize for the most correct. Discuss.
Homework:
- Students with missing assignments must turn them in this week or attend mandatory Lunch Detention next week.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show painting "St. George and the Dragon" on the Promethean board. Read the accompanying poems to the class.
2. Open digital journal - Entry #5 and respond to the following -
- Look at the painting. Choose something in the painting to pretend to be that person or thing. Write your assessment of the situation from the point of view you have chosen (like the sample poems).
3. Share responses.
4. Discuss jousting tournaments and finish the video. Have students complete the handout as they view it.
5. Open digital notebooks - Entry #6 - Create 4 “I should…but I” statements indicating 4 things that you should do but what you do instead –
Example – I should be nicer to my little brother, but I yell at him because he is so annoying
6. Discuss entries.
7. Display the Sins and Virtues Prezi while students take notes.
8. Have students turn to the back of the handout. Play the Sins and Virtues via Music Photo Story. Have students identify which song goes with which sin/virtue - prize for the most correct. Discuss.
Homework:
- Students with missing assignments must turn them in this week or attend mandatory Lunch Detention next week.
Monday 12/9 & Tuesday 12/10
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 7 Deadly Sins and the other of The 7 Heavenly Virtues.
2. Have students get into pairs.
3. Each pair will create 2 collages - one of the 7 Deadly Sins and the other of The 7
Heavenly Virtues.
Supplies - 11 x 14 paper, magazines, scissors, glue sticks, magic markers
Homework: None
Wednesday 12/11 & Thursday 12/12
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones and collect Sins & Virtues collages.
2. Give each student an index card - On the card, write down what one item you would take on a trip because you could not live without it (other than cell phones or electronic devices - those are a given). Explain why this item is so crucial to you. Do not put your name on the card.
3. Collect cards and share.
4. Distribute Canterbury Tales introduction handout.
5. Show Introduce the Canterbury Tales while students take notes on handout.
6. Read the opening and discuss the prologue while students take notes on the handout.
7. Have students open digital notebooks: For #7 - Choose two of the statements below and write a paragraph about each explaining whether or not you agree and why:
- Greed is the root of evil.
- Excessive pride is the root of evil.
- Power corrupts people.
- Only women know best what women want.
- The woman should have all the power in a relationship.
- Dreams are often predictors of the future.
- Society must be divided into classes (upper, middle, lower) to function properly.
8. Turn to page 184. Read "The Wife of Bath's Tale" and complete the "Somebody - Wanted - But -So" handout as we read.
9. Watch the clay-mation video of "The Wife of Bath's Tale."
Homework:
- None
Friday 12/13 & Monday 12/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Canterbury Tales background & Finish Wife of Bath's Tale.
2. Show the pen & ink video of Wife of Bath.
3. Administer Canterbury Tales background and "Wife of Bath's Tale" Quiz.
4. Open digital journal - #8 - Define pride (discuss it as a deadly sin). Write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
5. Read "The Nun's Priest Tale" from the children's book and discuss.
6. Watch the clay-mation video of "The Nun's Priest Tale."
7. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
Homework:
- You will share drawings and paragraphs next class and we will collect them for a quiz grade on "The Nun's Priest's Tale".
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Canterbury Tales background & Finish Wife of Bath's Tale.
2. Show the pen & ink video of Wife of Bath.
3. Administer Canterbury Tales background and "Wife of Bath's Tale" Quiz.
4. Open digital journal - #8 - Define pride (discuss it as a deadly sin). Write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
5. Read "The Nun's Priest Tale" from the children's book and discuss.
6. Watch the clay-mation video of "The Nun's Priest Tale."
7. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
Homework:
- You will share drawings and paragraphs next class and we will collect them for a quiz grade on "The Nun's Priest's Tale".
Tuesday 12/17 & Wednesday 12/18
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Watch the clay-mation video of "The Nun's Priest Tale."
2. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
3. Groups will share drawings and turn in drawings and paragraphs.
4. Have students open digital Journal. Entry #9 - "Is money a good enough reason to betray a friend? Explain.
5. Get textbooks and turn to page 170. Read "The Pardoner's Tale" and discuss.
6. Watch the clay-mation video of "The Pardoner's Tale."
7. Discuss the following:
- 1. Explain why wanting to find death and kill him was dramatic irony.
- 2. Explain the dramatic irony in the characters' plans for dividing the gold coins.
- 3. The old man told the three men that Death could be found under the tree.
Explain the dramatic irony in his statement.
8. If time remains, do matching activity for the tale.
Homework:
None.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Watch the clay-mation video of "The Nun's Priest Tale."
2. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
3. Groups will share drawings and turn in drawings and paragraphs.
4. Have students open digital Journal. Entry #9 - "Is money a good enough reason to betray a friend? Explain.
5. Get textbooks and turn to page 170. Read "The Pardoner's Tale" and discuss.
6. Watch the clay-mation video of "The Pardoner's Tale."
7. Discuss the following:
- 1. Explain why wanting to find death and kill him was dramatic irony.
- 2. Explain the dramatic irony in the characters' plans for dividing the gold coins.
- 3. The old man told the three men that Death could be found under the tree.
Explain the dramatic irony in his statement.
8. If time remains, do matching activity for the tale.
Homework:
None.
Tuesday 12/17 & Wednesday 12/18
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the Pardoner's Tale.
2. Play Pardoner's Tale Rap.
3. Administer "Pardoner's Tale" Quiz.
4. Have students open digital journal. Entry #10 - Write a paragraph explaining which aspects of life in the Middle Ages you would have liked to experience. Why? What parts of Middle Ages living would you have disliked? Why?
5. Distribute Plague video handout. Watch The Black Death 1347-1351 video and fill in the assignment sheet.
6. Collect plague video sheet.
7. Distribute the Assessment Practice handout. Have students get textbooks and turn to p. 282. Students will complete the Assessment Practice handout for a quiz grade.
8. Collect all Assessment Practice handouts.
Homework:
None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the Pardoner's Tale.
2. Play Pardoner's Tale Rap.
3. Administer "Pardoner's Tale" Quiz.
4. Have students open digital journal. Entry #10 - Write a paragraph explaining which aspects of life in the Middle Ages you would have liked to experience. Why? What parts of Middle Ages living would you have disliked? Why?
5. Distribute Plague video handout. Watch The Black Death 1347-1351 video and fill in the assignment sheet.
6. Collect plague video sheet.
7. Distribute the Assessment Practice handout. Have students get textbooks and turn to p. 282. Students will complete the Assessment Practice handout for a quiz grade.
8. Collect all Assessment Practice handouts.
Homework:
None
Thursday 12/19 & Friday 12/20
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Do matching activity for the "Pardoner's Tale".
2. Distribute Celtic alphabet letters. Have students color the letter of their last name.
3. Play holiday trivia game.
Homework:
Have a wonderful (and safe) holiday break!
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Do matching activity for the "Pardoner's Tale".
2. Distribute Celtic alphabet letters. Have students color the letter of their last name.
3. Play holiday trivia game.
Homework:
Have a wonderful (and safe) holiday break!
We
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks. Interactive Notebook Entry #6 - On the left side, define the word, "reputation." Write about how a person's reputation affects him or her in high school. Does this guide (or affect) your actions and choices? Do you think that a person's reputation follows him? Explain.
2. Discuss Sir Gawain and the Knights of the Round Table. Begin reading "Sir Gawain and the Green Knight."
3. View the "Sir Gawain" videos -
- part 1 video
- part 2 video
- part 3 video
4. Discuss the ironic outcome of the story.
Homework:
- None.
Thursday 11/29 & Monday 12/4
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks. Interactive Notebook Entry #4 - (On the left page) Describe your idea of an ideal date. What would you do? Where would you go?, etc.
2. Introduce Sir Cutie-Pie and his armor.
3. Distribute armor/knight interactive handout. Complete the handout and staple on the right page of the interactive notebook as Entry #4.
4. Discuss code of chivalry. Chivalry: code of behavior and ideals of the knights..loyalty to lords, warfare rules, self-improvement..Show chivalry video
5. Courtly love: Courtly Love: non-sexual love between knights and gentlewomen.. women were put on pedestals (above males).. adoration of women in order to better themselves...Show courtly love video.
6. Choose a knight to color and label armor. Staple in notebook on the left hand page as entry #5. On right page side, describe your knight:
- Name him - "Sir ______"
- Explain where he is from
- Describe the three characteristics of a knight that he possesses (code of chivalry)
- If you were a lady of the court, what would he have to do to woo you?
7. Watch Middle Ages videos -
25 Reasons You'll be Glad you Didn't Live in the Middle Ages
10 Terrifying Facts about Medieval Knights
8. Read and discuss "Life in 1500s."
9. Watch Richard Karn footsoldier video
Homework:
- None.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks. Interactive Notebook Entry #4 - (On the left page) Describe your idea of an ideal date. What would you do? Where would you go?, etc.
2. Introduce Sir Cutie-Pie and his armor.
3. Distribute armor/knight interactive handout. Complete the handout and staple on the right page of the interactive notebook as Entry #4.
4. Discuss code of chivalry. Chivalry: code of behavior and ideals of the knights..loyalty to lords, warfare rules, self-improvement..Show chivalry video
5. Courtly love: Courtly Love: non-sexual love between knights and gentlewomen.. women were put on pedestals (above males).. adoration of women in order to better themselves...Show courtly love video.
6. Choose a knight to color and label armor. Staple in notebook on the left hand page as entry #5. On right page side, describe your knight:
- Name him - "Sir ______"
- Explain where he is from
- Describe the three characteristics of a knight that he possesses (code of chivalry)
- If you were a lady of the court, what would he have to do to woo you?
7. Watch Middle Ages videos -
25 Reasons You'll be Glad you Didn't Live in the Middle Ages
10 Terrifying Facts about Medieval Knights
8. Read and discuss "Life in 1500s."
9. Watch Richard Karn footsoldier video
Homework:
- None.
________________________________________________________________________________________________________________________
Monday - 12/19 and Tuesday 12/20
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish presentations of modern ballad analyses.
2. Show sample ballad projects. Discuss the pros and cons of each.
3. Do's and Dont's of the ballad project.
4. Play Name that tune
Name that tune?
Hit Songs Name that Tune
5. Start thinking about what song you might like to use for your ballad project in January.
Homework:
- None
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish presentations of modern ballad analyses.
2. Show sample ballad projects. Discuss the pros and cons of each.
3. Do's and Dont's of the ballad project.
4. Play Name that tune
Name that tune?
Hit Songs Name that Tune
5. Start thinking about what song you might like to use for your ballad project in January.
Homework:
- None
Thursday 12/15 and Friday 12/16
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish group presentations of medieval ballad analyses.
2. Distribute modern day ballad packets and analysis handout to each group. Have groups select a card to determine their assigned ballad. The group will read the ballad and analyze it using the questions on the handout to present to the class.
5. Group ballad analysis presentations.
6. As a group, use your phones and find another example of a modern day ballad that is school appropriate. Share.
Homework:
- None
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish group presentations of medieval ballad analyses.
2. Distribute modern day ballad packets and analysis handout to each group. Have groups select a card to determine their assigned ballad. The group will read the ballad and analyze it using the questions on the handout to present to the class.
5. Group ballad analysis presentations.
6. As a group, use your phones and find another example of a modern day ballad that is school appropriate. Share.
Homework:
- None
Tuesday 12/13 and Wednesday 12/14
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Share knight's shields with your neighbor. Cut out your shield and staple it into your interactive notebook (on the left side) as entry #8. On the right page, write a paragraph which explains why you chose the items that you did on your shield.
2. Have one person at your table get textbooks for your group. Turn to pages 218 and review "Barbara Allan." Distribute the ballad characteristics handout and complete.
3. Turn to pp. 224-225 and read "Get Up and Bar the Door." Fill in the questions about plot on the back of the ballad characteristics handout. Discuss.
4. Distribute ballad packets, newsprint and markers. Have groups select a card to determine their assigned ballad. The group will read the ballad and explain the 8 characteristics of ballads on newsprint with markers to present to the class.
5. Group ballad analysis presentations.
Homework:
- None
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Share knight's shields with your neighbor. Cut out your shield and staple it into your interactive notebook (on the left side) as entry #8. On the right page, write a paragraph which explains why you chose the items that you did on your shield.
2. Have one person at your table get textbooks for your group. Turn to pages 218 and review "Barbara Allan." Distribute the ballad characteristics handout and complete.
3. Turn to pp. 224-225 and read "Get Up and Bar the Door." Fill in the questions about plot on the back of the ballad characteristics handout. Discuss.
4. Distribute ballad packets, newsprint and markers. Have groups select a card to determine their assigned ballad. The group will read the ballad and explain the 8 characteristics of ballads on newsprint with markers to present to the class.
5. Group ballad analysis presentations.
Homework:
- None
Friday 12/9 and Monday 12/12
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Interactive notebook Entry #7 - On the left side, answer the following questions:
- What is your worst "earworm" - a song, jingle, or phrase that gets stuck in your head and plays over and over and over until you want to scream? Discuss.
- On the right side, fill in the blanks on the slogan and jingle sheet and staple it in your interactive notebook. Discuss.
2. Have one person at your table get textbooks for your group. Turn to pages 216-217 to read about the characteristics of ballads.
3. Turn to page 218-19 and read "Barbara Allan." Watch the Joan Baez version of Barbara Allan."
4. Distribute shield handout and discuss requirements. Have students design their own knight's shields.
Homework:
- Finish your shield if you did not finish in class. Be ready to pay attention and participate in class!
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Interactive notebook Entry #7 - On the left side, answer the following questions:
- What is your worst "earworm" - a song, jingle, or phrase that gets stuck in your head and plays over and over and over until you want to scream? Discuss.
- On the right side, fill in the blanks on the slogan and jingle sheet and staple it in your interactive notebook. Discuss.
2. Have one person at your table get textbooks for your group. Turn to pages 216-217 to read about the characteristics of ballads.
3. Turn to page 218-19 and read "Barbara Allan." Watch the Joan Baez version of Barbara Allan."
4. Distribute shield handout and discuss requirements. Have students design their own knight's shields.
Homework:
- Finish your shield if you did not finish in class. Be ready to pay attention and participate in class!
Wednesday 12/7 & Thursday 12/8
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish "First Knight" and collect answers to questions.
2. Show painting "St. George and the Dragon" on the Promethean board. Read the accompanying poems to the class. - Entry #5 -On the left side of your notebook, respond to the following -
- Look at the painting. Choose something in the painting to pretend to be that person or thing. Write your assessment of the situation from the point of view you have chose (like the sample poems).
3. Share responses.
4. Entry #6 - On the left side, answer the following questions:
- What if you make a great sacrifice for love, but it does not produce the happy ending that you expect? Would it still be worth having made the sacrifice? Why?
- On the right side, list examples of sacrifices for love that you have seen on TV or in movies, read in books or stories, or heard in songs.
5. If time remains, pass back papers.
Homework:
- None.
- If you wish to complete Beowulf test corrections, or you have any other make-up work due, come in on Wednesday, 12/7; Thursday, 12/8; or Monday 12/12
Monday 12/5 & Tuesday 12/6
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute "First Knight" questions and a sheet of lined paper.
2. View the "First Knight" video and answer questions -
3. Discuss the aspects of medieval romance in the story.
Homework:
- None.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute "First Knight" questions and a sheet of lined paper.
2. View the "First Knight" video and answer questions -
3. Discuss the aspects of medieval romance in the story.
Homework:
- None.
Thursday 12/1 & Friday 12/2
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish reading "Sir Gawain and the Green Knight" (in blocks we did not finish) and discuss.
2. View the "Sir Gawain" videos -
- part 1 video
- part 2 video
- part 3 video
3. Distribute handout and discuss medieval romance. Have students identify examples of medieval romance in "Sir Gawain." Flip sheet over and have students complete the Sir Gawain "Find Someone Who" activity. Turn in completed work for a grade.
4. Administer "Sir Gawain" quiz.
4. Discuss the realities of life in the Middle Ages - "25 Reasons You'll be Glad You Don't Live in Medieval Times" video
Homework:
- None.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish reading "Sir Gawain and the Green Knight" (in blocks we did not finish) and discuss.
2. View the "Sir Gawain" videos -
- part 1 video
- part 2 video
- part 3 video
3. Distribute handout and discuss medieval romance. Have students identify examples of medieval romance in "Sir Gawain." Flip sheet over and have students complete the Sir Gawain "Find Someone Who" activity. Turn in completed work for a grade.
4. Administer "Sir Gawain" quiz.
4. Discuss the realities of life in the Middle Ages - "25 Reasons You'll be Glad You Don't Live in Medieval Times" video
Homework:
- None.
Friday - 12/18
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have one person at your table get textbooks for your group. Turn to pages 218 and review "Barbara Allan." Distribute the ballad characteristics handout and complete.
2. Turn to pp. 224-225 and read "Get Up and Bar the Door." Fill in the questions about plot on the back of the ballad characteristics handout. Discuss.
3. Distribute ballad packets, newsprint and markers. Have groups select a card to determine their assigned ballad. The group will read the ballad and explain the 8 characteristics of ballads on newsprint with markers to present to the class.
4. Group ballad analysis presentations.
Homework:
- None
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have one person at your table get textbooks for your group. Turn to pages 218 and review "Barbara Allan." Distribute the ballad characteristics handout and complete.
2. Turn to pp. 224-225 and read "Get Up and Bar the Door." Fill in the questions about plot on the back of the ballad characteristics handout. Discuss.
3. Distribute ballad packets, newsprint and markers. Have groups select a card to determine their assigned ballad. The group will read the ballad and explain the 8 characteristics of ballads on newsprint with markers to present to the class.
4. Group ballad analysis presentations.
Homework:
- None
Wednesday - 12/16
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students pick a falcon card as they enter and move to the appropriate table.
2. Groups will answer the 6 questions on the falcon cards (using the textbook to review). Discuss and collect work.
3. Interactive notebook Entry #7 - On the left side, answer the following questions:
- What is your worst "earworm" - a song, jingle, or phrase that gets stuck in your head and plays over and over and over until you want to scream? Discuss.
- On the right side, fill in the blanks on the slogan and jingle sheet and staple it in your interactive notebook. Discuss.
5. Have one person at your table get textbooks for your group. Turn to pages 216-217 to read about the characteristics of ballads.
6. Turn to page 218-19 and read "Barbara Allan." Watch the Joan Baez version of Barbara Allan."
Homework:
- Be ready to pay attention and participate in class!
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students pick a falcon card as they enter and move to the appropriate table.
2. Groups will answer the 6 questions on the falcon cards (using the textbook to review). Discuss and collect work.
3. Interactive notebook Entry #7 - On the left side, answer the following questions:
- What is your worst "earworm" - a song, jingle, or phrase that gets stuck in your head and plays over and over and over until you want to scream? Discuss.
- On the right side, fill in the blanks on the slogan and jingle sheet and staple it in your interactive notebook. Discuss.
5. Have one person at your table get textbooks for your group. Turn to pages 216-217 to read about the characteristics of ballads.
6. Turn to page 218-19 and read "Barbara Allan." Watch the Joan Baez version of Barbara Allan."
Homework:
- Be ready to pay attention and participate in class!
Monday - 12/14
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect knight's shields and have students get interactive notebooks
2. Show painting "St. George and the Dragon" on the Promethean board. Read the accompanying poems to the class. - Entry #5 -On the left side of your notebook, respond to the following -
- Look at the painting. Choose something in the painting to pretend to be that person or thing. Write your assessment of the situation from the point of view you have chose (like the sample poems).
3. Share responses.
4. Entry #6 - On the left side, answer the following questions:
- What if you make a great sacrifice for love, but it does not produce the happy ending that you expect? Would it still be worth having made the sacrifice? Why?
- On the right side, list examples of sacrifices for love that you have seen on TV or in movies, read in books or stories, or heard in songs.
5. Have one person at your table get textbooks for your group. Turn to page 208 to read "Federigo's Falcon."
6. Select a falcon - get into your groups by color and answer the six items on the falcons.
Homework:
- Finish personal knight's shield if you did not finish in class.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect knight's shields and have students get interactive notebooks
2. Show painting "St. George and the Dragon" on the Promethean board. Read the accompanying poems to the class. - Entry #5 -On the left side of your notebook, respond to the following -
- Look at the painting. Choose something in the painting to pretend to be that person or thing. Write your assessment of the situation from the point of view you have chose (like the sample poems).
3. Share responses.
4. Entry #6 - On the left side, answer the following questions:
- What if you make a great sacrifice for love, but it does not produce the happy ending that you expect? Would it still be worth having made the sacrifice? Why?
- On the right side, list examples of sacrifices for love that you have seen on TV or in movies, read in books or stories, or heard in songs.
5. Have one person at your table get textbooks for your group. Turn to page 208 to read "Federigo's Falcon."
6. Select a falcon - get into your groups by color and answer the six items on the falcons.
Homework:
- Finish personal knight's shield if you did not finish in class.
Thursday - 12/10
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish discussion of "Sir Gawain and the Green Knight" and knight's coat of arms/shield.
2. Distribute shield handout and discuss requirements. Have students design their own knight's shields.
Homework:
- Finish personal knight's shield if you did not finish in class.
Tuesday - 12/6
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish reading "Sir Gawain and the Green Knight" and discuss.
2. View the "Sir Gawain" videos -
- part 1 video
- part 2 video
- part 3 video
3. Distribute handout and discuss medieval romance. Have students identify examples of medieval romance in "Sir Gawain." Flip sheet over and have students complete the Sir Gawain "Find Someone Who" activity. Turn in completed work for a grade.
4. Discuss the realities of life in the Middle Ages - "25 Reasons You'll be Glad You Don't Live in Medieval Times" video
Homework:
- None.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish reading "Sir Gawain and the Green Knight" and discuss.
2. View the "Sir Gawain" videos -
- part 1 video
- part 2 video
- part 3 video
3. Distribute handout and discuss medieval romance. Have students identify examples of medieval romance in "Sir Gawain." Flip sheet over and have students complete the Sir Gawain "Find Someone Who" activity. Turn in completed work for a grade.
4. Discuss the realities of life in the Middle Ages - "25 Reasons You'll be Glad You Don't Live in Medieval Times" video
Homework:
- None.
Wednesday - 12/2/15 and Friday - 12/4/15
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show any remaining student presentations of Research Superhero Photo Story projects.
2. Have one person at your table get interactive notebooks. Interactive Notebook Entry #1 - (On the left page) Describe a time that you were loyal to someone or something. Discuss together.
3. Medieval people walk-about. Write down three facts for each person on the right hand page of interactive entry #1.
4. Introduce Sir Cutie-Pie and his armor.
5. Distribute armor/knight interactive handout. Complete the handout and staple into interactive as Entry #2.
6. Discuss code of chivalry. Chivalry: code of behavior and ideals of the knights..loyalty to lords, warfare rules, self-improvement..Show chivalry video
7. Courtly love: Courtly Love: non-sexual love between knights and gentlewomen.. women were put on pedestals (above males).. adoration of women in order to better themselves...Show courtly love video.
8. Choose a knight to color and label armor. Staple in notebook as entry #3 on left side. On right side, describe your knight:
- Name him - "Sir ______"
- Explain where he is from
- Describe the three characteristics of a knight that he possesses (code of chivalry)
- If you were a lady of the court, what would he have to do to woo you?
9. Interactive Notebook Entry #4 - On the left side, define the word, "reputation." Write about how a person's reputation affects him or her in high school. Does this guide (or affect) your actions and choices? Do you think that a person's reputation follows him? Explain.
10. Discuss Sir Gawain and the Knights of the Round Table. Begin reading "Sir Gawain and the Green Knight."
Homework:
- None.