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World Lit: The Iliad Story Time, Day 2

Standards
ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Georgia ELA
ELAGSE9-10SL3 Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Georgia ELA

Learning Target
Students will continue listening to an overview of the Iliad and practice taking notes from the lecture.

Opening Session
Review from yesterday! Can anyone summarize what we heard about in yesterday’s Iliad story time?

Work Session
We’re continuing the Iliad story time today! Again, my 2nd block will be venturing into the wilds of the B cottage to hear Mr. Mellman narrate for us, and I’ll take up the storytelling mantle in 3rd block.

Continue to take notes – this is important stuff and you’ll need it as we get into the actual text of the Iliad next week!

Afterward, I’m going to give everyone a one page section of the “Achilles and Priam” portion of The Iliad. I would like for you guys to work on translating the poem, line by line, into modern English.

You should be working by yourself on this activity, but I’ll help out by translating the first stanza for you. This will be GRADED, so make sure you do it well! This is a really important assignment, because if you can’t understand what these lines are saying, you’re going to have a really hard time reading the rest of the poem.

You’ll have about fifteen minutes to do this at the end of class.

Iliad translation activity

Closing Session
Let’s end the day by going back to the KWL chart we made yesterday at the beginning of the class and filling in the Learned section. I’m excited to hear what everyone’s favorite part of the story was!

Assessment
Formative (Note taking, participation, KWL)

Differentiation
Process (learning styles, scaffolding)

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AP Lang: Group Essay Analysis, Day 2

Standards06

  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Georgia ELA
  • ELAGSE11-12SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Georgia ELA
  • ELAGSE11-12SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Georgia ELA

Learning Target
Students will analyze the essay they have been assigned and develop a plan to present their information to the class.

Opening Session
Get to your groups and get a textbook! Take a few minutes to read through the questions you answered yesterday and briefly discuss them with your group members.

Work Session
Yesterday you answered the questions in the book to analyze the essay you read. Today I would like for you to expand that analysis.

Working with your group, write a one-page response that connects the essay you read to the concept of the American Dream. What does this have to do with the American Dream? Why are we studying it in class? Does this change your perception of the American Dream, who can achieve it, or what it takes to achieve it?

You will be presenting this information to the class starting on Tuesday of next week, and tomorrow and Monday you will have all day to craft your presentations. Your classmates will be responsible for the knowledge you present to them, so you need to do a good job!

Closing Session
Begin writing your lesson plan for how you will teach your article to the class!

Assessment Strategies
Formative (group work); Summative (presentation)

Differentiation
Process (scaffolding, varied difficulties, flexible grouping strategies)

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World Lit: Iliad Story Time

Standards
ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Georgia ELA
ELAGSE9-10SL3 Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Georgia ELA

Learning Target
Students will hear an overview of the Iliad and practice mindful note-taking as they listen.

Opening Session
Let’s make a quick KWL chart! Has anyone studied Greek mythology before? Maybe The Odyssey? We’ll do a KWL chart together on the board, filling in the Know and Want-to-know sections now.

Work Session
It’s Iliad Story Time!

My second block, we’re going on a field trip to Mr. Mellman’s class over in B3. Mr. Mellman will be narrating the story of the Iliad while you guys are taking notes. I’ll take notes too, in case anyone isn’t here, and I’ll post them up on the class blog later on.

My third block, I’ll be relating the story! You should be taking notes while I do so.

Closing Session
To close out the day, let’s do a quick think-pair-share. Think for a minute about the most interesting thing you heard today, then share with your neighbor. We’ll take a few volunteers to share out afterwards.

Assessment
Formative (note taking, participation)

Differentiation
Process (learning styles, scaffolding)

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AP Lang: USA Test Prep Preassessment

Standards

  • ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Georgia ELA
  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Georgia ELA
  • ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Georgia ELA
  • ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Georgia ELA

Learning Target
Students will demonstrate their initial knowledge of American Literature by taking a comprehensive USA Test Prep assessment.

Opening Session
Grab a laptop and let’s set up our USA Test Prep accounts!

Work Session
You’ll be taking the USA Test Prep assessment I’ve assigned to the class. Do your best, but remember that as a pre-test, this will NOT be graded.

Closing Session
What did you find difficult? What was easy? What areas should we focus on this semester?

Assessment
Formative (preassessment)

Differentiation
Process (scaffolded questions, varied lengths)

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World Lit: Gilgamesh Test Day!

Standards
ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Objective
Students will demonstrate their knowledge of The Epic of Gilgamesh on a comprehensive unit test.

Opening Session
Five minutes to review and ask questions before your test!

Work Session
Let’s get right down to business and work on this test! It is 20 multiple choice questions, 5 short answers, and one essay. You’ll have the entire block. Good luck!

Closing Session
Pop quiz! After Mesopotamia, where did the center of civilization move to? If you said Greece, you’re right! And starting tomorrow, we’re going to talk about a Greek epic called The Iliad.

Assessment
Summative (test)

Differentiation
Process (Scaffolding)

© Mrs. Bristow's and Mr. Mellman's Literature Classes
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