Week 17 (11/30-12/4)
Monday:
Standard: Select a focused topic, determine purpose and audience, and
generate questions for research. (3.6.1-2, 3.2.1-2)
Lesson Objective: SWBAT create a plot line for a chapter of the class novel,
set in ancient Egypt (Memphis, 2,600 B.C.). This objective will span
approximately six class periods.
Language Objective: Students will apply the following terms/symbols to the
construction of their novel chapter: Ankh Tawy (an original name of Memphis),
Ptah (patron god of Memphis), ankh (life), was (power) and djed (stability).
Anticipatory Set: A prompt will be provided, along with key terms for
inquiry and application. Students will write down questions while the teacher
reads the prompt, and answer them during the Q&A session.
Prompt: Sub-objective 1: Students will take notes on the expository elements
of chapter 5, which is set in Egypt. Characters will be helping an Egyptian
person, as specified in the following prompt:
In Tsodilo Hills, you learned the importance of family and homes. By sharing
your experiences of home with the Tsodilite tribe, you were able to jump to
the next step in our journey: ancient Egypt. Here, you must consider how the
development of civilization, including varied occupations and social
hierarchies will have influenced life (this will be the conflict in our
story). Is life better? Is it worse? How and why?
In some ways, life has become much better; the Egyptians have a greater life
expectancy, great power and more stability. However, these advances come at a
price, and some experience them to a greater degree than others.
Create the plot for a historical fiction story, in which you discuss these
issues, and use facts from your research to enrich it. Begin at Imhotep’s
construction site, among the builders of the first great pyramid and their
families. Then, help an Egyptian who is in need, by bringing his or her
plight to the attention of King Zoser. You will need to convince Imhotep that
you understand the secret symbols of the deity Ptah, if you want to gain an
audience from King Zoser. You must create and present your own sacred symbol
to King Zoser, in order to help your Egyptian friend…
Homework: All students will complete an outline of chapter 5, including the
following categories:
I. exposition
II. conflict
III. rising action
IV. climax
V. falling action
VI. resolution.
In each category, students should summarize what will happen in his/her
chapter. The goal is to come up with a logical progression of events to
illustrate that life, power and stability (the values of the deity Ptah) must
be bolstered by justice.
Tuesday: Students will review, research and present their outlines, as they
begin the writing process. Our goal is to have the exposition of chapter 5
completed by class on Wednesday.
Homework: Students need to complete the exposition of chapter 5. This should
be approximately 2 typewritten pages, and students should make certain they
have a practical way to get writing back and forth from school (flash drive,
email, etc.).
Wednesday: All students will make sure their conflict is fully expressed and
integrated into the exposition.
Homework: Students will work on the rising action of their story--no fewer
than three events leading up to a meeting with King Zoser.
Week 16 (11/23-24)
Monday: Students will watch "School House Rock".
Homework: All students will memorize their first 10 Linking verbs.
Tuesday: All students will go over chapter 5 in the class novel.
Week 15 (11/15-19)
Monday: All students will read Beowulf, and go over the vocabulary assignment
from Friday. Period 1 will hand in its folders.
Homework: Study the definitions of each word in our vocabulary list for
Tuesday assessment.
Tuesday: All students will be assessed on their vocabulary list, and will
work on a rough draft of the remainder of chapter 4 in our class novel.
Period 2 will hand in its folders.
Homework: Revised: Students will complete the provided grammar worksheet.
Wednesday: Students will identify modifiers (adjectives, adverbs and
prepositional phrases) in provided sentences. If time allows, students will
work on chapter 4 of their novels.
Homework: Students will complete chapter 4 of their class novel.
Thursday: Students will practice diagramming adjectives, adverbs and
prepositional phrases, and then move on to novel writing. Period 6 will hand
in its folders.
Homework: Grammar review unit.
Friday: Students will take their grammar assessment, and go over Beowulf's
battle with Grendel's mother. Period 7 will hand in its folders.
