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Unit 1: See Curriculum Guide
The following class notes and homework assignments are listed in reverse chronological order. Students can review the most current classwork and homework assignments and then scroll down to previous assignments.
Lion King Project:due November 24th
Monday, November 16; Tuesday, November 17; Wednesday, November 18th
Laptops: students complete the Lion King journal entries as final drafts during these three days.
Original assignment: Scroll down to Tuesday, October 6 (We are waiting for laptop cart to complete revise drafts into final copies.)
Mythical Tales Today:
DIrections:
While this video explores our present day knowledge of astronomy through the eyes of two students, there are many fields of science to explore.
Identify and investigate a field of science. Choose something you enjoy: for example, astronomy, ecology, biology (the world of plants and/or animals), physics, chemistry, and even philosophy. Print out a hard copy of the news article related to the field of science you will explore.
Use the following URLs to Identify and investigate a field of science through a current events news article:
Use your knowledge of fictional myths to go back in history to a time before we understood the actual science. The key to this assignment is that you go back in history and then write a myth that would explain the news article you chose.
The following information will help you manage this assignment:
1. What are the five elements of a myth?
Answer
The Five Elements of a Myth are:
1. General: During ancient times(and in some cultures today), myths were told to explain the unknown. The peoples of ancient times believed myths were true explanations of the rise and fall of tides, sunrises, sunsets, stars in the sky, great storms, ...
2. The main characters (protagonists) in a myth are gods and/or supernatural beings.
3. Settings in a myth include places in the universe and on Earth.
Authors use imagery to describe the setting and the mood of the myth.
4. Mythical themes usually explain the creation of something: for example, music, an eclipse, sunrise.
5. Rational: Myths were stories told to teach and explain the science, philosophy, and theology of the ancient worlds.
2. Define oral tradition.
Answer:
Oral Tradition is a story-telling tradition that began as soon as people on this earth could communicate with one another. Sometimes stories were told in the form of pictures on cave walls; sometimes these stories were told in the form of drumbeats, dance, and song; and sometimes these stories were told as a part of the memory of a community.
Oral tradition is the first form of history. It is a spoken history and the people of ancient times shared their history in the form of stories. These stories were colorful and were a little different each time they were told. It was not an accurate form of history, but it was a very real tradition.
We still use these story-traditions to share our past; our families; our own memories
3. Define ancient stories and explain why these stories amaze audiences.
Answer:
We are watching the Disney movies to see and understand movies in a different way. The different way is traditional literature. Disney Studios have taken many ancient stories from different cultures, and revised theses stories for a modern audience. People have used these stories for centuries, and for generations to explain, to teach, and to give people a better understanding about who they are, and how they should live their lives. Life is expressed with dignity, grace, humility, and the ability to make good decisions because you have learned sound judgment.
4. What are the four methods and author uses to create a character?
Answer:
Characterization/character development: The method a writer uses to develop characters.
There are four basic methods:
a) a writer may describe a character’s appearance;
b) a character’s nature may be revealed through his/her own speech, thoughts, feelings, or actions;
c) the speech, thoughts, feelings, or actions of other characters can be used to develop a character;
d) the narrator can make direct comments about a character
5. Define character.
Answer:
Character: A person who takes part in the action of a story, novel, or a play. Sometimes characters can be animals or imaginary creatures.
6. Define protagonist.
Answer:
Protagonist: The protagonist is the main character of a story.
Thursday, Friday, Saturday, Sunday, and Monday (October 8, 9, 10, 11, 12)
 Remember to go outside  and play for two hours  before you return to school on Tuesday !!!
 Ooops, did you forget to leave your ipod and cell phone inside...  You can play without technology!
Now, go outside and play. When you finish playing, begin your genealogical scavenger hunt. Ask someone in your family to sit with you for awhile; to help you spell the names of your grandparents and great grandparents; and to collect the data for your genealogical chart! (Scroll down for the specific directions and graphic organizers that you were given Wednesday, October 7th.)
Alert: If you are trying to reach me for homework questions, know that I cannot access my school email from home.
Wednesday, October 7th:
1.Home work:
Scavenger Hunt Due
Tuesday, October 13, 2009
q
Define the verb “to play.”
q
Bring in a signed note from your parents that you spent
at least a two-hour period outside without a cell phone, MP3 player of any kind
or any other electronic device and you actually “played” for that two hour
period.
q
Listen to the world in which we all live. What do you hear? Identify
a news headline.
(current event of the day). Cite your source.
q
Looking for the good. Use a news-related resource to uncover evidence that
identifies and describes a positive act of good. Cite the source and identify the positive action of another.
q
Personal Interests: Use a news-related resource to
identify and describe something that interests you (sports, theater, movies,
etc.). Cite the source and identify the article that relates to something in
which you are interested.
q
Research your family tree and find the correct spelling
and birth dates of the following people:
Ø
You and your brothers and sisters and your parents
Ø
Your maternal grandparents (mom’s mom and dad)
Ø
Your paternal grandparents (dad’s mom and dad)
Ø
Your maternal grandparent’s parents
Ø
Your paternal grandparent’s parents
Ø
Family pets you have had over the years
Note: In all cases feel free to
include brothers and sisters, parents, grandparents and anyone who is part of
your family through other marriages or any other situation that has brought you
to the family with whom you live.
q
Use the following lines to describe an object
(artifact) in your room that has special significance to you.
a. Complete myth assessment
Dear
Students,
You
are beginning to research your family tree. Use this weekend to talk to those people in your family who
can tell you family stories, provide you with names and birth dates, and give
you background about the customs your family share together. Please remember to look for the good
and appreciate the strengths of your family. Families are colorful and filled with stories. Spend time this weekend listening with
your heart.
Finally,
go out and play for two hours. Do
NOT bring a cell phone, ipod or any electronic device - just play!!! Breath the fresh air and come back to
school ready to work as hard as you played.
Massachusetts
Frameworks
Making
Connections
9.5
Relate a literary work to artifacts, artistic creations, or historical sites of
the period of its setting.
Writing
19.22
Write and justify a personal interpretation of literary, informational, or
expository reading that includes a topic sentence, supporting details from the
literature, and a conclusion.
20.0
Consideration of Audience and Purpose
20.4
Select and use appropriate rhetorical techniques for a variety of purposes,
such as to convince or entertain the reader.
Revising
21.6
Revise writing to improve organization and diction after checking the logic
underlying the order
of
ideas, the precision of vocabulary used, and the economy of writing.
21.7
Improve word choice by using a variety of references (dictionaries,
thesauruses, dialects, …).
22.0
Standard English Conventions
22.8
Use knowledge of types of sentences (simple, compound, complex), correct
mechanics (comma
after
introductory structures), correct usage (pronoun reference), sentence structure
(complex
sentences,
properly placed modifiers), and standard English spelling when writing and
editing.
Organize
Ideas in Writing
23.10
Organize information into a coherent essay or report with a thesis statement in
the
introduction,
transition sentences to link paragraphs, and a conclusion.
Research
24.4
Apply steps for obtaining information from a variety of sources, organizing
information,
documenting
sources, and presenting research in individual projects:
•
Differentiate between primary and secondary sources
•
Differentiate between paraphrasing and using direct quotes in a report
•
Document information and quotations and use a consistent format for footnotes
and/or endnotes
•
Use standard bibliographic format to document sources
Tuesday, October 6th:
Monday, November 16; Tuesday, November 17; Wednesday, November 18th
Laptops: students complete the Lion King journal entries as final drafts during these three days.
1. Homework:
Myth assessment tomorrow -
2. Class:
a. First Objective:
Complete all journal entry rubrics. (Delicate Balances, Paw Prints or Painting Scene, Wind is Changing)
Random Note: When taking notes during class, it is easy to write "Complete all journal entry rubrics." and continue to write notes. However, in two or three weeks will you remember the specific journal entries. Class notes are a resource you must be able to use in a month or two months or at the end of the year. We discussed this in class. Notice the parenthetical information added to the original statement. Your notes become more complete when specific information is included.
b. Second Objective: Once all journal entry rubrics are complete, use each rubric one at a time to revise each journal entry.
Random Note: The second objective is written in the format of a complex sentence. Notice complex sentences! This format is an effective format - especially when used to craft a thesis statement.
Notice and remember from our class discussion. Read the second objective again. What information is inferred in that complex sentence. Look at your own notes. We discussed synonyms for the word "inferred" and we discussed definitions. DId you write this information in your notes. We also discussed the importance of recognizing inferred or implied information, in everything we read. Oftentimes, it is the inferred or implied information that allows us to understand what we read. True reading comprehension is more that reading words, phrases, and sentences. Reading comprehension includes our ability to read words, phrases, sentences, and paragraphs as connected information. Reading comprehension also includes our ability to apply our learned knowledge. Reading comprehension is not just about finding facts. It is our ability to recognize and understand that our learned knowledge; our experiences are colored by bias and assumptions. Bias is neither good or bad - it just is a fact of life.
c. Third Objective: Use student planner rubrics to be the best student you can be. (KMH Responsibility Rubric)
File your signed progress report in your rubrics folder.
Monday, October 5th:
No Homework!
Class:
Myth Assessment: Use your Myth Study Guide to prepare. It is in your school-to-home folder.
I am posting this Saturday at noon on October 3rd - study for Monday's test. You will not be able to use any notes.
1. What are the five elements of a myth?
Answer
The Five Elements of a Myth are:
1.
General: During ancient times(and in some cultures today), myths were told to explain the unknown.
The peoples of ancient times believed myths were true explanations of the rise
and fall of tides, sunrises, sunsets, stars in the sky, great storms, ...
2.
The main characters (protagonists) in a myth are gods and/or supernatural
beings.
3.
Settings in a myth include places in the universe and on Earth.
Authors
use imagery to describe the setting and the mood of the myth.
4.
Mythical themes usually explain the creation of something: for example, music,
an eclipse, sunrise.
5. Rational: Myths were
stories told to teach and explain the science, philosophy, and theology of the
ancient worlds.
2. Define oral tradition.
Answer:
Oral Tradition is a story-telling tradition
that began as soon as people on this earth could communicate with one
another. Sometimes stories were told in the form of pictures on cave
walls; sometimes these stories were told in the form of drumbeats, dance, and
song; and sometimes these stories were told as a part of the memory of a
community.
Oral tradition is the first form of
history. It is a spoken history and the people of ancient times shared
their history in the form of stories. These stories were colorful
and were a little different each time they were told. It was not an accurate
form of history, but it was a very real tradition.
We still use these story-traditions to share
our past; our families; our own memories
3. Define ancient stories and explain why these stories amaze audiences.
Answer:
We are watching the
Disney movies to see and understand movies in a different way. The different way is traditional
literature. Disney Studios have
taken many ancient stories from different cultures, and revised theses stories
for a modern audience.
People have used these stories for centuries, and for generations to
explain, to teach, and to give people a better understanding about who they
are, and how they should live their lives. Life is expressed with dignity, grace, humility, and the ability
to make good decisions because you have learned sound judgment.
4. What are the four methods and author uses to create a character?
Answer:
Characterization/character
development: The method a writer uses to
develop characters.
There are four basic methods:
a) a
writer may describe a character’s appearance;
b) a
character’s nature may be revealed through his/her own speech, thoughts,
feelings, or actions;
c) the
speech, thoughts, feelings, or actions of other characters can be used to
develop a character;
d) the
narrator can make direct comments about a character
5. Define character.
Answer:
Character: A person who takes part in the action of a story,
novel, or a play. Sometimes
characters can be animals or imaginary creatures.
6. Define protagonist.
Answer:
Protagonist: The protagonist is the main character of a story.
7. What are the four main categories of genre in literature?
Answer:
- fiction
- non fiction
- drama
- poetry
8. Define theme.
Answer:
Theme
A central idea or abstract concept that is made concrete through
representation in person, action, and image.
9. Define image.
Answer:
Image/Imagery Words and phrases that create vivid sensory
experiences for the reader. Most images are visual, but imagery may also appeal
to the senses of smell, hearing, taste, or touch.
10. Define symbol.
Answer:
Symbol A person, place, or object that
represents something beyond itself. Symbols can succinctly communicate
complicated, emotionally rich ideas.
Thursday, October 1 and Friday, October 2:
Look ahead - Test Prep:
1. Grading your typed journal entries: Thursday, October 1st: during class you will use the MCAS writing rubric to grade the journal entries you have typed this week. Are you ready?
MA Frameworks:
25.4 As a group, develop and use rubrics to improve organization and presentation of written and oral projects.
8.RL.5 Identify significant literary devices, such as symbolism or irony, which define an author’s, illustrator’s or film director’s style and explain how the style affects the mood and tone of a work.
8.RL.7 Analyze the beliefs and assumptions of the narrator/speaker in a literary work, or a central character in a film and provide details to support the analysis.
8.RL.8 Provide relevant evidence and examples to support an interpretation of a text, performance, or film.
2. Thursday, October 1st: Stay after school and work on your journals.
You will use a rubric to grade your journal during class on Friday, October 2nd. Are your ready?
MA. Frameworks:
25.4 As a group, develop and use rubrics to improve organization and presentation of written and oral projects.
3. Traditional Standardized Test Monday, October 5th
Study the test prep you received at the beginning of this myth unit. It is in your school-to-home folder.
Monday, September 28 through Thursday, October 1:
1. Homework Preparation for Writing Assessment:
Friday During Class and Finish for Homework: Delicate Balances journal entry
Monday Homework: Painting journal entry
or Paw-prints journal entry
Tuesday Homework: The Wind Is Changing journal entry
2. Class Assessment:
Assessment Format:
- Skip a line and begin typing your journal entry.
- Begin typing your journal entry using Standard English Conventions.
- Note: We will use font 10, 1.5 spacing, justified margins to save paper.
- Continue to use your journal as a resource.
- Save your work.
Specific Journal Entries:
a. We prepared for this during class (Friday).
Monday: Delicate Balances journal entry
b. Tuesday: Painting journal entry
or Paw-prints journal entry
c. Wednesday: The Wind Is Changing journal entry
Tuesday, September 22 through Friday, September 25:
1. Homework:
a. Finish any journal entry you did not finish during class.
b. Your journal is a reference. Study the material in your journal.
c. Your test study guide is in your school-to-home folder. STUDY!!!
2. Classwork:
a. Journal Entries:
Review Circle of Life Journal Entry "Old-fashion Cut and Paste"
-
Tuesday: Delicate Balances journal entry
-
Wednesday: Painting journal entry
-
Thursday: Paw-prints journal entry and The Wind Is Changing journal entry
- Friday: Review
- Identify and review study skills and strategies: journal entries labeled and included in a table of contents.
- Preparing for a composition test begins with a review of the writing process: define and explain - examples - connections
- Composition test prep:
b. Think Ahead - Journal Check next week.
Note: Label all pages with a day and date or the title of a handout, number all pages, keep a table of contents the includes the numbers of your pages and a topic to identify what is on the page. Scroll down and make sure you have everything you need.
c. Make connections. How do writing expectations change throughout the years?
| E |
| lementary School |
8th Grade |
High School |
|
A paragraph includes a topic sentence.
|
Paragraphs include a
sentence that defines
the topic and explains
your point-of-view.
This is like a thesis statement.
|
Introductory paragraphs
of a paper include a
thesis statement.
|
|
Paragraphs include
supporting details.
|
Paragraphs include specific
examples or evidence that
support the author's point-of-view about the topic.
|
Paragraphs include
evidence that
will be cited.
|
|
Paragraphs include
a concluding sentence.
|
Paragraphs include
connections from the
examples to the topic.
|
The thesis statement is
restated in the introductory paragraph.
|
|
|
Note: Whenever you complete a journal entry use your highlighters to prove you have included all three parts:
- define and explain - Use one color to highlight this information.
- examples - Use a second color to highlight this information.
- connections - Use a third color to highlight this information.
Monday, September 21
1. Homework
Interactive Script:
a. Know all the definitions in your test study guide. You received this guide on the 8th or 9th of September.
Ask yourself, if you really know all your definitions. You will use these definition s in all your classwork this week.
b. Now, go back to the transcript form today's classwork. Think about what the Lion King writers and artists explained. Think about how the writers and artists spoke to us. First, they made a statement or defined their point of view. Then, they explained the statement or point of view with more details. Finally, they gave an example and connected the example to the explanation.
c. Look back at your notes from the second week of school. We answered two questions in class: a) Who are we? and b) From where do we come? I asked you to use a four-step strategy when you answered the questions: 1) define your point-of-view, 2) explain your point-of-view with details, 3) give an example to make sure I understand your point-of-view, and 4) make a connection to our unit of study. Our unit of study is myth. Do you understand why I asked you to use this four-step strategy?
2. Classwork
Disney Studio Narrates:
Story Origins: TRANSCRIBED FROM THE DVD:
1. The story connects itself to primal stories.
You are entering in that
world that has always dealt with large, basic principles and basic abstracts.
The more you try to make it
authentic and true and deeper and more resonant. The more it is going to be like the great myths that have
endured and resonate now.
These are fundamental
elements of the human experience:
q
Betrayal
q
Redemption
q
Fitting
in
q
Family
q
Community
2. Because we were intentionally trying to work in the
realm of archetypes, I think, then, as soon as you do that you see how it
relates to other great mythical stories.
Whether, it’s scholars like Bettelheim and Uses
of Enchantment
or, of course, Joseph Cambell and his analysis of the hero’s journey. Even more contemporary versions of
primal tales like the Shakespearean angle, of course, the Hamlet angle that
gets talked about.
We took in all of that as we began to shape the
story.
Simba and Nala: Whoaaaa…
Timeless Themes: TRANSCRIBED FROM THE DVD:
One of the
interesting things in the process, I think, is sorta finding the themes. Sometimes, you go through these kinda
soul-searching times when you begin to question: Is this really our theme? or
Is there another theme emerging?
I think from very early on we were going to take on
the telling of a story about coming of age, and because it was about kingship,
it was the taking of responsibility.
Mufasa:
“One day, Simba, the sun will set on my time here and will rise with you as the
new king.”
In this case, the story was telling you that it wanted
to tell - itself - about responsibility.
The metaphor of how are you responsible for your
own community; how are you responsible in your own family. I think that is something universal
that people can relate to and I think it is always appropriate.
Whether it is expressed as loyalty; whether it is
expressed as taking your place in the circle of life, this notion that Simba takes
responsibility for himself and realizes that, although, he makes mistakes he
must go back.
Rather than checking out of life because life is
too hard, he choose to actually go do something that is much more
life-affirming. It was very
important to embody that theme about taking responsibility and about the
defining moment that happens when you choose to stand up. We were talking about how were we
going to teach the lesson; how were we going to convey it. ..and then, Irene, as a joke, said:
“Why doesn’t he just hit him over the head?”
Rafiki
hits Simba over the head.
Simba:
“GEEEEZE, What was that for?”
Rafiki:
“It doesn’t matter, it is in the past.
And that’s one of those times when the crazy idea
becomes the great idea.
You think you have a theme, and as the movie pulls
together, it becomes more apparent in each scene.
We wanted to not skirt the issue of death, because
it was essential to the story.
It’s the big story that every one deals with – it’s about dealing with
life in the face of death.
Mufasa:
“Simba, let me tell you something that my father told me. Look at the
stars. The
great kings of the past look down on us from those stars”
Simba:
“Really?”
Mufasa:
“Yes. So, whenever you feel alone,
just remember that those kings will
always be there to guide you …and so will I.”
Life is about balances and it is the contrasts of
it all that make it work. Sun only
shines in contrast to the darkness.
So, the brighter you want the movie to be, the more celebratory and
joyous, you have to, at times, go into the darkness and show that side of the
movie. You had to deal with the
bottom rung of life in terms of loss to be able to celebrate the last scene of
all the gain that this character goes through. Experiencing the full spectrum of life from joy to
sorrow; from hopes to hurts. …and all of that spectrum is what we tried to
follow in what we asked of the audience.
So, it sorta goes beyond the quotation marks of
story-telling and it speaks to experience. It doesn’t matter how bad things are or can get, you can get
through it and the human spirit can rise above everything,
The strength of animation - and certainly the team
of artists that made The Lion King - is that together we made something that not one
of us could have made on our own.
…and that is a very magical thing.
We are all part of something bigger than us; that
we all belong and our time here is brief, but that our impact can be
everlasting, if we will stay part of that circle of life.
c. The Story Comes to Life: TRANSCRIBED FROM THE DVD:
In retrospect
people go back and analyze the movie and say, “Oh, how clever, they wove in
these influences and those influences.” If you really saw how the movie was put together you
would say, “Oh, my god, you mean
they did it this way?”
We made each other laugh, so much, during these
story sessions and script sessions.
There was a great mixture of people in the room that we could bounce off
of each other and we could write together and create together.
We would be rushing into a recording session and
like, you know, shoving pizza into our mouths … and sitting in the lobby –
we’ve got to come up with something for Nathan (Timon) to say. It’s done very spontaneously and it’s
like playing jazz and the ideas start to come together and inspire other ideas
and that turns into the movie.
(storyboard clips)
All works of art … all great works of art always are
from the process and they are not always self-evident while you are doing
them.
Image on the screen needn’t be epic and vast and
grandiose - although, we tried to do all those things. One of the most compelling images is of
the father’s (Mufasa’s) paw print and Simba’s little paw going into it. It had everything to do with ideas and
Robin and Roger had an idea about the thematic between father and son and the
son taking his father’s place. I
think it became really moving for the audience after awhile. (Mufasa: Remember… )
We are artists and film-makers, so intuitively you
bring your emotions and feelings to the table. We all – Robin, Roger, and I and so many of us - had strong
feelings about our dads and our relationships with our families.
My father died just a few years before we started The
Lion King. It was definitely in there informing
the whole thing. I know when we
finished the movie one of the things we decided to do was to dedicate it to our
fathers; to all fathers, which I thought would be a nice idea.
Clearly, there is an element in the movie … ah …
I’ve always called the daddy issue. What
have I resolved with my father; what remains; what guilt do I have that was
never cleared with my father?
Simba has this horrible guilt that he feels that he
somehow has caused his father’s death – and then the chance to go back; the
chance to see his father …
We were building this idea of Mufasa
returning. That idea wasn’t
always in the story and in the very early drafts Mufasa dies and that’s
it! I think, when we went
into our major re-looking into the story that was one of the main things we
came up with was that Mufassa would return in Simba’s hour of need. I think that is something that
internally we have all dreamed of but never talked about. Wouldn’t you love to reach out in time
and touch your father; your ancestor – someone who came before you and say.
“What do I do; what am I doing wrong?
Show me the way!” Simba
gets to do that.
Mufasa: “You have forgotten
who you are and so forgotten me.
Look inside yourself, Simba.”
It’s very cryptic, but it’s really meaningful
because the theme then is the answer is not out there somewhere (points away
from his body), but the answer is in there (points to his heart).
Friday, September 18
1. Homework:
Scroll down and check every homework assignment from this week. Use this weekend to complete anything you have not completed. Come to school Monday prepared and ready to go.
Just enjoy this interactive script:
2. Classwork:
We watched the rest of the Lion King myth on video.
Thursday, September 17
1. Homework
Number the pages in your journal beginning with the first page after your Table of Contents. The first page after your table of contents is 1. You can number both sides of a page or only one side of a page. What ever you choose to do - be consistent.
Number only the pages we have completed so far - Friday, September 18th would be the last page you number. After you number the pages up to Friday, September 18, go to your Table of Contents. Number the lines on the first page of your Table of Contents.
Example:
1.
2.
3.
4.
5.
Go to page 1. What is the main idea on page one? This might be your lyrics page. If it is, then the main idea is "Lyrics" or you might be more specific and write the title of the song you have on that page.
Go back to your Table of Contents. Write the main idea from page 1 on the line with the number 1.
Example:
1. Lyrics
2.
3.
4.
5.
Finish numbering the pages in your journal and complete your Table of Contents up to Friday, September 18.
2. Classwork
1. Reviewed theme and symbol by gluing definitions and examples of themes and symbols into our journals.
a. Theme definition and the example is the Circle of Life lyrics.
b. Symbol definition and four images that are more than an image. These images are symbols.
2. We continued to watch the Lion King, and I stopped the video to emphasize the following:
a. Yesterday, we discussed themes. We compared a theme to a science hypothesis. We did this because both are
predictions that we must prove with evidence.
b. Now, we have something to think about - Is Mufas'a death the climax of this myth?
Note: We discussed the fact that a theme, the climax of the plot, and the denouement of the plot must all have a common element. We have predicted that the theme of the Lion King is the Circle of Life. Before we can decide if Mufasa's death is the climax, we have to ask ourselves the following question: Does his death has something in common with the Circle of Life theme?
We decided as a class that Mufasa's death is part of the Circle of Life. Look in your journal. DId you write down the reasons why we came to this conclusion. If you did not, then please do it now. Write your reason in your journal.
3. We continued watching the video, and I stopped it to emphasize the following symbolic image:
Note: Think back. Scar is in the cave. The song we hear is Be Prepared. Scar is talking to the hyenas, and we, the audience, see Scar high on a parapet in the cave and notice his shadow looming large against the cave wall. We know that this is an image, but is it also a symbolic image. What does Scar's shadow symbolize? Scar is Mufasa's brother, but does Scar see himself as more important than he really is? Is Scar's very large shadow a symbol? You decide.
Wednesday, September 16
1. Homework
a. Study definitions listed in the Test Preparation Study Guide
(Remember this is in your School-to-Home folder.)
1. Definition of a Myth
2. 5 Elements of a Myth
3. Character
4. Protagonist
5. 4 Methods An Author Uses to Develop a Character
2. Classwork Notes:
1. Journals are used as a resource. Figure out your learning style. What do you need to do to make your journal a successful resource for YOU not me?
2. Label all topics in your journal - CLEARLY. You will need to find and study the topics we discuss during class.
3. Begin each journal entry by writing the day of the week, the date, and when you were in class (AM, before or after lunch, PM). Do you remember why you need to write down when you were in class (AM, before or after lunch, PM)?
4. THE LION KING
a. Circle of Life is a theme.
Note: However, it is like a science hypothesis. We must prove it is the theme using evidence from the myth.
b. Imagery describes scenes and setting. We use all five senses when we describe imagery.
c. Some images become more than the picture of a scene or setting. These images become symbols.
example: Sunrise is more than a sunrise, it could symbolize a new beginning.
5. Does Simba's tiny paw stepping into Mufasa's very large pawprint support the CIrcle of Life theme?
Tuesday, September 15
1. Homework
a. Study definitions listed in the Test Preparation Study Guide
(Remember this is in your School-to-Home folder.)
1. Definition of a Myth
2. 5 Elements of a Myth
3. Character
4. Protagonist
5. 4 Methods An Author Uses to Develop a Character
b. If you did not complete the Quote/Visual Journal page or the Lyrics/Poem Journal Page, than you have additional homework. These assignments are late. Please complete them and bring them in tomorrow (Wednesday, September 16th).
c. If you did not complete the "Walking in Another's Shoes" project, than you have have additional homework. This assignment is late. Please complete it and bring it in tomorrow (Wednesday, September 16th).
2. Classwork
a. Lion King:
1. Characters
2. Protagonist
3. 4 Methods An Author Uses to Develop a Character
4. Scenes and Setting
5. Imagery
6. Symbols
7. Theme
b. Journals Checked
c. Projects Collected
1. "Walking in Another's Shoes"
2. Quote and VIsual Journal Page
3. Lyrics and/or Poem Journal Page
Monday, September 14
Cautionary Tale:
You must study the resources in your school-to-home folder, and the notes you have glued into your journals. I give everyone notes during first quarter, so you can model and practice your own note-taking skills. You must use these notes to write your journal entries and compositions. The following information highlights our daily class. You must be in class and participate by taking notes and completing your journal entries to understand the following information.
1. Homework
a. You have a more than a week to complete your Walking in Another's Shoes Project, the quote page in your journal, and the lyrics or poem page in your journal. These are due tomorrow. (Scroll down to Tuesday, September 1)
b. The Walking in Another's Shoes Project is the completion of your summer reading projects. We will, however, make connections to the summer reading all year long.
c. Study your definitions:
1. Oral tradition story-telling
2. Ancient Stories
3. The Definition of a Myth
4. The Elements of a myth
Note: You can not complete your journal entries if you do not know your definitions: oral tradition story-telling, ancient stories, the definition of a myth and the five elements of a myth. You must make connections in all your answers, and you make connections with these definitions. (see: Classwork)
2. Classwork
a. We wrote journal entries for the following questions:
1. Who are we?
2. From where do we come?
Class Notes:
Note:
When we answered these questions, we identified our audience before we did anything else. I told you that your audience is me.
Then, I asked you to use this pattern to answer the questions:
1. Define
2. Explain or elaborate
3. Give an example
4. Make connections
b. We also learned that a class discussion is an oral composition. It is important to take notes during all class discussions. We will be able to write some of our compositions using our class notes.
The discussion we had today was about the title of the first scene in The Lion King. The first scene is The CIrcle of Life. We wondered if this might be the major theme of The Lion King.
We used our pattern to better understand what the CIrcle of Life might mean. We defined the word "circle." We explained our understanding of The Circle of LIfe. We gave some examples using the imagery in the first scene: a) the sunrise, b) the sun's rays coming through a dark cloud, c) a rainstorm. Finally, we made a connection to the definition of a myth.
Myths are stories used to explain the unknown. The Lion King is a story used to explain the unknown (growing up and making decisions). The Circle of Life is one of the major themes in this myth.

Friday, September 11
1. Homework
Scroll down this page and review and/or complete anything you have not yet completed.
2. Classwork:
Introduction to oral tradition story-telling, myths, and The Lion King as a myth.
Thursday, September 10
1. Homework
a. Do you know where the following are kept in the English classroom?
- the rubrics folders for your class
- the final copy folders for your class
- extra supplies for your to take when you run out of your own knowing you will replace whatever you take as soon as you can.
- supplies to borrow during class (scissors, letter and shape templates, rulers)
Note: If you do not know, than figure it out before next week.
b. Strategies for keeping a journal that fits your learning style. What do you need to do?
c. Do you know where to find the following definitions:
- The four subcategories of genre
- Examples of fiction, nonfiction, poetry, and drama
- The elements of fiction
- Protagonist
- Character
- The four methods an author uses to develop a character
- The five elements of a myth
Note: If you do not know where to find those definitions, than look in your school to home folder and read the material you have been given so you are prepared for class tomorrow.
Due Dates:
Your "Walking in Another's Shoe" Project, your journal quote page, your lyrics or poem journal page are all due Tuesday, September 15.
2. Class
a. Locate the following in this classroom: rubrics folders and final copy folders for your class, supplies you can take and then replace if you run out during school (notebooks), supplies you can borrow during class (scissors, rulers, letter and shape templates), sign-out notebook, and tissue and hand sanitizer if you run out of your supply during school.
b. Keeping a journal that fits your learning style.
We practiced some strategies for dividing sections of your notebook, keeping a table of contents, and hinging in extra pages. Hopefully, you will use these strategies or improve upon these strategies, but - whatever you do - you must label every page you complete in your notebook, number the pages and identify your pages in a table of contents. When we finish a unit like The Lion King, you must make a divider, so you and I can find the different sections easily.
A notebook or journal is a waste of your time and mine, if you cannot use it to do well in school. Let's figure out more about all of our learning styles, so we can share ideas and make this journal-stuff a bit of fun.
c. Quote page in your journal:
Create the first page in your journal using a quote that tells me something about you and an image that supports the topic expressed in the quote..
d. Lyrics of poem page in your journal:
Create a page for your journal using your favorite lyrics and the source from which you found the lyrics.
e. Don't forget to advocate for yourself. Many of you shared wonderful ideas with me about how you want to keep your journals, please use your ideas. The only thing I need is labeled pages, a table of contents, and dividers. I shared sone strategies during class, but you are welcome to share some of your own. Great job!!!
Listen to Mr. Ayers and His Music and think about what it means to "walk in another's shoes."
(CBS) This story was first published on March 22, 2009. It was updated on Sept. 3, 2009.
This is one of those urban fables that happens to be true. Steve Lopez is a newspaper columnist for the Los Angeles Times; Nathaniel Ayers is a troubled man with a brilliant past.
As 60 Minutes correspondent Morley Safer reported last March, they met by chance on the streets of downtown L.A. - an encounter that would change them both. The story of their friendship is a tale about madness, redemption, and the mysterious power of music. At the insistence of Mr. Ayers, who was taught good manners as a child, they call each other "Mister." We will do the same.
Wednesday, September 9
1. Homework:
a. Home to School Folder: Read the information in the LION KING calendar study guide
b. Can you write a sentence to define each of the following:
- genre
- fiction
- nonfiction
- drama
- poetry
2. Class:
a. Locate the following in this classroom: rubrics folders and final copy folders for your class, supplies you can take and then replace if you run out during school (notebooks), supplies you can borrow during class (scissors, rulers, letter and shape templates), sign-out notebook, and tissue and hand sanitizer if you run out of your supply during school.
b. "Walking in Another's Shoes"
- Is this a stupid assignment labeling shoes with a quote?
- If there are 200 students in the 8th grade, what fraction are you out of the total? 1/200
- What percentage are you in the eighth grade? .05 %
-
What is the big picture with this "Walking in Another's Shoes" project?
Think: appreciating differences, accepting others for who they are, my voice counts...
c. Do you know where to find the following definitions:
- The four subcategories of genre
- Examples of fiction, nonfiction, poetry, and drama
- The elements of fiction
- Protagonist
- Character
- The four methods an author uses to develop a character
- The five elements of a myth
Note: If you do not know where to find those definitions, then look in your school to home folder and read the material you have been given, so you are prepared for class tomorrow.
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