Tentative Lesson Plans for the Week of January 9-13 World Literature and Composition - Mrs. Michael-WGHS
Monday
Tuesday
Wednesday
Thursday
Friday
Mini-Lesson Topic
Daybook EQ (15-20 minutes)
Mini-Lesson Topic
Daybook EQ (15-20 minutes)
Mini-Lesson Topic
Daybook EQ (15-20 minutes)
Mini-Lesson Topic
Daybook EQ (15-20 minutes)
Mini-Lesson Topic
Daybook EQ (15-20 minutes)
EQ: What are characteristics of the historical
context of Gilgamesh?
EQ: What are the major themes in
Gilgamesh and how can you relate to
them?
EQ: How does Gilgamesh and Achilles
illustrate the hero archeptype?
Reading/Writing Workshop
(60 minutes)
Take up homework
Students will:
Complete Starter activity (set up daybook)
Go to lab: (AHALL)
Complete Group Research Project charter
(loaded on My Documents)
Visit wikispace
UNIT KEY WORDS: immolation, succor,
somber, incantation, ecstasy, teemed,
babel, subsided, feigning, laden
Hero’s quest, archetype,
characterization, speaker, diction,
dramatic context, pastoral poetry
Activating Strategy for Gilgamesh:
Complete Mesopotamia webquest. (in My
Documents)
(Books for Group Research Project)
Reading/Writing Workshop
(60 minutes)
Students will:
Complete Starter activity
Take quiz on rules and procedures
Discuss course themes
Write Gilgamesh unit key words and
definitions in daybook
Watch video of Sumerian art
Read first chapter of Gilgamesh from
Kindle or play audio of Steven Mitchell
version
Reading/Writing Workshop
(60 minutes)
Students will:
Complete Starter activity
Read Gilgamesh in textbook and
complete reading comprehension
questions
Review answers
Complete (Bloom's taxonomy evaluation
or synthesis) differentiated activities on
Gilgamesh. (see below)
Daybook (15-20 min) Summarizing
WhipAround
Standard
Daybook (15-20 min) Summarizing
3-2-1
Standard
COURSE THEMES
COURSE THEMES
COURSE THEMES
EQ: EQ: How does Gilgamesh and
Achilles illustrate the hero archeptype?
COURSE THEMES
Reading/Writing Workshop
(60 minutes)
Students will:
Complete Starter activity
Complete (Bloom's taxonomy
evaluation or synthesis) differentiated
activities on Gilgamesh. (see below)
Socratic Seminar
Team Leader Meeting
Watch United Streaming video of
Gilgamesh
Watch videos about flood
EQ: EQ: How does Gilgamesh
and Achilles illustrate the hero
archeptype?
COURSE THEMES
Reading/Writing Workshop
(60 minutes)
Senior Meeting in Auditorium at
9:10.
Quiz on Gilgamesh Unit Key
Words
Students will:
Complete Starter activity
Complete pages 32-39 in
textbook
(complete Bloom’s activity on
these poems)
SUB PLANS
Team Leader Meeting
Daybook (15-20 min) Summarizing
Daybook (15-20 min) Summarizing
WhipAround
Short journal response
Standard
Standard
Next week: Print test for
Gilgamesh, writing assignment
(senior scrapbook)
Daybook (15-20 min) Summarizing
whipAround
Standard
ELAWLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different
genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction from around the world and provides evidence from the text to support understanding
ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA12W2 The student demonstrates competence in a variety of genres.
Literature Key Ideas and Details: CCELA2. Determine two or more themes or central ideas of a 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.
Homework
Study the Gilgamesh Unit Key Words on quizlet
Homework
Study the Gilgamesh Unit Key Words on quizlet
Homework
Study the Gilgamesh Unit Key Words on quizlet
How to Set Up Daybook
1. Label the first four pages “Table of Contents”
Homework
Study the Gilgamesh Unit Key Words on quizlet
Homework
2. Beginning on the first page after the Table of Contents, beginning numbering all the
pages. (You can just write odd or even page numbers)
3. Go to the last page and count back ten pages. Label all of these pages
“Vocabulary.”
4. Go back 4 pages from the first Vocabulary page and label these pages “Found
Lines.”
Mesopotamian Web Quest
Go to the British Museum’s web site on Mesopotamia at
http://www.mesopotamia.co.uk/menu.html. Explore the different aspects of this site.
For the first part of your quest navigate from the home page to the geography section, or
go to http://www.mesopotamia.co.uk/geography/home_set.html.
1. According to the story of Gilgamesh on this web site, why is cedar wood so
important?
2. How long, according to this version, did it take Gilgamesh and Enkidu to reach the
cedar forest?
3. Which God helped Gilgamesh and Enkidu defeat Humbaba in this version? How?
4. In the explore part of this section look at the Babylon World Map; how is this
different from our modern idea of a map?
For the next series of questions navigate from the home page to the writing section, or go
to http://www.mesopotamia.co.uk/writing/home_set.html.
5. Describe what pictographs were and what information they were originally meant to
convey.
6. Read the story about the cuneiform. Illustrate how the sign for barley changed as
cuneiform evolved after reading this story.
7. Explore the world of the scribe and describe one of the tools which was used to record
information.
For the next series of questions you will need to explore the Gods, Goddesses, Demons
and Monsters page from the main site, or go to http://www.mesopotamia.co.uk/gods/home_set.html.
8. Describe how demons were created and what they looked like.
9. According to the story in this section, how were humans created? Why?
10. In the Explore part of this section look at the description of some of the Gods and
creatures which should be familiar to you from our reading of Gilgamesh, and choose
two. Describe what this web site says about them and what the pictures of them look
like.
For the next series of question navigate from the home page to the section on time, or go
to http://www.mesopotamia.co.uk/time/index.html.
11. Who according to the story in this section is referred to as the ‘father of cuneiform’?
12. According to the timeline in the explore part of this section, when did legendary kings
like Gilgamesh live?
If you have extra time go back to the challenges in the sections you have already visited
and have fun with the puzzles.
Web Quest Source: http://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/161/Gilg_webquest.pdf
Bloom's Taxonomy Activities
Synthesis
This level provides the student with opportunity to put parts from the story together in a new
way to form a new idea or product. Success at this level will be evidenced by the student’s
ability to . . .
■ Write three new titles for the story that would give a good idea what it is about.
■ Create a poster to advertise the story so people will want to read it.
■ Create a new product related to the story.
■ Restructure the roles of the main characters to create new outcomes in the story.
■ Compose and perform a dialogue or monologue that will communicate the thoughts of
the main characters at a given point in the story.
■ Imagine that he or she is one of the main characters and write a diary account of daily
thoughts and activities.
■ Create an original character and tell how the character would fit into the story.
■ Write the lyrics and music to a song that one of the main characters would sing if
he/she became a rock star—and then perform it.
Evaluation
This level provides the student with an opportunity to form and present an opinion backed
by sound reasoning. Success at this level will be evidenced by the student’s ability to . . .
■ Decide which character in the selection he or she would most like to spend a day
with and why.
■ Judge whether or not a character should have acted in a particular way and why.
■ Decide if the story really could have happened and justify the decision.
■ Consider how this story can help the student in his or her own life.
■ Appraise the value of the story.
■ Compare the story with another one the student has read.
■ Write a recommendation as to why the book (story) should be read or not.
DNDL Consequences and Rules/Procedures Test
Directions: Decide if the statement is true or false.
1. You may talk at the beginning of class as you unpack your bag.
2. Feel free to ask me any questions during starter time.
3. I will be happy to provide a pen or pencil for you every day.
4. During group time, you are only to talk with your group members.
5. You will raise your hand and wait for permission to speak.
6. When teacher or student is addressing the entire class, do not sharpen your pencil or throw away trash or cause any other type of disruption.
7. I count off 10 points the first day an assignment is late, and 10 points for the second day. I do not accept late work after the second day.
8. I will not return papers, quizzes, or tests and grades until all students have turned in their work.
9. Feel free to ask me where to turn in your assignments.
10. You may use ALL the supplies on the shelves without asking.
11. You may use your cell phone whenever you like.
12. Let me know if you are going to be out, and I will prepare your work early for you.
14. Do not pack up your supplies until I tell you to do so.
16. You may listen to IPods or other devices during independent work time and with permission from me.
17. Do NOT touch any item on my desk or go behind my desk without my permission.
18. If you don’t feel well, you may sleep in my class.
19. On your second learning disruption, I will write a referral to the principal.
20. You are going to love this class.
21. Whispering to your team mate while I am talking is okay with me.
22. Feel free to blurt out any comments or questions whenever you feel like it.
23. You may only talk to your team/group members during team/group time.
24. You may text in class during lesson time if it is an emergency.
25. If you take too long to get to work, it is considered a learning disruption.
archetype
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
basic plot, character, symbol, or idea that recurs in the
literature of many cultures
babel
characterization
diction
dramatic
context
ecstasy
feigning
Hero's quest
immolation
incantation
laden
pastoral poetry
somber
confusion of voices or sounds
means by which characters are created and developed
word choice
speaker's situation
great joy
pretending
plot in which an extraordinary person goes on a difficult journey or mission
killing or offering as a sacrifice
a chant
weighed down
poetry that deals with the pleasures of simple, rural life or that treats the
longings and desires of simple people
dark, gloomy; depressed or melancholy in spirit
14.
15.
16.
17.
speaker
subsided
succor
teemed
voice of a poem, communicating his or her ideas and passionate feelings
settled; lessened; died down
relief
was full off; swarme
archetype
babel
characterization
diction
dramatic context
ecstasy
feigning
Hero's quest
immolation
incantation
laden
pastoral poetry
somber
speaker
subsided
succor
teemed