Lesson Plans for ESL 7Q4W6. May 27-31, 2014 BLUE DAYS 5/28 and 30/14 Mrs. Nabulsi

BLUE DAY SCHEDULE  7:30-9:25 - Planning  9:30-10:55 – ESL 7  10:55-11:35- LUNCH  11:40-13:05- ESL 8  13:10-14:35- ESL 6

ESL 7 –BLOCK 2 9:30-10:55 Blue days 5/28 and 30/14 SUMMARY Complete Medieval play; TEST Thursday over four myths.

Tuesday, May 28, 2014 THOUGHT FOR THE DAY: In each of us there is an acorn which by the way it is NUTURED determines what kind of oak tree you become. The acorn is in the oak.

TAKE ROLL  9:30-10:55 –Block 2 - ESL7  Take Roll  Selina Armstrong  Hannah Engelbrecht  Samuel Ercenk  Darron Raab

CSI Goals for all classes

Wiesbaden Middle School Vision Statement ○ The entire WMS community will provide a positive school climate through which all students can mature academically, socially, emotionally, and physically while developing a lifelong love of learning.

Wiesbaden Middle School Mission Statement ○ The entire WMS community strives to provide a positive school climate through which all students can mature emotionally, socially, academically, and physically, while developing a lifelong love of learning.

CSI GOALS ○ #1 All students will increase reading comprehension scores in analyzing text and reading/writing strategies. ○ #2 All students will increase scores in math computation, word problems, and problem solving. ○

STANDARDS AND OBJECTIVES  7E1c.1: Discuss the purposes and characteristics of different forms of written text, such as the short story, the novel, the novella, and the essay.  WE WILL BE LOOKING AT GRREK HERO MYTHS  Component: Analysis of Grade-Level-Appropriate Literary Text  7E1c.2: Identify events that advance the plot and determine how each event explains past or present action or foreshadows future action.  7E1c.3: Analyze characterization as shown through a character’s thoughts, words, speech patterns, and actions, the narrator’s description, and the thoughts, words, and actions of other characters..  7E1c.4: Identify and analyze themes (such as courage, loyalty, friendship, and loneliness) which appear in many different works.  7E1c.5: Contrast points of view in literary text (such as first person, third person third perrson limited and third person omniscient, and subjective and objective)  and explain how they affect the overall theme of the work.  a. First Person: The narrator tells the story form the “I” perspective.  b. Third Person: The narrator tells the story form an outside perspective.  c. Limited Narration: The narrator does not know all thoughts of all  characters.  d. Omniscient Narration: The narrator knows all thoughts of all characters.  e. Subjective: The point of view involves a personal perspective.  f. Objective: The point of view is form a distanced, informational perspective, as in a news report.

Do the following:  Edit It 119  Go to computers and correct this sentence  theseus perseus hercules and Jason is example of greek heroses. Vocabulary34- copy in notebook NOW. Go to GRADESPEED to check grades and upcoming View videos of myths and review with quizzes on SMARTBOARD.They are on google aps with the chart. Know the corrected chart.

Vocabulary 34 Language ArtsMathSocial StudiesScience 1.Affirming the ConsequentAffirming the Consequent 1.reciprocal 1.cultural diffusion 1.neurology 2.Arguing from IgnoranceArguing from Ignorance 2.numerical expression 2.culture region 2.nephron 3.Begging the Question / Circular ReasoningBegging the Question / Circular Reasoning 3.algebraic expression 3. Natural resource 3.neutron

Thursday, May 30, 2014

CSI Goals for all classes

Wiesbaden Middle School Vision Statement ○ The entire WMS community will provide a positive school climate through which all students can mature academically, socially, emotionally, and physically while developing a lifelong love of learning.

Wiesbaden Middle School Mission Statement ○ The entire WMS community strives to provide a positive school climate through which all students can mature emotionally, socially, academically, and physically, while developing a lifelong love of learning.

CSI GOALS ○ #1 All students will increase reading comprehension scores in analyzing text and reading/writing strategies. ○ #2 All students will increase scores in math computation, word problems, and problem solving. ○

ESL 7 –BLOCK 2 9:30-10:55 SUMMARY: Test over four myths.

TAKE ROLL  9:30-10:55 –Block 2 - ESL7  Take Roll  Selina Armstrong  Hannah Engelbrecht  Samuel Erenck-.  Darron Raab

STANDARDS AND OBJECTIVES  7E1c.1: Discuss the purposes and characteristics of different forms of written text, such as the short story, the novel, the novella, and the essay.  WE WILL BE LOOKING AT THE HERO MYTHS  Component: Analysis of Grade-Level-Appropriate Literary Text  7E1c.2: Identify events that advance the plot and determine how each event explains past or present action or foreshadows future action.  7E1c.3: Analyze characterization as shown through a character’s thoughts, words, speech patterns, and actions, the narrator’s description, and the thoughts, words, and actions of other characters..  7E1c.4: Identify and analyze themes (such as courage, loyalty, friendship, and loneliness) which appear in many different works.  7E1c.5: Contrast points of view in literary text (such as first person, third person third person limited and third person omniscient, and subjective and objective)  and explain how they affect the overall theme of the work.  a. First Person: The narrator tells the story form the “I” perspective.  b. Third Person: The narrator tells the story form an outside perspective.  c. Limited Narration: The narrator does not know all thoughts of all  characters.  d. Omniscient Narration: The narrator knows all thoughts of all characters.  e. Subjective: The point of view involves a personal perspective.  f. Objective: The point of view is form a distanced, informational perspective, as in a news report.

Daily Activities – Do the following  Edit It 120 Analogy - See next slides In-Class Activity – Test over four myths and monomyth. die with one's boots on A person who dies with their boots on dies while still leading an active life. He says he'll never retire. He'd rather die with his boots on!

Analogy – One important part is to the whole  Blade (cutting part): Knife : : : __________  Prong: Fork  Head: shoulders  Tire: nail  Telephone: receiver

Put given pair in a sentence The blade is an IMPORTANT PART of a knife.

Place others in same sentence  A blade (cutting part) is an important part of a knife.  A prong is an important part of fork.  A head is an important part of shoulders  A tire is an important part of a nail.  A telephone is an important part of a receiver.

Answer A

How to Write a Medieval Romance Play ESL 7

Decisions, decisions, decisions Decision Number 1 – Decide on a setting –War –In the castle –Wandering for no real reason –Going on a quest –Setting is often imaginary and vague –Make up a setting—where is it really. It could be under the sea.

Decision 2 – Who is the main character Look up the names of all the knights in King Arthur’s court and select one to be the main characterknights Characteristics of the Hero-Knight 1. Birth of a great hero is shrouded in mystery 2. He is reared away from his true home in ignorance of his real parents. 3. For a time his true identity is unknown 4. After meeting an extraordinary challenge, he claims his right 5. His triumph benefits his nation or group. Arthur himself is a Hero Knight and the events surrounding his rise to power as King is a Medieval Romance. "The Tale of Sir Gareth" is an excellent example of the Medieval Romance because it contains all elements. (Some romances do not contain all elements). arthur-3.php

Decision 3 – Who is the villain? The knight must always defend either his, the king’s or a fair maiden’s honor. He could also be defending a castle or searching for some religious symbol. The villain is the one testing the knight although he may just want the knight to prove himself or he truly might want to destroy the knight and/or the Round Table. Who is the villain and what is his/her purpose? Don’t forget the dragons!

Remember the Quest Structure Knight is challenged to defend his (someone’s) honor Goes on a journey to defend that honor Journey might include a search for a religious item He encounters dangers and conflicts. He must overcome them and return with the object or fail.

Include all the elements on INSPIRATION Flashcards of characteristics Characterized by: 1. Medieval romance usually idealizes chivalry 2. Medieval romance Idealizes the hero-knight and his noble deeds 3. An important element of the medieval romance is the knight's love for his lady. 4. The settings of medieval romance tend to be imaginary and vague. 5. Medieval romance derives mystery and suspense from supernatural elements. 6. Medieval romance uses concealed or disguised identity. 7. Repetition of the mystical number "3." (Repetitions of the number or multiples of 3)

Remember to include acts of chivalryacts of chivalry To fear God and maintain His Church To serve the liege lord in valour and faith To protect the weak and defenceless To give succour to widows and orphans To refrain from the wanton giving of offence To live by honour and for glory To despise pecuniary reward To fight for the welfare of all To obey those placed in authority To guard the honour of fellow knights To eschew unfairness, meanness and deceit To keep faith At all times to speak the truth To persevere to the end in any enterprise begun To respect the honour of women Never to refuse a challenge from an equal Never to turn the back upon a foe

Characteristics of Code of Chivalry Faith Charity Justice Sagacity Prudence Temperance Resolution Truth Liberality Diligence Hope Valour

Magical elements Birth of hero is magical His tutor (mentor) may be magical. The way he discovers he is a hero may involve magic He may have amulets that have magical powers His death may be magical in nature The mystical use of the number 3

You may have in addition to the quest Stressing of social ranksocial rank Aimless (errant) adventures(errant Spontaneous fighting Love is a focus Lighthearted tone

Introduction to the play – Act 1 - introduce the setting and what was magical about it Have a narrator read the beginning of the story Long, long ago when dragons lived deep in the caves and no man but the bravest dare enter there… Long ago near the Tyrooon River with trees covered in moss and mist lived a very special bird whose feathers were magical. It was believed that whoever found a feather and placed it in his hair would be able to fly.

Introduction – introduce the boy to become a knight and how his birth is unknown or magical. This can be the hero or the villain One day the fiercest female dragon of all, Miraka, made a nest in preparation of laying an egg. However, a vision of her own mother-dragon appeared in a dream and told Miraka to leave the egg for it was tainted and would not be a dragon at all, but a human with dragon powers. It would challenge Miraka the very day it was born. (villain born) (Have the villain be born alone and nurtured by ugly witches who taught it evil ways and the goal to kill the fairest lady of the land.

Hero-born One evening when the sun was peeping its last peep at the world, young Queen Galla, heavy with child and heir of the Kingdom of Wellingham, was fleeing her castle on horseback from the barbarians of the North. As she looked backward hoping to see she had escaped the hoard, her head struck a branch and she tumbled from the horse, causing her to be unconscious from the wound. When she fell, her head landed on a magical feather which nestled in her hair and carried the limb princess into the sky. (Her body can be protected by the birds and animals of the forest until the baby is born at which time the mother dies. The animals raise the baby and is has all the characteristics of the animals of the forest. It always keeps that feather that saved it from death at the hands of the barbarians of the North)

Act 2 – Have the child grow up Somehow the hero-child is tested and proves his true identity (The knights from another village who are fighting the Barbarians from the North may be passing through the forest and discover him. He is spared because he can fly, which none of them can do. Once peace is made, he is recognized by an old knight from his castle who sees a ring the Queen of Wellingham was given the King, his father). Go back to the conditions of the kingdom he left. He comes in and does something to save his people quite by accident He has to leave his childhood environment but with the teachings of his childhood, he conquers the barbarians – He can fly – He learns how to fight like a bear – He can interpret the dying words of an animal who tells how to win a battle – If he fights a dragon, he needs to know the dragon’s one weakness.

Act 3 – He goes on his own quest Recognized by the King of Bellington, Tarjavid, is knighted for helping save the King is his war against the Barbarians. Now he must regain his own title and find the magical feather and the hair entwined on it that will prove to his people, he through Divine Right is the rightful ruler of Wellington and son of Queen Galla. The Elders of the town demand he go on this quest.

Act 4 He either goes on a quest to get something to bring back to save his village or he with the help of the Bellingham soldiers, returns to his own village with an army to defeat the barbarians. Either way, he also rescues a fair maiden trapped in the cave with the dragon. She is really the evil spawn of the dragon as a means to destroy Galla’s son, if he ever ruled. This is revealed to him in a dream from his mother and how to make the fair lady a true fair lady, he must place his mother’s ring on her hand. Magically the dragon spawn turns into a true lady worthy of his love and position.

Act 5 - Conclusion Big party at Bellingham as he returns home with his beautiful lady, who retains enough of her dragon powers to help control the Barbarians and keep them away forever. But what will their children be?

The Epic

Characteristics of an Epic Link to flashcards and game flashcards  1. the hero is a figure of heroic stature, of national importance, or international prominence, and of great historical or legendary significance 2. the setting is vast in scope, covering great nations, the world, or the universe 3. the action consists of deeds of great valor or requiring great courage 4. supernatural forces interest themselves in the action and intervene from time to time 5. poem is written in a style of sustained elevation and grandeur  6. the epic poet recounts the deeds of his hero with objectivity 7. poets open by invoking a muse to inspire and instruct him 8. poets open by stating his theme 9. poet opens in medias res 10. poet includes a journey to the underworld for his hero 11. poet includes catalogues of warriors, ships, armies: he gives extended formal speeches; and he makes frequent use of the epic simile. Often the hero will boast of past or future accomplishment  12. use of epithet

Epic Hero  1. hero is often of obscure or mysterious origin 2. heroes are neither fools nor invincible 3. heroes are called upon to make a difficult journey 4. the hero's way is not always direct or clear to him 5. the hero's way is beset with dangers, loneliness, and temptation  6. many quest tales supply friends, servants, or disciples as company for the hero 7. the hero has a guide or guides 8. the hero descends into darkness and is not the same after emerging form the darkness 9. what the hero seeks is usually no more than a symbol of what he really finds 10. with few exceptions, mythological heroes are male

ANSWERS

Correct this sentence  theseus perseus hercules and Jason is example of greek heroses.  Theseus, Perseus, Hercules, and Jason are examples of Greek heroes.

IDIOM .. die with one's boots on A person who dies with their boots on dies while still leading an active life. He says he'll never retire. He'd rather die with his boots on!

ANALOGY – An important part of  A blade (cutting part) is an important part of a knife.  A prong is an important part of fork.