May 12-16, 2014 BLUE DAYS 5/26-30/14 Mrs. Nabulsi Reading log 15 due May 28 Lesson Plans for ESL 8Q4W7 . May 12-16, 2014 BLUE DAYS 5/26-30/14 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 8 –BLOCK 3 11:40-13:05 Blue Days 5/20 AND 22/14 SUMMARY Begin Romeo and Juliet ESL 8 –BLOCK 3 11:40-13:05 Blue Days 5/20 AND 22/14

And his two good girls and his good little boy In each of us there is an acorn which by the way it is NUTURED determines what kind of oak tree WE become. The acorn is in the oak. Rudolf Reed was oaken. His wife was oaken too And his two good girls and his good little boy Oakened as they grew. TUESDAy, MAY 27, 2014

TAKE ROLL 11:40-13:05 Block 3 – ESL8 Take Roll Cheyenne Proctor Jaelen Townsend Joemar Zayas

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 8E1a.1: Analyze idioms (such as analogies, metaphors, and similes) to infer the literal and figurative meanings of phrases 8E1a.2: Understand the influence of history and culture on English word meaning and vocabulary expansion. 8E1a.3: Verify the meaning of a word in its context when its meaning is not directly stated or implied through the use of definition, restatement, example, comparison, or contrast. Standard: 8E1c: Comprehension and Analysis of Literary Text Students read a wide variety of grade-level appropriate fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, mystery, adventure, folklore, mythology, poetry, short story, drama, and other genres. Component: Analysis of Grade-Level Appropriate Text 8E1c.2: Evaluate the structural elements of the plot (such as subplots, parallel episodes, and climax), the plot’s development, and the way in which conflicts are or are not addressed and resolved. 8E1c.3: Compare and contrast the motivations and reactions of literary characters from different historical eras who confront similar situations and conflicts or similar hypothetical situations

Do the following: Edit It 114 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 7 –Review for TEST over four myths on Thursday 8 – Act 2SQ and Quiz over Act 2

1.tragedy 1.rotational symmetry 1.unalienable Thermal energy 2.comedy Vocabulary 34 Language Arts Math Social Studies Science 1.tragedy 1.rotational symmetry 1.unalienable Thermal energy 2.comedy 2.right angle 2.inestimable watt, 3.tragi-comedy 3.regular triangle 3.consanguinity work,

Thursday, MAY 29 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 8 –BLOCK 3 11:40-13:05 SUMMARY: Read Act III

Warm-ups theseus perseus hercules and Jason is example of greek heroses. Theseus, Perseus, Hercules, and Jason are examples of Greek heroes.

Daily Activities – Do the following Edit It 120 Analogy - See next slides In-Class Activity – 7 -Test over four myths and monomyth. 8- Read Act II – see video 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

The Epic

Characteristics of an Epic Link to flashcards and game 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 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

Epic Hero 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 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 

ANSWERS

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 character 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). http://www.arthurian-legend.com/more-about/more-about- 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 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 rank Aimless (errant) adventures 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 childhoobut with the teachings of his childhood, he conquers the barbariansd environment 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 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 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

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

http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm Renaissance England

BLOG William Shakespeare , born in Stratford-on-the Avon, left his home and became successful in London, but his reasons for leaving are sheer conjectures. One reason could be ….. A second reason might be …… However, most likely he left because Thus, readers may never know the real reason but….

DIRECTIONS Read the papers in Google Aps, ESL8, Lesson Plans, Quarter 4 Week 1 Mark the Text and then answer questions on coop PowerPoint Insert graphics on blank slides Use other websites http://www.william-shakespeare.info/william-shakespeare- facts.htm http://uk.images.search.yahoo.com/search/images;_ylt=A9mSs2Vn7kpTH0E AGVNLBQx.;_ylu=X3oDMTB2NW4zcmpwBHNlYwNzYwRjb2xvA2lyMgR 2dGlkA01TWVVLMDdfODA-?_adv_prop=image&fr=chr-hp- psg&va=tHE+tUDOR+dYNASTY http://www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensofEngland /TheTudors/TheTudors.aspx http://www.bbc.co.uk/history/british/tudors/renaissance_europe_01.shtml

War of the Roses Cause? Participants? Significance of Name? When did it happen? What was the outcome? Who ended up in power? Did religion or power play a role? https://www.youtube.com/watch?v=_iULbJxFi1M https://www.youtube.com/watch?v=6oOEW-r0Ac0 Participants

The Renaissance What does the word mean? When did it start? How long did it last? Where did it start? List important artists from five different countries What were the accomplishments? \

The House of Tudor Who was Henry VII. Who were his children The House of Tudor Who was Henry VII? Who were his children? Who was his wife? Who does his first marry? When does his first son become king? When does his first son die? Who becomes the King of England? Who is this man’s first wife and why?

Henry VIII Name his wives and what happened to each? Name his children and their mothers. What was the Reformation? How is Henry VIII responsible for establishing the Church of England? What are its other names? What accomplishments did he make?

Queen Elizabeth I When was she born? Died? What happened to her mother? Her at an early age? Who were her parents? Who were her siblings? When did they rule What religion was her father? Sister? Brother? Elizabeth? Who was Mary , Queen of Scotts? What was the problems she presented to Elizabeth? Did Elizabeth I marry? Have children

The Globe Theater When was it built? What happened to it? How did people know there was a play that day? What was the shape? Height? Covered/uncovered? What were the parts of the stage? Where did different classes of people sit/stand?