1. 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

2. 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

3. 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

4. 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

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

6. CSI Goals for all classes

7. 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.

8. 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.

9. 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.

10. 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

11. 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

12. 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,

13. Thursday, MAY

14. CSI Goals for all classes

15. 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.

16. 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.

17. 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.

18. ESL 8 –BLOCK 3 11:40-13:05
SUMMARY: Read Act III

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

20. 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!

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

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

23. 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.

24. Answer A

25. The Epic

26. 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

27. 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 

28. ANSWERS

29. How to Write a Medieval Romance Play
ESL 7

30. 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.

31. 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 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

32. 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!

33. 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.

34. 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 The settings of medieval romance tend to be imaginary and vague Medieval romance derives mystery and suspense from supernatural elements Medieval romance uses concealed or disguised identity Repetition of the mystical number "3." (Repetitions of the number or multiples of 3)

35. 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

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

37. 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

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

39. 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.

40. 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.

41. 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)

42. 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.

43. 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.

44. 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.

45. 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?

46. The Epic

47. 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

48. 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

49.
Renaissance England

50. 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….

51. 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 facts.htm AGVNLBQx.;_ylu=X3oDMTB2NW4zcmpwBHNlYwNzYwRjb2xvA2lyMgR 2dGlkA01TWVVLMDdfODA-?_adv_prop=image&fr=chr-hp- psg&va=tHE+tUDOR+dYNASTY /TheTudors/TheTudors.aspx

52. 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?
Participants

53. 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? \

54. 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?

55. 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?

56. 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

57. 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?