Lesson Plans for ESL 7Q4W5.

May 12-16, 2014BLUE DAYS 5/12, 14 and 16/14

Mrs. Nabulsi

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

BLUE DAY SCHEDULE

ESL 7 –BLOCK 2 9:30-10:55Blue day 5/12,14 and 16/14

SUMMARY Present individual analysis of a myth. Structure your myth or epic.

Monday, May 12, 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.

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

TAKE ROLL

CSI Goals for all classes

○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 SchoolVision 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.

Wiesbaden Middle SchoolMission Statement

○ #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.

○  

CSI GOALS

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.

STANDARDS AND OBJECTIVES

Edit It 113 Go to computers and correct this sentence  “The Nile river is longer than the Amazon but the

Amazon is wide than the Mississippi river,” perclaimed Meira. +5

Vo c a b u l a r y 3 2 - c o p y i n n o t e b o o k N O W .

G o t o G R A D E S P E E D t o c h e c k g r a d e s a n d u p c o m i n g

F i n i s h t h e m y t h c h a r t a n d p l a c e i n f o r m a t i o n o n I N S P I R A T I O N

Do the following:

Language Arts Math Social Studies Science

1.appeal to popularity

1.binary number system

1.tariff 1.model

2.appeal to poverty appeal to wealth

2.figurate number

3.free trade 2.moon phases

3.appeal to wealth

3.perfect square 3.free trade 3.mutation

Vocabulary 32

What is waxing? What is waning?

Phases of the Moon

Wednesday, May 14, 2014

CSI Goals for all classes

○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 SchoolVision 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.

Wiesbaden Middle SchoolMission Statement

○ #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.

○  

CSI GOALS

ESL 7 –BLOCK 2 9:30-10:55

SUMMARY: Present Mythical Journey; Present to class

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

TAKE ROLL

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 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.

STANDARDS AND OBJECTIVES

Edit It 114 Idiom

 dead as a doornailAnalogy - See next slidesIn-Class Activity – Create a Medieval Romance play.

Daily Activities – Do the following

  

Warm-ups•pen : write::• a. scholar:learn• b. sweat:energy• c. actress: actor• d. film:camera:• e. spoon:eat

Put given pair in a sentence

•A PEN enables its user (is used) to WRITE

Place others in same sentence• a. A scholar enables its user

(is used) to learn• b. A sweat enables its user (is

used) to energy• c. A actress enables its user

(is used) to actor• d.A film enables its user (is

used) to camera:• e. A spoon enables its user

(is used) to eat

Answer•E

Friday, May 16, 2014Summary: map out Medieval Romance Play

CSI Goals for all classes

○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 SchoolVision 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.

Wiesbaden Middle SchoolMission Statement

○ #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.

○  

CSI GOALS

ESL 7 –BLOCK 2 9:30-10:55

SUMMARY: Map out play: plot, characters, follow the INSPIRATION Medieval Romance guide.

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

TAKE ROLL

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 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.

STANDARDS AND OBJECTIVES

Look at the puppets Determine which on should be which

characters Go through INSPIRATION Develop the plot- agree as a group.

This day’s activities: do the following

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 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

1. the hero is a figure of heroic stature, of national importance, or international prominence, and of great historical or legendary significance2. the setting is vast in scope, covering great nations, the world, or the universe3. the action consists of deeds of great valor or requiring great courage4. supernatural forces interest themselves in the action and intervene from time to time5. poem is written in a style of sustained elevation and grandeur

6. the epic poet recounts the deeds of his hero with objectivity7. poets open by invoking a muse to inspire and instruct him8. poets open by stating his theme9. poet opens in medias res10. poet includes a journey to the underworld for his hero11. 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

Characteristics of an Epic Link to flashcards and game

1. hero is often of obscure or mysterious origin2. heroes are neither fools nor invincible3. heroes are called upon to make a difficult journey4. the hero's way is not always direct or clear to him5. the hero's way is beset with dangers, loneliness, and temptation 

6. many quest tales supply friends, servants, or disciples as company for the hero7. the hero has a guide or guides8. the hero descends into darkness and is not the same after emerging form the darkness9. what the hero seeks is usually no more than a symbol of what he really finds10. with few exceptions, mythological heroes are male

Epic Hero

ANSWERS

““The Nile river is longer than the Amazon but the Amazon is wide than the Mississippi river,” perclaimed Meira. +5

“The Nile River is longer than the Amazon, but the Amazon is wider than the Mississippi River,” proclaimed Meira. +5

Correct this sentence

dead as a doornail This expression is used to stress that a person is very definitely dead.

At the end of the winter they found the old man as dead as a doornail.. .

IDIOM

__ enables its user ___ pen : write::

e. spoon:eat

ANALOGY