Students had today's full class period (minus lockdown drill) to work on their projects.
We had use of the library, so they had access to books, computers, tables for poster-work, and black-and-white printer (10-cents/page to print). You're welcome to come in during Flex tomorrow to work on your poster and presentation. Some groups/individuals are very close to being finished, while others seem to be barely-started (only a few groups even had poster paper or supplies here, today). You'll need to up your organization skills and figure out how to get this done - make sure you have contact information for your partner(s) so you can meet over the weekend, etc. Students also got a rubric to better explain expectations for poster (basic poster expectations re: graphics, readability, use of images, correct and detailed information on the myth, etc.).
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If homework (SMART Goals) was complete for today, as assigned, time to work in-class on Greek Myth Poster Projects, today.
SMART Goals work needed to be handed in by the end of class (or the immediately-following-Flex) today. No exceptions. Students have had the handouts for a week, and we have worked on them for 2 class periods - introduced 3 classes ago, more time last day, and then whatever time needed today though it was already due. *If you were away today, please come see me ASAP. I am around the school tomorrow, and you can find me after lunch, or right after school. Next day: Time to work on Greek Myth Poster Project. Please bring supplies. You are welcome to come work in my room during Flex on Thursday and/or Friday on your projects, as well. Presentations will happen on MONDAY, MARCH 4th. For TUESDAY, please COMPLETE your Short Term Goal Chart, Long Term Goal Chart, and Core Competencies sections of the SMART Goals handout.
Handouts + Discussion.
Video TedEd (10 minutes). Time to work on filling out chart with a 1-1-5 Goal Setting format (Reggie Rivers Example). Time to work on filling out chart with a 1-1-5 Goal Setting format for self - short-term (>3 months) and longer-term (<3 months). Introduction to Greek Myth Project (Poster + Presentation)
Timeline: Today's class to get started: choose who to work with (or alone), find a myth, start looking at the characters, plot, setting, conflict, and outcome (see steps below; projected during class today) Next day - Wed. Feb. 20th: Term 2 Career Education Lesson on S.M.A.R.T. goals Friday, Feb. 22nd: Class time to work on poster/project (bring supplies) Tuesday, Feb. 26th: PRESENTATIONS (must include completed poster) Students are welcome to come work on their projects/presentations in this room (109) during Flex next week. Books on the cart are available to use in my room, but may not be taken home. (can take pictures of pages to use at home, or use other resources - always keep track of where you get images and information for citation purposes) Greek Myths, Gods, and Goddesses Poster Presentation Project 1. On your own, or in a group of 2 or 3 people, use the books provided to locate a Greek myth that interests you. NOTE: No two groups can present the same myth, so once you’ve found one you think you like/want, come see me to “claim it” (and see if it’s still available - see attached for myths already chosen by individuals/groups by end-of-class today). 2. Read through the myth a few times, and make note of the characters, plot, setting, conflict, and resolution/what is learned by one or more of the characters by the end of the myth. 3. Consider how you would explain your myth to others, in a short (2-minute, give or take) presentation. 4. Consider how you would include images in a poster format, for this presentation. 5. Use computers provided to start finding images and/or typing up small bits of information for your poster (you don't want the poster to be too wordy - more visuals to support your presentation with some details to explain the visuals you've chosen). Greek Myths - Daedalus and Icarus and Orpheus and Eurydice
A. You were to read the myth assigned to you for homework. Hopefully that’s done. B. Find 2-3 other people who had the SAME myth assigned for homework; find a spot to sit together (in the library). C. Take a few minutes to talk about your understanding of the myth, including: who are the main characters, what is the plot, and what is the “take away” (what did one or more of the characters learn, and how might we - as readers - also learn from this myth)? D. As a group, complete a Plot Diagram for your myth. Make sure all group members’ names are on the plot diagram. E. Move Your Butts - divide your group in half (ish, depending on numbers) and pair your half-group up with another half-group who read the OTHER myth. F. Share your myth with the other group. Tell them your myth - summarize it IN YOUR OWN WORDS - and then have them tell you their myth. G. Write: Which myth did you like better, and why? (3-4 sentences, giving information from myth to support your answer) Do you think there is something valuable to be learned from the lessons in myths, even in today’s world? Give reasons for your answer. (3-4 sentences) HOMEWORK: Finish WRITING part of today's work (G, above). Pay attention to the required LENGTH of each of the 2 sections. More time to finish the Worksheet students received last day.
Using hand out on Greek mythology and history that we went through together, answer the questions. Be sure to include all necessary information and review answers to make sure you have answered all parts of all questions. Done early? Silent reading - you should have your book with you every class, though there may be a few classes where we don't have built-in silent reading. Myths - each student given a myth to read for next class. Half of the class got one myth, and the other half got another. Please read this myth and be ready to discuss, next day. Self-Reflections returned. Marked for completion; if student completed all required sections and demonstrated a reasonable level of thought, care, and reflection = 5/5. If something was missing, or the reflection aspect wasn't there, partial-marks. Please see me if you missed something and want to re-write or add-to. IMPORTANT: Do not chuck these - we'll revisit them at the end of the year, and you'll need your original to look back on! Silent Reading.
Select A Simile - Figurative Language What is a simile? (a comparison between two mostly-unlike things, using the words "like" or "as") - Her eyes sparkled like emeralds. This is a good simile because it compares two things (eyes and emeralds) that have something in common (both are green and sparkling), but aren't already almost-the-same-thing. Creates imagery; causes us to use our imaginations a bit. - My salad was like spinach. Why is this a not-so-good simile? Salad and Spinach are TOO similar - your salad might ACTUALLY be spinach. Doesn't create imagery, cause us to use our imaginations. Greek Mythology Finish reading handout, together. Use HISTORY section to answer question sheet handed out, today. Please finish to END OF QUESTION #14 for Wednesday. (Homework check!) |
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