ESL 6 Quarter 4 Week 5 May 12-16 , 2014 Blue Days – 5/ 12, 14-16/2014

1. ESL 6Quarter 4 Week 5May 12-16, 2014Blue Days – 5/ 12, 14-16/2014 L. Nabulsi

2. Wiesbaden Middle School Purpose 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.

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

4. 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.

5. CSI Interventions • Reading comprehension • Marking the text • Charting the text • Math • USA • Math journaling

6. Standards covered this week • 6E1c.1: Identify different types (genres) of fiction and describe the major characteristics of each form. • 6E2a.2: Choose the form of writing that best suits the intended purpose.

7. Put in planner • Every day – read • Due dates for Reading Logs due 5/14, 5/28 • Due 6/7 – vocabulary notebook

8. OVERVIEW OF WEEK 32 • “I has heard many stories about Isabella Stewart Gardner,” said Adamma my Friend. +3 • GRAMMAR:Commas • IDIOM: The Labors of Hercules • What’s the relationship? • POEM : STANZA :: play : acts • BOOK : ______: Pie: ____ • It’s still Part and Whole, but this time the whole comes first. We could call it Whole and Part. • In-class –Finish epic and put into book formto write a student epic

9. Vocabulary 32

10. DAILY LESSON PLANS

11. Lesson Plans – May 12, 2014 • Take roll • Correct the sentence: • “I has heard many stories about Isabella Stewart Gardner,” said Adamma my Friend. +3 • Vocabulary: Vocabulary 32 • Edit-It – #57 • In class: Go through the How to Write the Epic and use the epic template to write your book.

12. Lesson Plans – May 16, 2014 • Finish the epic book.

13. What is an epic? • Long narrative poem • Fate of the nation depends on the hero • Long descriptions of battles and armor • Journey to the underworld • Patronymics • Epithets • Epic similes • Opens in the middle of things • Appeal to the muses • Setting covers the universe (many nations) • Divine intervention • Long speeches

14. Rules for Commas \ Rules for Commas Modify noun, telling which one, what kind, how many, whose

15. What is an epic hero • An epic hero is a larger than life figure from a history or legend, usually favored by or even partially descended from deities, but aligned more closely with mortal figures in popular portrayals. The hero participates in a cyclical journey or quest, faces adversaries that try to defeat him in his journey, gathers allies along his journey, and returns home significantly transformed by his journey. The epic hero illustrates traits, performs deeds, and exemplifies certain morals that are valued by the society from which the epic originates. They usually embody cultural and religious beliefs of the people. Many epic heroes are recurring characters in the legends of their native culture. Epic heroes are superhuman in that they are smarter, stronger, and braver than average humans. An epic hero can also be a warrior of some sort who performs extraordinary tasks that most find difficult. This hero is strong, smart, and brave.

16. May 14, 2014 • Take roll • Edit It 58 • GRAMMAR : Comma Worksheet • IDIOM: The Labors of Hercules • ANALOGY: POEM : STANZA :: play : acts • BOOK : ______: Pie: ____ • It’s still Part and Whole, but this time the whole comes first. We could call it Whole and ParAgift can causejoy; tears are an effect of sadness. • In-class: Create your own epic; Go to Hero Quest PP

17. Wiesbaden Middle School Purpose 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.

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

19. 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.

20. CSI Interventions • Reading comprehension • Marking the text • Charting the text • Math • USA • Math journaling

21. Standards covered this week • 6E1c.1: Identify different types (genres) of fiction and describe the major characteristics of each form. • 6E2a.2: Choose the form of writing that best suits the intended purpose.

22. Put in planner • Every day – read • Due dates for Reading Logs due 5/14, 5/28 • Due 6/7 – vocabulary notebook

23. Edit It • #57-9

24. Correct this sentence • Correct this sentence • “I has heard many stories about Isabella Stewart Gardner,” said Adamma my Friend. +3 • “I have heard many stories about Isabella Stewart Gardner,” said Adamma, my friend.

25. Idiom – The Labors of Hercules • . Anyone facing an array of insurmountable obstacles can identify with this one, although we wouldn’t want the kind of divine obstruction that Hercules faced. Luckily for him, at least one deity was on his side. The myth sources are variable but the great hero Hercules (Herakles in Greek) was hated by Juno (Hera in Greek) partly because he was not her son but

26. instead the offspring of her philandering husband Zeus (Roman Jove). In a rage of madness brought by Hera (Juno), Herakles either killed his wife and/or children. His punishment was a set of twelve (although sometimes limited to ten) daunting ordeals or labors mandated by Hera. Hera’s intent is indeed either to destroy the hero or bring even more hubris upon him. Any of these ordeals would likely be impossible tasks, especially without the help of Athena, patron goddess of heroes. Yet, the hero Hercules not only accomplished the tasks but in doing so rids the world of more than a few monsters and tyrants or accomplishes labors that would have destroyed anyone else. • In usual order, the Labors or Ordeals of Hercules were generally accepted as killing the Nemean Lion, killing the Lernean Hydra, capturing and obtaining the golden horns of the Keryneian Hind, destroying the Erymanthian Boar, ridding Greece of the Stymphalian Birds, cleaning the Augean Stables in a day, capturing the Cretan Bull, stealing the Mares of Diomedes (and killing the tyrant himself), getting the girdle of the Amazon Queen Hippolyta, stealing the cattle of monstrous Geryon, bringing Hera the Apples of the Hesperides and capturing Kerberos the guardian dog of Hell. In Hesiod’s Theogony c. 310 ff, one of the oldest Greek sources, Kerberos was said to be fifty-headed and have a voice like ringing bronze but most depictions show him three-headed. The first tasks took place mostly in the Peloponnesus of southern Greece, the next few broadened out to outer Greece, Thessaly and beyond, while the last ones extended to the limits of the world. Although many of these ordeals required immense strength and courage, the last two actually required more brains than brawn, and Athena’s help was especially vital in these final labors. The Classical tradition finally distilled all of these Herculean labors together in one source, the Bibliotheca Historica of DiodorusSiculus in mid-first century BCE. • monster in the Italian cliffs who had a girl’s upper body and dogs and snakes below, feared for plucking men out of passing ships and devouring them. Charybdis was the giant whirlpool on the opposite Sicilian coast that would catch and sink whole ships. In Odyssey XII.234-59, following the instructions of Circe, Odysseus chose to lose six men to Scylla as a lesser risk rather than losing the whole ship and crew to Charybdis. In Latin, the aphorism Incidit in scyllamcupiensvitarecharybdim, “He runs on Scylla wishing to avoid Charybdis” is often credited to Virgil but his Aeneid 3.320 ff about this event does not include this line, nor do Ovid’s works.  I’ve sailed this passage in a boat coming with a stiff wind from the west around Sicily’s Cape Peloro – the Italian town of Scilla is even named directly across from the cape – turning south and southwest toward Messina and seen firsthand the danger of the “Scyllan” rocks where the wind could drive a boat as well as many swirls of water turbulence where two seas, Tyrrhenian and Ionian, mix in this narrow strait, making oceanographic wind and current vectors the real monsters. [1]

27. Analogy • IDIOM: The Labors of Hercules • What’s the relationship? • POEM : STANZA :: play : acts • BOOK : ______: Pie: ____ • It’s still Part and Whole, but this time the whole comes first. We could call it Whole and Part.

28. Reading/Writing Activities for this week • Reading Log 14 – Due May 13 • Vocabulary Notebook due June 10

29. What Students Need To Do

30. How to mark the text • Number each paragraph • Have a purpose in reading for specific kinds of details and use post-its for notes or mark notes in the margin • Reading comprehension • Who, what, when, where, how, why, vocabulary • Reading for author’s purpose • Pay attention to verbs. The basic purposes are to teach, entertain, influence our opinion. • Reading for historical information • Look for names, places, dates, cause and effect, chronology, comparison/contrast • Reading for literary analysis • Look for characters, setting, point of view, theme, important quotes, conflicts, dramatic structure, symbols; characteristics of a particular genre.

31. How to chart the text • Do and prepare as if marking the text. • Re-read each paragraph now and underline the claim ( we call it the controlling purpose) of the author. • Circle any numbers or math terms. • Decide what the purpose of the numerical details are: support, clarification, comparison/contrast, cause and effect • Look for connecting(transitional) words; do these words introduce additional information, comparison/contrast, cause/effect, definitions • Chart the information: If it helps, use a graphic organizer or mind map to decipher the information • Take Cornell notes: Take Cornell notes using the post-its to set up questions and answers • Outline – Write thesis and use the information to either write summary or use as a source for research paper • Write a paper

32. How to Make a Timeline on Word • Open a blank WORD document • Go to INSERT • Click on SMART ART • A new window appears: click on PROCESS • New window: go to last item in the second line- basic timeline. Click • The template appears on your document. Begin to fill it in with information. • Try to place information with the date close to line, not on outside. • Save in your H-drive, ESL folder with page numberslastblock#

33. How To Use the MLA Template • Download the MLA template OR go to the student’s H-drive/ESL folder/MLA template • Open the template • Immediately save as to the H-drive, ESL folder naming the file with the name of the assignment and last and period. DO THIS. FOLLOW DIRECTIONS. For example, TLOTMC#_#MCDOWELL3. • On the document, change the date and the title. • Begin on the line under the title, but make sure that this line is aligned left, not centered, and indented. • Center the Chapter # • Write the summary telling who, what, when, where, how, and why. Save in the ADB in gaggle in the folder that says TLOTM final chapter summaries . If you do not name the file correctly and place it in the correct folder, you do not receive credit. Do things correctly.