Objective: I can identify by myself these elements in Sword in Stone: Ordinary World, Call to Adventure, Refusal, and Herald.
Bell: DLW(2:1)
Activities:
1. Student as teacher corrects at least three errors. Focus: Appositive Phrases.
2. As you view the movie, identify the moment for each element in JOH above.
3. In groups of 3 or 4, write the answers agreed upon on a post-it.
4. Post-It Discussion: Share the results of the group decisions.
Objective: I can identify elements of the JOH in Sword in the Stone.
Bell: Write down the exemplar of the 4-Step Process: “stickler.”
Activties:
1. Teacher will explain the 4-Step Process as a vocabulary learning tool.
2. Students will use the 4-Step Process: solar(n), purlieus(n), anvil(n), mead(n),
pommel(n). Use the defintions from our textbook on pages 1031-1033.
3. Identify these elements of the JOH in Stone: Ordinary World, Trickster, Mentor, and Crossing the First Threshold.
4. Share out: Discuss connections of elements and story.
Objective: I can identify imagery in a selection that illustrates an element of the author’s craft.
Bell: Read the short selection titled “Love” and make a prediction when you have completed it.
Activities:
1. Share out: Student will read aloud some of their predictions.
2. Reading with Intent: Student s will jot down notes that suggest each new event for the next page of the text.
3. Think Pair/Share: Students will share these notes and possibly add new ones from neighbors.
4. Share Out: Discuss the summary(Question #1) of that page.
5. Talk-to-the-Text: Students will T-T-T for the second and final page. Focus: Descriptions of Mrs. Brown.
6. Share out: Focus on Details of Death, Funerals, Sickness, etc.
7. Reread the text a Second Time and list at least 7 details that suggest death imagery.
8. Share Out: At the Close and Critical Reading poster, make connections with Question #2(author’s craft) and how imagery is used to develop the theme of death.
9. SSR: The cues are “I wonder…”, “I visualize…”, and “I remember…”.
Objective: I can utilize a book pass technique to choose a book from the library.
Bell: What is my favorite genre of fiction books? (5 sent.)
Activities:
1. Share Out: Discuss individual responses to prepare for trip to the library.
2. Mr. Pantaleo, our media specialist, will describe different genres of fiction, each located at a different table in the library. They include: fantasy, science fiction, realism, romance, adventure, etc.
3. After visiting all of the tables, each student will select a book from the library’s fiction section and get an approval from Mr. Sapienza.
4. Students will complete the “L.A. 3 Book Preview and Commitment Form.”
5. After checking out the book with the librarian, Mr. Sapienza will sign the approval.
HW: If a student was unable to check out a book because of library fees or lack of an ID, then the student must resolve this issue when the library opens at 7 am and bring a fiction book from the DHS library and the commitment form for SSR on Friday(Sept. 26).
Objective: I can identify the moments that match Stages 11 and 12 of the JOH.
Bell: Complete the sentence stems for Stages 9 and 10.
Acitivities:
1. Share Out: Read aloud individual answers for bellwork and discuss.
2. Think Pair/Share: Write a prediction for the “Resurrection” Stage. (in-house)
3. List and make space for Stages 11 and 12: “Resurrection” and “Elixir.” (in-house)
4. As you watch the ending, describe a moment that illustrates Stages 11 & 12.
5. In groups of 3 or 4, complete the sentence stems for Stages 11 & 12. (in-house)
6. Post It: Discuss Stages 11 and 12 along with the “Road Back.”
Objective: I can identify the 9th and 10th Stages of the JOH in Oz and explain the reasons.
Bell: DLW(1:5) (special permission) Focus: Simple Sentences
Acitivities:
1. Student as teacher explains corrections.
2. Define simple sentence and identify the compound sentence in the lesson.
3. Review the term “archetype.”
4. Review Stages 1-8 in Oz. (extra credit)
5. Share out: Explain the moments illustrating Stages 9 and 10 in Oz. (in-house)
Objective: I can match the moment in Oz with the definition of the element from the JOH.
Bell: Quiz–To Be Announced(in-house)
Acitivities:
1. Write the definitions for Stages 11 and 12 of the JOH: “Resurrection” and “Return with the Elixir.”
2. Show the Word! Focus: “Crossing the First Threshold.”
3. Match moments in Oz with elements from JOH. Focus: “Shapeshifter,” “Shadow,”
“Tests,” “Allies,” and “Threshold Guardian,” and “Enemies.” (in-house) (request permission)
4. Share out: Explain how each of the elements above fulfills the definition in Oz.
Objective: I can explain how moments in Oz suggest the first 6 stages of the JOH.
Bell: Complete the DLW(1:4) (in-house)
Activities:
1. Student as teacher explains the corrections in DLW(1:4). Focus: Essential information. (in-house)
2. Write these definitions of Stages 9 and 10: “Reward” and “Road Back.”
3. Show the Word: Reward.
4. Review the matching moments for Stages 1-6. (in-house) (special permission)
5. SSR: Write more entries in your double-entry log: quote/page and I wonder…
Objective: I can identify moments in Oz that illustrate elements of the JOH.
Bellwork: Write the definitions of “Shapeshifters” and “Supreme Ordeal.”
Activities:
1. Show the Word!
2. Review some element/moments for Allies, Enemies, and Shadow.
3. Think Pair/Share: What archetype does the dragon in the powerpoint represent? Why?
4. Match elements/moments: Test, Allies, Enemies, Shadow and Shapeshifter.
Objective: I can match JOH elements with particular moments in Oz.
Bell: DLW: (1:3) (in-house)
Activities:
1. Student as teacher will explain at least 3 corrections before the class.
2. Focus: Define non-essential clauses.
3. Tie Back: Review how some students matched “Meeting with the Mentor” and a moment in Oz as an exemplar.
4. As students view the movie, they will match these elements with moments in Oz:
Tests, Allies, Enemies, Threshold Guardians, and Shadow. (in-house) (special permission)