• Hello!

    This will be your one stop shop for any past assignments that we have done throughout the nine weeks! This will allow you to look at anything that we have been working on throughout the course of the quarter and gives you the chance to find any assignments that may show up as missing in the grade book!

     

    Determine Theme in a Myth:

     The students watched a video of the myths of King Midas and Pandora's Box. As the students watched the videos, they were asked to determine the central idea of the myths. After they determined the themes of the myth, they were asked to cite specific evidence from the video to support their central idea. The students needed to have four specific events from the video that indicated the central idea in the myth. These had to be directly related to their answer for central idea. We completed the first myth, King Midas, as a whole class so that the students could get acquainted with the skill. They completed Pandora's Box on their own.

    Imagery:

    The students learned a figurative language concept about the ways that author's appeal to our five senses. This was done with the recording sheet and task cards on Google Classroom. The students started by identifying sensory words and which of the five senses those words appealed to. From their, the students got more in depth with their exploration of imagery. They began to look at the author's purpose for the sensory words that they have included and what those sensory words describe and depict in the passages that they were included in. The students also took a quiz on Google Classroom to test their knowledge of imagery. 

     

    Flight of Icarus:

    The students read the myth of Icarus and Daedalus. Upon reading this myth, the students worked in small groups to answer a series of guided questions about the story of Icarus and to analyze the central idea as well as some of the characters. We also talked about mythology and how it is designed to reflect the culture that it comes from. The students completed the questions in small groups and then we went over them as a whole class to ensure that they were understanding the story and how to complete the guided questions. After we had completed our analysis of the story, the students were asked to take a quiz on Google Classroom that tested their overall knowledge of the story and the elements that we had discussed together in class. 

     

    Arachne:

    The students read the myth of Arachne. With this story unit, we started by learning the story vocab. The students defined the word, used it in a sentence, came up with synonyms and antonyms, and drew pictures to go along with the words. After we completed the story vocab, the students then took a brief quiz to check their understanding of the vocab words. The students also did an analysis of the theme of the myth. This asked them to look at the characters in the myth, what the characters motivations were, and if they were successful in achieving their goal. After deciding if they were successful, the students were asked to then justify their reasoning as to why they thought the characters were successful or not. 

     

    Rogue Wave:

    The students read a fictional story about two kids that were out on a boat that got hit with a rogue wave. The two then engage in a frantic attempt to save each other without being able to communicate with each other. The students then completed a leveled project about the story. The students were either tasked with answering story questions, creating a newspaper article based on the story, or creating a flipgrid response to a question of their choice through a reenactment of a part of the story. The students were able to work on this in groups and collaborate to come up with their responses to their projects and interact with the story. 

     

    Most Daring of Our Leaders/Speech from the Democratic National Convention:

    The students read "Most Daring of Our Leaders" and "Speech from the Democratic National Convention", which are two informational pieces about the Civil Rights Movement. The students read the pieces and then interacted with them through guided reading questions. The students also completed a compare and contrast writing for these two pieces. Our standard this week is to compare two accounts of the same historical time period. The students looked at the similarities and differences between the two pieces and the way they presented the idea of the Civil Rights Movement and civil rights in America. This allowed the students to focus their skills and continue to improve their writing as they continue to carry on throughout the year and we move into more writing assignments that ask them to analyze multiple perspectives and points of view.