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									Mueller
English 9



DAILY SNAPSOT—Monday, 9/24/2012:
Unit Objectives (Reading, Writing, Communication Standards):
Fiction Unit—The Short Story; Literary Elements, Words to Own (Vocab)
[GLE 2.2.3 Analyze story elements]
Lesson Targets:
The Short Story—“The Most Dangerous Game” (Richard Connell)
Literary Elements—plot and conflict
Entry Task (5 minutes):
Have out a textbook (textbook to be issued to you today!)
Head up a new piece of paper with proper heading and assignment title
[Assignment Title: “The Most Dangerous Game” by Richard Connell]
Class Work:
1. Short Story Collection 1: Facing Monsters
   Read “Facing Monsters” (p. 11)
      Writing Focus—read
      Writer’s Notebook—read and respond on paper (1/2 page)
2. The Most Dangerous Game by Richard Connell
   Read “Before You Read” (p. 12)
      Reading Focus—The Chase—Read!
      Elements of Literature—Define: conflict, external conflict, internal
conflict
      Do “Words to Own” (10)
            Write down word, part of speech & definition
            Copy sentence containing word from within text
3. Start reading story… silently!
Homework:
Complete Class Work.

NOTE:
ELO TUESDAY/THURSDAY IS REQUIRED FOR STUDENTS MISSING WORK!
REPORT first TUESDAY/THURSDAY @ 2:05 following missing work!
FRIDAY SCHOOL (2:30-4) WILL BE ASSIGNED FOR NO SHOWS.
PARENTAL PHONE CALLS WILL BE MADE FOR NO SHOWS.
Weekly Snapshot may be updated daily to maximize outcomes of unit objectives and lesson targets for whole class and individual students. 
Mueller
English 9


DAILY SNAPSOT—Tuesday, 9/25/2012:
Unit Objectives (Reading, Writing, Communication Standards):
Fiction Unit—The Short Story; Literary Elements, Words to Own (Vocab)
[GLE 2.2.3 Analyze story elements]
Lesson Targets:
The Short Story—“The Most Dangerous Game” (Richard Connell)
Literary Elements—plot and conflict
Entry Task (5 minutes):
Have out textbook (be on p. 12)
Have out completed pre-read work for “The Most Dangerous Game”
Class Work:
Discuss pre-read work for “The Most Dangerous Game”
Start reading story together (text and audio)
Create reading notes for story conflicts:
 While reading, list as many conflicts as you can find within the story
 After reading, label each conflict as either internal or external
Homework:
Finish reading the story independently
Complete reading notes—story conflicts
 While reading, list as many conflicts as you can find within the story
 After reading, label each conflict as either internal or external
Complete Reviewing the Text, a-d (p.29)
Begin Making Meanings, question #1 only (p.29)
       BE SURE TO IQiA (Incorporate Question into Answer).
       Responses are to be short but must include the following:
          o topic sentence (IQiA takes care of this)
          o concrete detail (fact from the story text)
          o personal commentary (opinion from your mind)

NOTE:
ELO TUESDAY/THURSDAY IS REQUIRED FOR STUDENTS MISSING WORK!
REPORT first TUESDAY/THURSDAY @ 2:05 following missing work!
FRIDAY SCHOOL (2:30-4) WILL BE ASSIGNED FOR NO SHOWS.
PARENTAL PHONE CALLS WILL BE MADE FOR NO SHOWS.




Weekly Snapshot may be updated daily to maximize outcomes of unit objectives and lesson targets for whole class and individual students. 
Mueller
English 9


DAILY SNAPSOT—Wednesday, 9/26/2012:
Unit Objectives (Reading, Writing, Communication Standards):
Fiction Unit—The Short Story; Literary Elements, Words to Own (Vocab)
[GLE 2.2.3 Analyze story elements]
Lesson Targets:
The Short Story—“The Most Dangerous Game” (Richard Connell)
Literary Elements—plot and conflict
Entry Task (20 minutes):
Have out textbook (be on p. 12)
Have out all work related to “The Most Dangerous Game”
1. Add the following literary elements—terms and definitions:
          PLOT: Series of events in a story; four stages
          PLOT, STAGE 1: EXPOSITION
           The settings, characters, and conflicts are introduced
          PLOT, STAGE 2: COMPLICATION
           The main character takes some action to resolve conflict and meets with more problems or complications: danger,
           hostility, fear, new threatening situation
          PLOT, STAGE3: CLIMAX
           The key scene of the story, that tense or exciting or terrifying moment when our emotional involvement is greatest
          PLOT, STAGE 4: RESOLUTION
           The final part of the story, occurs at the end of the story, closes the story; all the struggles are over and what is going
           to happen to the characters in the story is revealed
2. Identify the four stages of plot in “The Most Dangerous Game” (partners)
Class Work:
Discuss plot stages and story conflicts
Discuss Reviewing the Text, a-d
Discuss Making Meanings question #1 only
Complete Making Meanings questions #2-7
      BE SURE TO IQiA (Incorporate Question into Answer).
      Responses are to be short but must include the following:
          o topic sentence (IQiA takes care of this)
          o concrete detail (fact from the story text)
          o personal commentary (opinion from your mind)
Homework:
Complete Class Work!

NOTE:
ELO TUESDAY/THURSDAY IS REQUIRED FOR STUDENTS MISSING WORK!
REPORT first TUESDAY/THURSDAY @ 2:05 following missing work!
FRIDAY SCHOOL (2:30-4) WILL BE ASSIGNED FOR NO SHOWS.
PARENTAL PHONE CALLS WILL BE MADE FOR NO SHOWS.


Weekly Snapshot may be updated daily to maximize outcomes of unit objectives and lesson targets for whole class and individual students. 
Mueller
English 9


DAILY SNAPSOT—Thursday, 9/27/2012:
Unit Objectives (Reading, Writing, Communication Standards):
Fiction Unit—The Short Story; Literary Elements, Words to Own (Vocab)
[GLE 2.2.3 Analyze story elements]
Lesson Targets:
The Short Story—“The Most Dangerous Game” (Richard Connell)
Literary Elements—plot and conflict
Entry Task (20 minutes):
Staple: all work related to “The Most Dangerous Game”
[Make sure assignment begins with proper heading and assignment title]
Complete: “How to Own a Word” (p.31)—add to existing assignment!
[Write question; respond with Yes/No and provide explanation, OR IQIA]
Read:
(p. 25) Science and Literature—A Most Dangerous Idea
(p. 21) paragraph that begins, “Life is for the strong.”
Answer question:
How and does General Zaroff simplify and distort the theory of evolution and the
process of natural selection formulated by naturalist Charles Darwin in order to
justify the most dangerous game?
Class Work:
Discuss How to Own a Word
Discuss Making Meanings
Discuss Selection Test
Homework:
Complete Class Work!
Study for selection test (Friday)!

NOTE:
ELO TUESDAY/THURSDAY IS REQUIRED FOR STUDENTS MISSING WORK!
REPORT first TUESDAY/THURSDAY @ 2:05 following missing work!
FRIDAY SCHOOL (2:30-4) WILL BE ASSIGNED FOR NO SHOWS.
PARENTAL PHONE CALLS WILL BE MADE FOR NO SHOWS.




Weekly Snapshot may be updated daily to maximize outcomes of unit objectives and lesson targets for whole class and individual students. 
Mueller
English 9


DAILY SNAPSOT—Friday, 9/28/2012:
Unit Objectives (Reading, Writing, Communication Standards):
Fiction Unit—The Short Story; Literary Elements, Words to Own (Vocab)
[GLE 2.2.3 Analyze story elements]
Lesson Targets:
The Short Story—“The Most Dangerous Game” (Richard Connell)
Literary Elements—plot and conflict
Entry Task (10 minutes):
Review literary elements—plot and conflict AND Words to Own—Test today!
Submit completed, ordered, and stapled, work, WITH assignment title.
     Facing Monsters—Writer’s Notebook
     Elements of Literature—conflict, internal and external; plot and four stages
     Reading Notes—identified conflicts and four stages of plot in “The MDG”
     Words to Own (10)
     How to Own a Word
     Reviewing the Text, a-d
     Making Meanings, 1-7
     AND anything else related to The MDG
[DUE: no later than 10 minutes after the tardy bell!]
Class Work (40 minutes):
Take Selection Test
“The Most Dangerous Game”—Extra Credit
[Artistically depict story’s element(s)—settings, characters, conflicts, and/or plot]
Homework:
NA

NOTE:
ELO TUESDAY/THURSDAY IS REQUIRED FOR STUDENTS MISSING WORK!
REPORT first TUESDAY/THURSDAY @ 2:05 following missing work!
FRIDAY SCHOOL (2:30-4) WILL BE ASSIGNED FOR NO SHOWS.
PARENTAL PHONE CALLS WILL BE MADE FOR NO SHOWS.

Next Week:
Monday—Library Orientation with Ms. Johnston

“The Most Dangerous Game”—Film Adaptation (1932)


Weekly Snapshot may be updated daily to maximize outcomes of unit objectives and lesson targets for whole class and individual students. 
Mueller
English 9



Entry Task for Wednesday, 9/26/2012 (20 minutes):
Have out textbook (be on p. 12)
Have out all work for “The Most Dangerous Game”
1. Add the following literary elements/definitions:
    PLOT: Series of events in a story; four stages
    PLOT, STAGE 1: EXPOSITION
     The settings, characters, and conflicts are introduced
    PLOT, STAGE 2: COMPLICATION
     The main character takes some action to resolve
     conflict and meets with more problems or
     complications: danger, hostility, fear, new
     threatening situation
    PLOT, STAGE 3: CLIMAX
     The key scene of the story, that tense or exciting or
     terrifying moment when our emotional involvement
     is greatest
    PLOT, STAGE 4: RESOLUTION
     The final part of the story, occurs at the end of the
     story, closes the story; all the struggles are over and
     what is going to happen to the characters in the
     story is revealed
2. Identify the four stages of plot in “The MDG”




Weekly Snapshot may be updated daily to maximize outcomes of unit objectives and lesson targets for whole class and individual students. 

								
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