FRESHMEN ENGLISH DAILY LESSONS (METZLER)
DAY 1
Metz Intro(get to know you “machines”)
Letter & Syllabus – read, have parents sign, come back w/questions
HW: write 2 distinct paragraphs (i.e. two different topics)
1). Suggest idea for class cheer & explain why it would be a good one
2). Tell Metzler what he needs to know about Victor & why
DAY 2
nametags on desks?
Attendance Activity: In separate piles…
-turn in signed syllabus (copy/return copy)
-turn in 2 paragraphs
Finish intro loose ends (e.g. how’s a good student operate? Materials out, organized, engaged/active participant, respectful, etc.)
class cheer small groups (Metz shuffle ∏-papers to assign 3-person groups)
-rotate/read aloud your cheer paragraphs
-pick top cheer idea from group & have 1 person write on board
-Metz explain additional submissions & voting
Run thru love, cheer, headline news, (puzzle answer?) regimen
Back to paragraphs workshop
-circle desks (no one looks at another’s back/shoulders)
-chance to share & get feedback on our work
-I’ll sometimes ask others to say what they found effective or interesting about the work you read aloud
Ticket out the door(if time): Underline your best sentence – if no time, turn ‘em in after hearing homework assignment
HW: Who’s the most interesting character (complicated/complex, maybe good + bad, hard to figure out, etc.) in all the stories you’ve read or films you’ve seen (not TV sit-coms)? Why is that character interesting?
DAY 3
Attendance Activity: take out complex character piece. Be sure name is on it. Underline the most vivid word/adjective you used to describe this character.
Crumple up your character piece – snow ball for 30-sec
pick up snowballs – everyone has one to share
“Those were some fascinating characters – some more complex than others – and our snowball fight was a conflict. That’s all you need to make a story: a character and a conflict. So, let’s explore those and other elements that we’ll find in stories.”
What is fiction? – take responses
If it’s all made up, then why should we bother reading it?
-escapist vs. “good” fiction (review genres at attached or link
-literature transports us
-reflective of ourselves, human beings, human condition – better than any other discipline at helping to answer “Who are we?” or better yet, “Who am I?”
Lit Elements Power Point (this and all of above under 20 min)
West Wing Lit Analysis (:60)
- handout – fill out ideas as you view WW program
- Metz set up plot/characters
HW:
DAY 4
Attendance Activity: Take out complex character piece & West Wing analysis sheets
Questions before continuing WW?
Finish viewing
try to fill out question sheet on your own (5-10 min)
then work with partner(s) (5-10)
Whole group discuss
HW: Read short story, Charles
DAY 5
Attendance Activity: Journal – Write about a difficult time you or a peer has had at school (feel free to go back to kindergarten if you need to) – Metz tell of time boy said I could “pee in his pocket”
Returns (2 paragraphs + character piece)
Full-class discussion circle (Do we need to move desks??!!)
Share journals
Of all the lit elements, which ones are easiest to identify and analyze here?
-conflict (parents with self, kid with Charles)
-character (we think the kid is painting a picture of a classmate, but it turns out that he’s the character makes him complex, to a degree)
-irony (situational)- tables are turned on us with teacher’s response
Begin reading Most Dangerous Game
HW: Finish MDG – take any notes you need
DAY 6
Attendance Activity: Journal – write about a time when you were most afraid. How did you feel? When you made it through this fearful moment and survived, how did it change you?
Post-it: (:15 min)
-Pick a literary element (setting, symbolism, characterization, POV, etc.) you can identify in the story, and write it at the top of your post-it
-find a specific passage (“loud line”) from the text related to your literary element, and write it underneath
-once all are ready, get up, walk around, and find someone with the same element, or the same passage, or whom you find intriguing
**Do not simply find your buddy and partner up! You need to stretch yourself by interacting with those whom you don’t know as well!
-once you’ve found a partner, sit together and discuss your selections. You may be called upon to share.
Large group discuss:
-is this an easy plot to follow? (just an adventure story)
-what pulls us through the plot?
-are the characters very complex? (mostly plot driven, not character)
-does the author need to tell us what happens at end? The reader needs to be an active participant – it’s like solving a puzzle
HW: Begin out loud reading of “Sniper” in class – finish for homework
DAY 7
Attendance Activity:
-Journal 1: (1/2 page) Why do human beings fight? Really dig deep to find an answer. Don’t be afraid to speculate or guess, but don’t stick to some simple answer like “because we’re idiots”. We look at complex characters because humans are complex. This is one example. Try to figure it out based on your own experience or what you’ve seen or learned.
-Journal 2: (1/2 page) Could you ever kill someone in a war situation from far away (i.e. not an immediate self-defense situation)? Could you kill an enemy if you could see his face, but he didn’t pose an immediate threat to you (i.e. he couldn’t see you; you’re safe like a sniper)?
Metz assigns small groups (4 students per)
-everyone shares 1 of the 2 responses in small group
-pick “people’s choice” to share w/large group
share people’s choices & discuss
-again, plot driven with ironic twist
-do we get any more depth in character here vs. MDG?
-Any ideas of theme? (war is hell, must dehumanize to kill?)
Begin reading Poison in class – finish at home
HW: read “Poison” on pg.
DAY 8
Quiz: Poison
Journal: write about a time when you experienced prejudice. Were you on the giving or receiving end of it? How did it affect the participants? What did you learn?
Share
Post-its:
-I’ll assign you a literary element
-Put name & element at top
-Then you write down a “loud line” (powerful passage) that best highlights that element and explain how/why it does so (e.g. it helps us see the character when she grows or weakens; it helps us to understand the large theme of…)
-Put post-it on board under that element
discuss as large group
Does setting play a significant role in this work?
HW: Let’s have some fun with setting. “America’s Ugliest Bathroom Contest”: 100- word essay explaining why your bathroom needs a makeover. It’s a real contest, so we can submit them to American Standard in Minneapolis or online. If you don’t have an ugly bathroom, make one up!
DAY 9
Small group sharing of Ugliest Bathroom pieces
-everyone bracket your best sentence
-people’s choice selections of best whole work + best sentence
students put best sentences from each group on board (return to this later)
share people’s choice in front of large group
Return to sentences on board
- whole class discuss “Why are these good? What makes them so?”
Family Feud style game where teams identify parts of speech in sentences on board (5 pts to winning team)
HW: Read “Thank You Ma’m” (for Day 11?)
Journals Collected Next time (need two entries=20 pts)
DAY 10
Turn in Journals upon entry
Attendance Activity: Parts of Speech Diagnostic test (short version)
Grade test as a class, give to Metz to see where we need work
Listening Exercise: Metz lecture: “Why Women Will Take Over the World”
-students read handout questions completely
-may take notes on handout or in notebook
-Metz may or may not collect
Metz show new 60-Minutes “Echo Boom” video as supplemental enrichment since it’s related to the anthropological study of their generation
HW: Revisit “Thank You Ma’m”
DAY 11
Return Journals upon entry
Attendance Activity: Silence Free Write (outdoors if possible)
Share journals – note that with free association writing, sense doesn’t matter, but nuggets of ideas will emerge that you can use later
handout text of poem “Mother to Son” & play audio to show other Hughes work
-who’s speaking? To whom?
-What’s she saying?
-In what way is she like or not like the woman in our short story?
To the text:
-write down who the most interesting of the two characters is and why
-write down a “loud line” that supports your view (i.e. that feeds the way we feel about your chosen character)
-write down an idea of what the overall theme/message of the story is (see notes about theme)
Poll class for character selections
volunteers to share loud lines and why
final take on theme ideas
Metz read “Salvadore Late or Early” aloud (p. 183)
HW: write a character sketch of yourself, using your name and modeling after both the title and Cisneros’ text
-e.g. “Michael Scared and Strong”
-copy style as well (run-ons for description)
-come prepared to share (everyone will share)
DAY 12
Writer’s workshop
-circle up w/your own piece and a notebook to write in
-as people read, write down the best aspect of their piece (must be specific: phrase or sentence, description, diction, etc.)
-everyone is expected to share
Metz begin to read aloud: “Harrison Bergeron”
HW: finish HB and write down 3 ways in which the society, school, parents, control or limit your ability to reach your full potential or capability
DAY 13
Attendance Activity: revisit “3-ways” in journal (expand why/how)
Students to act out HB with props
-volunteer for roles
-narrator needed
-1 group for set design
discuss potential for such top-down restrictions occurring in our society
-(e.g. stop signs, laws, compulsory education, quotas, everyone gets trophy, etc.)
discuss themes
Begin reading “A Man Called Horse” in class
HW: finish reading “MCH” & write journal entry in response to this story following Journal Journey suggestions
DAY 14
Quiz: A Man Called Horse (10 minutes, if needed)
● When finished, tweak journal response
Introduce “Weekly Widgets” packet
Have students get out their daily planners to write down the homework, so we don’t have to do it at the end of class
Their homework for next Monday is as follows…
● Read through the entireWeekly Widgets packet to see if they have any questions about any of the widgets. In some cases, they can get clarification by visiting the “widgets” link on my website (some models are linked electronically). Bring their questions for me when they see me next week, and be ready to select their first Widget (I’d highly recommend they do the “Idiot Letter” first – students have always enjoyed writing them, and if they ask for free stuff, they typically get it. Moreover, when they get responses from the companies, it’s fun to share them in class)
Let students know that the next activity, “Laying Claim to the Literary Landscape” is an opportunity for everyone in class to pick up 10 bonus points added onto their total term grade (that means if they got a zero on a 10-pt quiz, they can now have these points added in to get 10 out of 10!!)
Pass out literary landscape handouts, read the “rules” below, & let them break themselves into groups of 3-4 students.
● They can move their group to another part of the room
● They must have their books and notebooks
● They have 30 minutes in their small group to generate ideas, then 20 minutes to share with the whole class
● They must select a group spokesperson
● They must have each member’s name on each idea they submit (that means that each idea should have 3-4 names on it)
After 30 minutes of group work, have them stay where they are, but direct their attention to the front. Ask spokespeople to volunteer ideas their groups generated. Then ask the whole class if they think that idea is worthy to submit to Metzler. If so, collect it from the group. If not, allow the whole class to offer ideas to improve it, and the group spokesperson can edit the idea and submit it. If there are no great ideas for improving it, ask for another idea from another group. If the whole class can generate 10 that I deem worthy, then they’ll get the bonus points.
* They may submit 12 total ideas, so they have a cushion of 2. They may not simply submit all of them and expect me to choose the best 10!!
DAY 15
NOTE: Mythology launched early for substitute
Today’s Overview: students will be getting assignments for a brief Mythology unit we’re beginning. Students will be assigned specific myths that they are responsible for. They will be expected to read the myths by themselves silently. Then they will join a small group to plan a small theatrical performance of their myth, which they can continue planning during our next class meeting.
Have kids select Hamilton Mythology texts from lower shelves in classroom (brown books)
Assign each student the myth they’re responsible for using the class roster & myth list (3-4 students per myth)
All students are responsible for reading Introduction to Classical Mythology (pp 3-18) and CH. 1 – The Gods (thru p. 25). They will need to circle back around and cover the gods from page 25 onward, but not today (just get a sense of the names on p. 25)
● This should take about 20-30 minutes
Students should then begin reading their assigned myth quietly (I want them to experience the stories on their own before discussing in a group)
● This should take about 20-30 minutes as well
● If they finish at staggering times, they can take notes and brainstorm ideas for their theatrical production. If all students assigned to a myth finish their reading before the rest of the class, they could begin to work together if they do it at a “low roar”.
The last 20+ minutes should be group brainstorm and discussion about their production. They will be able to finish planning and rehearsing next time. They must stick to the basic plot of their myth so that the class can understand the basic plot and characters, but they can add some “sizzle to the steak” by trying any of the following:
● add comic elements
● do a puppet show
● do modern day version of the myth
● try a rap performance
** Performances should involve all group members, last 2-5 minutes, and I’ll collect scripts!!
DAY 16
● Launch Latin Roots for first practice quiz on day 19
- Mark the ones you know
- Walk thru “Rules”, expectations, rationale for whole list approach
Revisit “Widgets” and assign Idiot Letter for day 18
● We’re putting off Mythology for a while!
● Listen to audio & discuss:
- “The Gift” (Disc 10, #2 – 5:50) – setting – universe as gift!
- Marigolds (disc 10, #5 – 27:16) for setting
*Discuss settings in these stories & compare to any others we’ve read
(If time, read “Snow” p. 215 aloud – classroom/safe, snow as fallout)
● Launch “Farmer/Setting” homework (@ :20-min of class time to start it)
- to be done in journal & count as journal entry
HW: Finish Farmer/Setting piece
DAY 17
● Share Farmer/Setting pieces in workshop setting (:20 –min) collect w/ journals
● Audio: “A Christmas Memory”(disc 6, #4– 35:22)
-discuss setting, character, other elements (POV, etc)
●Audio: “New directions” (disc 12, #3– 5:41)
- Compare character, etc.
● Launch Character Sketch project w/ photos and sketch profiles
- begin profile in class
- keep photos in classroom
HW: Widget “Idiot Letter” + character profile (if you wish)
DAY 18
● Work on character sketches for 5-10 min.
● Audio: “Blues Ain’t No Mocking Bird” (disc 10, #4-17:09)
(discuss/compare)
● Share widgets (:15) collect
● Audio: “American History” (disc 11, #2 -20:41)
(discuss/compare)
HW: character profile & Latin Roots for Day 19
DAY 19
● Latin Roots quiz (practice learn rules as we go) – calculator to randomize numbers?
● Share character profiles w/ photos --Collect
● If time, audio of “Wash Woman” (disc 7, #3 – 12:52)
HW: Review all Lit Elements, how they’re integrated, and brainstorm ideas for potential short story (There will be a final test on lit elementson DAY 21 + students will have the chance to write their own short story)
DAY 20
● Brainstorm list of famous characters (Madonna, Michael Jackson, Pope, etc.) and potential conflicts
● Journal: draw a quick plot diagram using C&C elements share
● SHOW vs. TELL models & exercises (from creative writing files)
- Metz’s “Strawman” excerpts
● Launch short story assignment w/ handout
- 2-page story
- self-analysis of how elements were utilized & their effect on shaping character and theme, and example of show vs. tell with explanation
-character profile
-plot diagram
(ALL 4 OF THESE WILL BE COLLECTED = 80 pts)
● Determine Due date for short story
● Mini-Jeopardy for review of Lit Elements (if time)
HW: Test on Lit Elements next time – DAY 21
DAY 21
● TEST: Lit Elements
● Extra time for workshop on short story – come with questions/problems next time
● Handout Mythology stuff
-Menu – note listings of deities on back
-wall of mythology – 5 bonus pts for bringing in current mythological references (advertising, brand names, song lyrics, govt programs, Make a class music CD?? , etc)
HW: we’ll revisit Mythology next time before launching into R&J, so just get into the mythology mindset) + collecting journals next time, so pick 2 entries for evaluation
DAY 22
● Field questions on short stories, if any
- address dialogue new speaker gets new paragraph!
- “fiction flow” process handouts, etc
● Mythology reading time (:20 min, if needed)
● Mythology skit planning (audience takes notes –Metz takes notes to draft test) – CAN WE GET COMPUTER LAB TO TYPE SCRIPTS?? If not, kids can meet during 5th period to copy/share