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Unit 6 Cycle 1
Unit 6
Cycle 1
Bell Ringer
Identify each punctuation mark in this sentence, and explain its function.
Daedalus and his son Icarus -- a lively young boy -- were trapped on Crete.
Bell Ringer - Extension
dash (--) Dashes are used to set off information that interrupts a thought.
Bell Ringer - Extension
Place the dash in the appropriate space(s).
On our way to the cinema it had just opened we stopped for gas.
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Bell Ringer - Extension
Place the dash in the appropriate space(s).
On our way to the cinema -- it had just opened -- we stopped for gas.
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Unit 6 - Cycle 1 Goals4 (Blue) - I know this goal so well that I could teach it to someone else.
3 (Green) - I know this goal very well and feel confident in my knowledge of it.
2 (Yellow) - I know a little bit about this goal, but I’m not entirely confident in my knowledge of it.
1 (Red) - I know nothing about this goal, and need support in my learning.
Unit 6 - Cycle 1 Goals● RL.7.2 - Determine a theme or central
idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Unit 6 - Cycle 1 Goals● RL.7.3 - Analyze how particular
elements of a story or drama interact.
Unit 6 - Cycle 1 Goals● RI.7.5 - Analyze the structure an
author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Unit 6 - Cycle 1 Goals● W.7.3b - Use narrative techniques,
such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Unit 6 - Cycle 1 Goals● L.7.2 - Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 6 - Cycle 1 Goals● L.7.4b - Use common, grade-
appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Unit 6 - Cycle 1 Goals● L.7.6 - Acquire and use accurate,
grade-appropriate general academic and domain-specific words and phrases to increase comprehension and expression.
Unit 6 - Cycle 1 Goals● SL.7.1 - Review/research material to
be discussed, and determine key points/ideas, and textual evidence that will contribute to the discussion.
Day 1 - Cause and EffectCause-and-effect web
Day 1 - Cause and Effect
A cause is an event, action, or feeling that produces a result. That result is called an effect. In some literary works, multiple causes result in a single effect. In other works, a single cause results in multiple effects. Effects can also become causes for events that follow. This linking of causes and effects propels the action in a narrative forward.
As you read, ask questions to analyze cause-and-effect relationships. Ask yourself questions like these:
● What happened? Why?● What will happen as a result of this?
Literary Analysis: Myth
Since time began, people have tried to understand the world around them. Ancient people created myths -- stories that explain natural occurrences and express beliefs about right and wrong.
Every culture has its own collection of myths, or mythology. In many of these myths, gods and goddesses have human traits, while human heroes possess superhuman traits.
As you read, notice the ways that myths explore universal themes and explain the world in human terms.
Bell Ringer
Identify each punctuation mark in this sentence, and explain its function.
King Minos was fickle (among other character flaws) and would imprison his loyal subjects on a whim.
Bell Ringer - Extension
bracket - ([ ] ( )) A commonly used type of bracket is the parenthesis. Parentheses provide information that would be left out of a sentence without changing its meaning.
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Bell Ringer - Extension
Place the bracket in the appropriate space(s).
My brother Raf the shyest person in our family declined to make a speech at the party.
Bell Ringer - Extension
Place the bracket in the appropriate space(s).
My brother Raf (the shyest person in our family) declined to make a speech at the party.
Read and Discuss
Icarus and Daedalus (pages 916-920)
Exit Ticket
Put your papers in your folder, put the blue text in the center of the table in two, short stacks. Get out your reading bingo book to read quietly.
Bell Ringer
Identify each punctuation mark in this sentence, and explain its function.
Daedalus fastened feathers together; he molded them in with wax to make wings.
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Bell Ringer - Extension
semicolon (;) Semicolons are used in compound sentences.
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Bell Ringer - Extension
Identify each punctuation mark in this sentence, and explain its function.
We spent all morning riding our bikes then we had a picnic.
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Bell Ringer - Extension
Identify each punctuation mark in this sentence, and explain its function.
We spent all morning riding our bikes; then we had a picnic.
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Day 2 - Cause and EffectCause-and-effect web
Day 2 - Cause and Effect
Cause
1.
Effect
1.
Reading Skill: Cause and Effect
1. Answer these question to analyze cause-and-effect relationships in the myth.
a. What happens to Icarus at the end of the myth? Why?b. What happens to Daedalus? Why?
2. What effect does the sun have in the myth?
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Literary Analysis: Myth
1. What superhuman qualities does Daedalus possess?2.
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Character Lesson How Taught
Icarus
Daedalus
Word Study
Use context and what you know about the Latin root -vac- to explain your answer to each question.
1. Is it wise to evacuate a town if a powerful hurricane is approaching?
2. If you vacate your house, do you stay at home?
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Narrative Text
Narrative Text - You may have wondered why leaves change colors in the fall, or what causes an earthquake. Write a short myth that explains a natural phenomenon that fascinates you. The following tips will help you.
● Think of a natural phenomenon and a creative explanation for its occurrence.
● Limit the number of characters to keep the story simple.● Develop your characters by describing their appearance and actions and by
showing how they relate to other characters.● Plan the action of your story by identifying a problem and its solution.
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Bell Ringer
Rewrite the sentence using punctuation so that each sentence makes sense.
Aphrodite her beauty is legendary urged her son to pierce Pluto’s heart with an arrow of love.
Unit 6 Packet
Review of terms and questions...
Narrative Text
Narrative Text - You may have wondered why leaves change colors in the fall, or what causes an earthquake. Write a short myth that explains a natural phenomenon that fascinates you. The following tips will help you.
● Think of a natural phenomenon and a creative explanation for its occurrence.
● Limit the number of characters to keep the story simple.● Develop your characters by describing their appearance and actions and by
showing how they relate to other characters.● Plan the action of your story by identifying a problem and its solution.
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Bell Ringer
Rewrite the sentence using punctuation so that each sentence makes sense.
He swooped down from the sky he snatched Persephone and descended deep into the ground.
Demeter and Persephone Background Information
● Demeter - Agriculture and crops (especially grains)● Bringer of the seasons● Demeter’s Roman name is Ceres and is the origin of the
word cereal, which is usually made from grain.
Demeter and Persephone Background Information
● Persephone - queen of the dead● Daughter of Zeus and Demeter● When Persephone is in the Underworld, winter comes
and nothing grows until she returns to Earth in the spring.
Demeter and Persephone Background Information
● Hades - Roman name is Pluto● Hades is god of the Underworld, and the god of death● Zeus, Poseidon, and Hades are brothers. Each brother, by
drawing lots, had a portion of the universe that they ruled in addition to the Earth.○ Zeus - sky○ Poseidon - sea○ Hades - the Underworld
Read and Discuss
Demeter and Persephone (page 924)
Reading Skill: Cause and Effect
1. Answer these question to analyze cause-and-effect relationships in the myth.
a. What happens to Persephone at the end of the myth? Why?
b. What happens to Demeter? Why?
2. Describe the effect of the giants struggling to get free at the beginning of the myth.
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Literary Analysis: Myth1. What human qualities does Pluto possess?2.
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Character Lesson How Taught
Demeter
Persephone
Pluto
Word Study
Use context and what you know about the Latin root -dom- to explain your answer to each question.
1. If you behave in a domineering manner, are you being humble?
2. If a building dominates a city skyline, is it hard to see?
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Word Study
Come up with as many -dom- (prefix) words as you can, with your table, in 5 minutes.
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Narrative Text
Narrative Text - You may have wondered why leaves change colors in the fall, or what causes an earthquake. Write a short myth that explains a natural phenomenon that fascinates you. The following tips will help you.
● Think of a natural phenomenon and a creative explanation for its occurrence.
● Limit the number of characters to keep the story simple.● Develop your characters by describing their appearance and actions and by
showing how they relate to other characters.● Plan the action of your story by identifying a problem and its solution.
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First person point of viewFirst person point of view is used when you are speaking from your own perspective.
First person is commonly used in autobiographies or opinion writing.
Example: I spoke to her in a calm, gentle voice. (1st person singular)
Example: We decided to take a tour of the state capitol. (1st person plural)
Second person point of viewSecond person is used when you are directly addressing one person or a group of people.
It often appears in instructions or descriptive essays such as how-to guides.
Example: You really need to make sure that you get your homework done each night. (2nd person singular)
Example: You all better hurry up if you want to make the movie on time. (2nd person plural)
Third person point of viewThird person is used for most academic writing because it sounds more objective.
Third person uses pronouns like he, she, or it to describe people, places, and things.
Example: Henry knew that his sister would be angry with him if he borrowed her car without asking, but he did it anyway. (3rd person singular)
Example: Michael and Garrett are the stars of a new online animated web-series. (3rd person plural)
Read and Discuss
The Seasons of the Earth (page 960+)
Talking to the text
Read and Discuss
What Gives the Sunrise and Sunset its Orange Glow? (page 963)
Talking to the text
Unit 6 - Cycle 1 Goals4 (Blue) - I know this goal so well that I could teach it to someone else.
3 (Green) - I know this goal very well and feel confident in my knowledge of it.
2 (Yellow) - I know a little bit about this goal, but I’m not entirely confident in my knowledge of it.
1 (Red) - I know nothing about this goal, and need support in my learning.
Unit 6 - Cycle 1 Goals● RL.7.2 - Determine a theme or central
idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Unit 6 - Cycle 1 Goals● RL.7.3 - Analyze how particular
elements of a story or drama interact.
Unit 6 - Cycle 1 Goals● RI.7.5 - Analyze the structure an
author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Unit 6 - Cycle 1 Goals● W.7.3b - Use narrative techniques,
such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Unit 6 - Cycle 1 Goals● L.7.2 - Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 6 - Cycle 1 Goals● L.7.4b - Use common, grade-
appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Unit 6 - Cycle 1 Goals● L.7.6 - Acquire and use accurate,
grade-appropriate general academic and domain-specific words and phrases to increase comprehension and expression.
Unit 6 - Cycle 1 Goals● SL.7.1 - Review/research material to
be discussed, and determine key points/ideas, and textual evidence that will contribute to the discussion.
Unit 6/Cycle 1 Quiz
Log into Schoology and take the Unit 6/Cycle 1 Quiz.
Hard questions/tasks I got right (strengths) Hard questions/tasks I got wrong - my next learning steps (to be achieved)
Easy questions/tasks I got right (achieved) Easy questions/tasks I got wrong - things I need to practice (gaps)
Narrative Writing Piece
Go into Google Classroom and turn in your narrative writing piece.
Wrapping up Cycle 1
Put your papers together in the following order:
1. Unit 6, Cycle 1 Goals2. Cause/Effect Worksheet3. Notes that were taken during class
Staple in the upper, right-hand corner and prepare to turn in.
