Week at a Glance- 10/5-10/9

​Subject: English 11
 

Monday, 10/5/15- B Day
No Period 3 or 7
Teaching Point: To enhance and engage student performance through the discussion of The Epic of Gilgamesh
 
Essential Questions for the Unit:

• What defines any culture?
• Why do we need creation myths? What function is served with creation myths?
• What is the role of the story in a culture?
• How do human beings achieve value?
• What is the role of a god or gods to a culture?

 
Procedure:

1. Students will answer the Do Now question, “Describe one of your closest (or best) friends. What makes him or her unique? How do you have fun together?”  After responding to the question, the class will discuss their various answers in preparation for discussing Gilgamesh and his best friend.
2. Students will each take a textbook from the closet. They will open to page 32.
3. Students will receive a reading log handout to fill out as they read The Epic of Gilgamesh.
4. The class will read “The Death of Enkidu” together, filling out the reading log as they read.
5. The class will re-enact and discuss the significance of the passage and anything students noticed about the story.
6. Students will return their textbooks to the closet. They will also return their journals.

 
Assessment: completion of reading log
 
Materials: reading log, journals, writing utensils, textbook

Tuesday, 10/6/15- C Day
No Period 2 or 6
Teaching Point: To enhance and engage student performance through the discussion of The Epic of Gilgamesh
 
Essential Questions for the Unit:

• What defines any culture?
• Why do we need creation myths? What function is served with creation myths?
• What is the role of the story in a culture?
• How do human beings achieve value?
• What is the role of a god or gods to a culture?

 
Procedure:

1. Students will answer the Do Now question, “Is the ability to live forever, if only you are given this ability, good or a bad thing? Explain.”
2. After responding to the question, the class will discuss their various answers in preparation for discussing the next portion of Gilgamesh’s tale.
3. Students will each take a textbook from the closet. They will open to page 37.
4. Students will take out their reading logs from the previous class period.
5. The class will read “The Search for Everlasting Life” together, filling out the reading log as they read.
6. The students will discuss Gilgamesh’s quest for everlasting life, and whether or not he is starting to show signs of being an epic hero.
7. Students will return their textbooks to the closet. They will also return their journals.

 
Assessment: completion of reading log
 
Materials: reading log, journals, writing utensils, textbook

Wednesday, 10/7/2015- D Day
No Period 1 or 5
 
Period 2 will follow the lesson plans from the previous day

Thursday, 10/8/2015- A Day
No Period 4 or 8
Teaching Point: To enhance and engage student performance through the discussion of The Epic of Gilgamesh
 
Essential Questions for the Unit:

• What defines any culture?
• Why do we need creation myths? What function is served with creation myths?
• What is the role of the story in a culture?
• How do human beings achieve value?
• What is the role of a god or gods to a culture?

 
Procedure:

1. Students will take a quiz on epic heroes and The Epic of Gilgamesh thus far.
2. After completing the quiz, the class will discuss their various answers to the quiz.
3. Students will each take a textbook from the closet. They will open to page 41.
4. Students will take out their reading logs from the previous class period.
5. The class will read “The Story of the Flood” together, filling out the reading log as they read.
6. The students will discuss the tale, and what archetypes the various individuals Gilgamesh is meeting are fulfilling.
7. Students will return their textbooks to the closet.

 
Assessment: completion of reading log
 
Materials: reading log, journals, writing utensils, textbook, quiz
 

Friday, 10/29/2015- B Day
No Period 3 or 7
Teaching Point: To enhance and engage student performance through the discussion of The Epic of Gilgamesh
 
Essential Questions for the Unit:

• What defines any culture?
• Why do we need creation myths? What function is served with creation myths?
• What is the role of the story in a culture?
• How do human beings achieve value?
• What is the role of a god or gods to a culture?

 
Procedure:

1. Students will answer the Do Now question “Did “The Story of the Flood” remind you of any other stories you have heard? If so, how?” in their journals. The class will briefly discuss the Do Now and draw connections between Gilgamesh and Noah and the Ark from the Bible.
2. Students will each take a textbook from the closet. They will open to page 70.
3. Students will take out their reading logs from the previous class period.
4. The class will read “The Story of the Flood” together, filling out the reading log as they read.
5. The students will discuss Gilgamesh’s (and Utnapishtim’s) connection with Noah, and how the two stories are both similar and different.
6. Students will return their textbooks to the closet. They will also return their journals.

 
Assessment: completion of reading log
 
Materials: reading log, journals, writing utensils, textbook