Michaela DiCicco

ENG 482

Calendar
Monday Tuesday Wednesday Thursday Friday

Wee -Intro to -Intro to In-class: In-class: Literature In-class:

k1 Rick Norse Literature Circles Circles discuss Literature Circles
Riordan Gods discuss discuss
and Whole class discussion
Magnus Bellwork: Silent discussion on chapters 7-9 Silent discussion
Chase What do on 4-6 on chapters 10-
series you know Read chapter 10 in 12
about In-class activity: Literature Circles
Key Norse Newspaper Fill out character
Vocabula mytholog article with HW: Read chapters 11- sheet in-class
ry for the y? Literature Circles 12 & Literature Circle
book Roles Introduce
Key character social
Vocabula Read chapter 7 in media
Read ry for the Literature Circles assignment
chapter 1 book
in-class HW: Read Read chapter 13
Video: chapters 8-9 & in Literature
Fill out VIKINGS: Literature Circle Circles
character Norse Roles
sheet in- Mytholog HW: Read
class y - II: chapters 14-16 &
Norse Social media
Form Gods & assignment
Literature Goddesses
Circles [Thor,
Loki, Odin
and more]
HW: Read
chapters 2- In-class:
3& Literature
Literature Circles
Circle discuss
Roles
Whole
class
discussion
on
 chapters 1-
3

Read
chapter 4
in
Literature
Circles

HW: Read
chapters 5-
6&
Literature
Circle
Roles

Wee Social Reader Response Reader Response -What is

k2 media discussion in discussion in Literature Destiny?
assignmen Reader Literature Circles Circles Fate vs. Freewill
t due Response
discussion In-class Silent discussion on Modern
In-class in discussion on chapters 23-25 God/Goddess
discussion Literature chapters 20-22 assignment due
on Circles Read chapter 26 in
chapters Read chapter 23 Literature Circles In-class
13-16 Silent in Literature discussion on
discussion Circles HW: Read chapters 27- chapters 26-28
Read on 28 & Modern
chapter 17 chapters HW: Read god/goddess Read chapter 29
in 17-19 chapters 24-25 & assignment in Literature
Literature Reader Response Circles
Circles Read Journals &
chapter 20 Modern HW: Read
Fill out in god/goddess chapters 30-32 &
character Literature assignment prepare for
sheet in- Circles Character Panel
class
HW: Read
Introduce chapters
Reader 21-22 &
Response Reader
Journals & Response
Modern Journals &
god/godde Modern
 ss god/godde
assignmen ss
t assignmen
t
HW: Read
chapters
18-19 &
Social
media
assignmen
t&
Modern
god/godde
ss
assignmen
t

Wee Character Literature Literature Circles Literature Circles -What is

k3 Panel on Circles discuss discuss Ragnarok?
chapters discuss
29-32 In-class Silent discussion on Video:
Silent discussion on chapters 39-41 Ragnarok: Crash
In-class discussion chapters 36-38 Course World
discussion on Read chapter 42 in Mythology #24
on chapters Read chapter 39 Literature Circles
chapters 33-35 in Literature Literature Circles
29-32 Circles Fill out character sheet discuss
Read in-class
Read chapter 36 HW: Read In-class
chapter 33 in chapters 40-41 & HW: Read chapters 43- discussion on
in Literature Literature Circle 44 & Literature Circle chapters 42-44
Literature Circles Roles Roles
Circles Read chapter 45
HW: Read in Literature
HW: Read chapters Circles
chapters 37-38 &
34-35 & Literature HW: Read
Literature Circle chapters 46-48 &
Circle Roles prepare for
Roles Character Panel

Wee Character Reader Reader Response Reader Response Reader Response

k4 Panel on Response Journals in Journals in Literature Journals in
chapters Journals in Literature Circles Circles Literature Circles
45-48 Literature
 Circles In-class Silent discussion on In-class
In-class discussion on chapters 55-57 discussion on
discussion Silent chapters 52-54 chapters 58-60
on discussion Read chapter 58 in
chapters on Read chapter 55 Literature Circles Read chapter 61
45-48 chapters in Literature in Literature
49-51 Circles HW: Read chapters 59- Circles
Read 60 & Reader Response
chapter 49 Read Fill out Journals Fill out character
in chapter 52 characters sheet sheet in-class
Literature in in-class
Circles Literature HW: Read
Circles HW: Read chapters 62-64 &
Fill out chapters 56-57 & prepare for
character HW: Read Reader Response Character Panel
sheet in- chapters Journals
class 53-54 &
Reader
HW: Read Response
chapters Journals
50-51 &
Reader
Response
Journals

Wee Character Literature Literature Circles -Intro to Joseph Continuation of

k5 Panel on Circles discuss Campbell’s The The Hero’s
chapters discuss Hero’s Journey Journey
61-64 In-class
Silent discussion on Bell work: Who is your Video: The
In-class discussion chapters 68-70 favorite T.V. Hero's Journey
discussion on show/movie/book/comic/ and the
on chapters Read chapter 71 etc. hero and why? Monomyth:
chapters 65-67 in Literature What are some of the Crash Course
things they have had to
61-64 Circles World
overcome?
Read Mythology #25
Read chapter 68 HW: Read Video: What makes a
chapter 65 in chapter 72 and hero? - Matthew
in Literature epilogue & Winkler Project work day
Literature Circles Literature Circle
Circles Roles Hero’s Journey
HW: Read Worksheet
HW: Read chapters
chapters 69-70 & Literature Circles
66-67 & Literature discuss chapters 71, 72,
Literature Circle
 Circle Roles and the epilogue
Roles

Wee Project Project Introduce Presentations Presentations

k6 work day work day Amazon/Goodre
ads assignment Amazon/Goodre
ads review due

Lesson #1 (Intro)
Teachers: Michaela DiCicco Subject: 11th grade English

Standards:

11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and
connotative meanings, while analyzing the impact of specific choices on meaning and tone.

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and
teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well‐ reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.

Objectives (Explicit):
  Students will learn Rick Riordan and the key vocabulary and characters that pertain to Riordan’s book Magnus
Chase and the Gods of Asgard: The Sword of Summer

Evidence of Mastery (Measurable):

80% of students will have chapter vocabulary and major character sheet filled out

Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT name major characters in Riordan’s book and define key vocabulary
 SWBAT relate these major characters and key vocabulary during class discussions and in Literature Circes
 SWBAT apply these major characters and key vocabulary when discussing in their Literature Circles
 SWBAT take part in daily Literature Circles
 SWBAT discuss assigned chapters in Literature Circles and in class discussions
Key vocabulary: Materials/Technology Resources to be Used:

Einherjar, Odin, Thor, Loki, Freya, Frey, Fenris, Ragnarok, Google Classroom, notebooks, YouTube Videos,
Valhalla, Asgard, Valkyrie, Midgard, Hel Google Slides, character sheet, pens/pencils etc.

Opening (state objectives, connect to previous learning, and make relevant to real life)

Bell work (written in student notebooks or Google Docs): What do you know about Norse mythology? You can reference
movies, books, TV shows etc. that may have taught about the Norse myths and gods.

Teacher Will: Student Will:

 Have students share bell work with tablemates, then  Share bell work writing with tablemates, then
whole class whole class
 Introduce the author Rick Riordan to students  Students take notes on handouts provided
(explore using Riordan’s website)
Instructional Input

 Riordan short interview:

https://www.youtube.com/watch?v=Kt4wpXllbiw
 Introduce Magnus Chase series, major characters,
and key vocabulary for the book (book trailer located
on Riordan’s website)
http://rickriordan.com/book/the-sword-of-summer/
Co-Teaching Strategy/Differentiation

 Handouts can be fill in the blank or partially filled out for certain students
 Link to Riordan’s website will be provided in Google Classroom
Teacher Will: Student Will:
Practice
Guided

 Read chapter 1 out loud to class  Follow along as teacher reads

  Video of Riordan reading Chapter 1 page 1:
http://rickriordan.com/book/the-sword-of-summer/
 Pop-corn read after a few paragraphs
Co-Teaching Strategy/Differentiation

 Pause to reinforce new vocabulary that may be introduced in chapter 1

Teacher Will: Student Will:
Independent Practice

 Have students get into their Literature Circles  Begin reading chapter 2 within Literature
and read chapter 2 Circles (Chapters 2-3 for HW)
Co-Teaching Strategy/Differentiation


During this independent work time, students can ask questions and collaborate with tablemates as well as
have the teacher answer any of their questions
 Have stronger readers read during Literature Circles if necessary
Closing/Student Reflection/Real-life connections:

 Character and vocabulary sheet will be checked by the end of class

Lesson #2
Teachers: Michaela DiCicco Subject: 11th grade English

Standards:

11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and
connotative meanings, while analyzing the impact of specific choices on meaning and tone.

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and
teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well‐ reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
 deepen the investigation or complete the task.

Objectives (Explicit):

 Students will create a news article based on the events that have occurred in chapters 1-6 of Magnus Chase
 Students will participate in a silent discussion on chapters 1-6 of Magnus Chase

Evidence of Mastery (Measurable):

80% of students will turn in news article activity. 100% of students will participate in a silent discussion over chapters 1-6
of Magnus Chase

Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT recall events/storyline of chapters 1-6 of Magnus Chase

 SWBAT translate these events into a news article format (200 words minimum)
 SWBAT apply the events of chapters 1-6 during a silent discussion
 SWBAT analyze the events of chapters 1-6 during a silent discussion
 SWBAT discuss these events in their Literature Circles
Key vocabulary: Materials/Technology Resources to be Used:

Google Classroom, notebooks, Google Slides,

character sheet, pens/pencils etc., large sticky note
poster board

Opening (state objectives, connect to previous learning, and make relevant to real life)

Bell work: What would you do if you were in Magnus’ situation?

OR

Based on what is currently happening in the story, predict what will happen in the next chapter

Teacher Will: Student Will:

 Have students share their bell work in their groups,  Students discuss their bell work in their
then whole class Literature Circles, then share with whole class
Instructional Input

 Introduce news article activity, requirements, and

expectations (200 words minimum for article)
Co-Teaching Strategy/Differentiation

 Handouts available and accessible on Google Classroom for students to follow along if necessary
 Handouts will also be printed so that students may have a physical copy
 Students may use their ThinkPad laptops to type their notes if necessary instead of handwriting in their
English notebooks
 Certain students can have fill in the blank notes
 Teacher Will: Student Will:
Guided Practice

 Model headline and beginning paragraph of a  Students use ThinkPad laptops to begin news
news article as it relates to events that have article activity (done in Literature Circles)
happened in the book (chapters 1-6)
Co-Teaching Strategy/Differentiation

 News article template provided on Google Classroom

 Certain students can do 100 words instead of 200 words
Teacher Will: Student Will:

 Facilitate silent discussion (give 3-5 minutes per  Participate in silent discussion on giant sticky
Independent Practice

rotation) poster boards

 Have students read chapter 7 in their groups  Continue news article activity
when finished with activity  When finished, read chapter 7 in Literature
Circles (HW: Chapters 8-9)
Co-Teaching Strategy/Differentiation


During this independent work time, students can ask questions and collaborate with tablemates as well as
have the teacher answer any of their questions
 News article template provided on Google Classroom
 Certain students can do 100 words instead of 200 words
Closing/Student Reflection/Real-life connections:

 News article turned into Google Classroom by the end of the class

Lesson #3
Teachers: Michaela DiCicco Subject: 11th grade English

Standards:

11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and
connotative meanings, while analyzing the impact of specific choices on meaning and tone.

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and
teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well‐ reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and
establish individual roles as needed.
 c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.

Objectives (Explicit):

 Students will participate in a silent discussion on chapters 10-12

 Students will take part in discussing chapters 10-12 within their Literature Circles

Evidence of Mastery (Measurable):

80% of students will have character/vocabulary sheet filled out. 100% of students will participate in silent discussion on
chapters 10-12

Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT recall the events of chapters 10-12

 SWBAT relate these events to their Literature Circle and a silent discussion
 SWBAT apply these events to their Literature Circle and a silent discussion
 SWBAT apply these events and characters from the book to a social media assignment
 SWBAT construct a social media post based off of the characters and events of the book
Key vocabulary: Materials/Technology Resources to be Used:

Google Classroom, notebooks, Google Slides,

character sheet, pens/pencils etc.

Opening (state objectives, connect to previous learning, and make relevant to real life)

What would Magnus Chase’ social media look like? What would he post? (Other characters may be thought about like Sam,
Ganilla, etc.)

Teacher Will: Student Will:

 Introduce social media assignment, requirements, and 

Instructional Input

expectations
Co-Teaching Strategy/Differentiation

 Handouts available and accessible on Google Classroom for students to follow along if necessary
 Handouts will also be printed so that students may have a physical copy
 Students may use their ThinkPad laptops to type their notes if necessary instead of handwriting in their
English notebooks
 Certain students can have fill in the blank notes
 Rubrics available on Google Classroom
 Teacher Will: Student Will:
Guided Practice

 Show an example of how the social media 

assignment could look
Co-Teaching Strategy/Differentiation

 Example and resources available on Google Classroom

Teacher Will: Student Will:
Independent Practice

 Facilitate silent discussion (give 3-5 minutes per  Literature Circle discussion (chapters 10-12)
rotation)  Participate in silent discussion (chapters 10-12)
 Read chapter 13 in Literature Circles (HW:
Chapters 14-16)
Co-Teaching Strategy/Differentiation


During this independent work time, students can ask questions and collaborate with tablemates as well as
have the teacher answer any of their questions
Closing/Student Reflection/Real-life connections:

 Character/vocabulary sheet will be checked by the end of class

Lesson #4 (Hero’s Journey)

Teachers: Michaela DiCicco Subject: 11th grade English

Standards:

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its
overall structure and meaning, as well as its aesthetic impact.

11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or
drama.

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and
teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well‐ reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and
 establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.

Objectives (Explicit):

 Students will be able to relate and compare Magnus Chase’s adventures to The Hero’s Journey structure created by
Joseph Campbell.

Evidence of Mastery (Measurable):

80% of students will have Hero’s Journey worksheet filled out

Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT define Joseph Campbell’s The Hero’s Journey and its components
 SWBAT compare and relate The Hero’s Journey to Magnus Chase and the Gods of Asgard: Sword of Summer
 SWBAT apply The Hero’s Journey to Magnus Chase and the Gods of Asgard: Sword of Summer
 SWBAT categorize parts of Magnus’ adventure to The Hero’s Journey structure
 SWBAT justify their reasoning for where these parts are categorized
 SWBAT develop their own Hero’s Journey based off of what they have learned
Key vocabulary: Materials/Technology Resources to be Used:

The Hero’s Journey, Joseph Campbell, Monomyth, Status Quo, Google Classroom, notebooks, YouTube Videos,
Call to Adventure, Trials, Crisis, Treasure Google Slides, pens/pencils etc., Hero’s Journey
worksheet (two-sided)

Opening (state objectives, connect to previous learning, and make relevant to real life)

Bell work: Who is your favorite T.V. show/movie/book/comic/etc. hero and why? What are some of the things they have
had to overcome?

Teacher Will: Student Will:

 Have students discuss bell work in groups  Students share bell work with their tablemates
Instructional Input

 Have students share out bell work  At least one person from each group shares
 Introduce The Hero’s Journey
 Play YouTube video: What makes a hero? - their bell work answer to the whole class
Matthew Winkler  Fill out blank Hero’s Journey structure and
https://www.youtube.com/watch?v=Hhk4N9A0o
definitions for key vocabulary
CA&t=15s

 Pause the video during each part of the Journey

 structure

Co-Teaching Strategy/Differentiation

 Handouts available and accessible on Google Classroom for students to follow along if necessary
 Handouts will also be printed so that students may have a physical copy
 Students may use their ThinkPad laptops to type their notes if necessary instead of handwriting in their
English notebooks
 Certain students can have partially filled in worksheet
Teacher Will: Student Will:

 Fill out Status Quo, Call to Adventure,  Fill out Hero’s Journey structure
Assistance, and Departure sections of the
Guided Practice

structure as it relates to Magnus Chase and the

Gods of Asgard: The Sword of Summer
Co-Teaching Strategy/Differentiation

 Students may use their ThinkPad laptops to type their notes if necessary instead of handwriting in their
English notebooks
 Certain students can have partially filled in worksheet

Teacher Will: Student Will:

 Have students finish the rest of the structure with  Fill out the rest of the Hero’s Journey
their tablemates worksheet with their tablemates and justify
Independent Practice

 Have students discuss chapters 71, 72, and the why they categorized parts of Magnus’ journey
epilogue in their Literature Circles when finished the way they did
with The Hero’s Journey  When finished, students discuss their
Literature Circle roles for chapters 71, 72, and
the epilogue
Co-Teaching Strategy/Differentiation


During this independent work time, students can ask questions and collaborate with tablemates as well as
have the teacher answer any of their questions
 Certain students do not have to fill out the entire worksheet
Closing/Student Reflection/Real-life connections:

 Students will turn in Hero’s Journey worksheet by the end of class

 If some students need more time, they can turn in worksheet by 11:59 on Google Classroom