Week 1: Aug. 2 - Aug. 6
Welcome to Honors World Literature!
All handouts and materials can be found in our class Google drive. To get to the Google drive, select the Files on Google Drive link from the Class Materials drop-down list above. Then, select your class. The class syllabus, class guidelines, pre-course assignment, and other general handouts are in the main directory. Materials specific to units of study are located inside organized folders bearing the subject of the contents.
Planning Your Week:
Friday, 8/6 - “Pre-Course” Assignment prepared for today (Pre-Course Assignment - 10th Grade.docx).
Friday, 8/6 – Parent AND student must fill out the online syllabus receipt by this date.
Upcoming Due Dates:
Monday, 8/9 - Bring IAN supplies to class today (100+ sheet composition book, glue stick, scissors)
Monday, 8/9 - Read “A Very Old Man with Enormous Wings” and answer analysis questions.
Friday, 8/13 - Archetype Selfie (with captions) due today.
Monday, August 2
Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new Honors World Lit community; understand class policies and procedures
Targeted Standards(s): ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Agenda:
Tuesday, August 3
Learning Goal(s): Demonstrate baseline understanding of grammatical and syntactical concepts with pre-assessment. Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.
Targeted Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Agenda:
Wednesday, August 4
Learning Goal(s): Begin identifying literary patterns, including archetypes.
Targeted Standard(s): ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
Thursday, August 5
Learning Goal(s): Become familiar with archetypes; contribute meaningfully to class discussion and review the procedures for scholarly discussion.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
Friday, August 6
Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing. Targeted Standard(s): ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Agenda:
Welcome to Honors World Literature!
All handouts and materials can be found in our class Google drive. To get to the Google drive, select the Files on Google Drive link from the Class Materials drop-down list above. Then, select your class. The class syllabus, class guidelines, pre-course assignment, and other general handouts are in the main directory. Materials specific to units of study are located inside organized folders bearing the subject of the contents.
Planning Your Week:
Friday, 8/6 - “Pre-Course” Assignment prepared for today (Pre-Course Assignment - 10th Grade.docx).
Friday, 8/6 – Parent AND student must fill out the online syllabus receipt by this date.
Upcoming Due Dates:
Monday, 8/9 - Bring IAN supplies to class today (100+ sheet composition book, glue stick, scissors)
Monday, 8/9 - Read “A Very Old Man with Enormous Wings” and answer analysis questions.
Friday, 8/13 - Archetype Selfie (with captions) due today.
Monday, August 2
Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new Honors World Lit community; understand class policies and procedures
Targeted Standards(s): ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Agenda:
- Complete Student Information Form (Student Information Form.docx) and Syllabus Quiz (Syllabus quiz FA21); complete TRSS forms.
- Discuss the syllabus (Syllabus World Lit FA21.pdf) and review class procedures with Guidelines presentation (Guidelines for the Classroom FA21.pdf).
- Completed summer pre-course assignment (Pre-Course Assignment - 10th Grade.docx) - due Friday, August 6
- U0L1A1 Read the syllabus (Syllabus World Lit FA21); student AND parent sign online acknowledgement - due Friday, August 6 (https://www.kmcauthor.com/studentparent-information-forms)
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, August 9
Tuesday, August 3
Learning Goal(s): Demonstrate baseline understanding of grammatical and syntactical concepts with pre-assessment. Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.
Targeted Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Agenda:
- U0L1A1 Submit syllabus receipt online (reminder-due Friday; https://www.kmcauthor.com/studentparent-information-forms)
- Go over web site and materials access (www.kmcauthor.com).
- Review the summer pre-course assignment- due Friday (Pre-Course Assignment - 10th Grade.docx).
- Read The Bee Tree by Patricia Polacco (https://www.youtube.com/watch?v=FJQo0KBXUh0) .
- Ponder and Respond discussion with presentation—Is there a moment that has turned you into who you are today or that provided you with the opportunity to learn a valuable lesson? You will write a one-page story to describe this event. Plan to share this with classmates as an ice-breaker.
- Take grammar pre-assessment for baseline grammar knowledge (in-class assignment only).
- Read & annotate chapter 1 of How to Read Literature Like a Professor: “Every Trip is a Quest” (text here; How-to-Read-Literature-Like-a-Professor-Chapter-1.pdf)
- Completed summer pre-course assignment - due Friday, August 6 (assignment here; Pre-Course Assignment - 10th Grade.docx)
- U0L1A1 Read the syllabus (Syllabus World Lit FA21.pdf) and have student and parent sign - due Friday, August 6 (https://www.kmcauthor.com/studentparent-information-forms)
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, August 9
Wednesday, August 4
Learning Goal(s): Begin identifying literary patterns, including archetypes.
Targeted Standard(s): ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
- Review web site and how to access assignments and handouts.
- U0L1A1 Submit syllabus receipt online (reminder-due Friday; https://www.kmcauthor.com/studentparent-information-forms)
- U0L2A1: Avoiding Plagiarism. Watch the brief video on plagiarism (Google drive, main directory). RE-read the information about plagiarism and academic honesty in the syllabus. Then, in a document, tell me what you will need to do differently from what you’ve done before in order to protect against plagiarism. Submit your answer in Turnitin by 11:59 on Thursday, 5 Aug.
- Icebreaker activity: In the narrative you wrote, underline your most important sentence, bracket the most important phrase, then circle the most important word. You will share your whole response with a classmate, and just your word with the class.
- Identify elements of the quest in The Bee Tree
- U1L2A1 With a partner of your choice, read James Joyce’s “Araby” (text here; Araby by James Joyce.pdf. Complete the graphic organizer to document your analysis of the quest (organizer here; Araby Quest).
- Discuss your analysis of “Araby” with the class.
- Is a quest still a “quest” if it is unsuccessful? What are the determining factors to consider something a “quest”?
- Why might Joyce have chosen not to name the most important characters?
- What, ultimately, has the quester learned from the experience? (Let’s reread the ending together!) Why might Joyce have decided not to provide us with this insight directly?
- Describe the bazaar, as seen through the boy's eyes at the end of the story. How is it different than one might imagine? How is this parallel to some of the important themes of the story? (adapted from http://room316creativewriting.blogspot.com/2017/01/james-joyce-araby-discussion-questions.html)
- All stories supposedly contain characters, setting, and a plot, but one could argue that “Araby” lacks a traditional plot. Would you argue “Araby” has a plot? Why/why not?
- Do you consider the narrator to be a sympathetic character? (In other words, does Joyce effectively activate your sense of empathy through the development of this text?)
- What questions do you still have about the text?
- Ponder and Respond: “I would define my personality type as…”
- U1L3A1 Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here; Array Interaction Inventory 2-sided.pdf).
- Meet with your fellow character types and have a group discussion: What do you think about your results? Do you agree with them? Why or why not? What characteristics do you feel you have that most strongly align with your character type? Who else in the group has those same characteristics?
- Review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (12 Common Archetypes.pdf).
- U1L3A1 Take and score the Heroic Myth Assessment (quiz here; Heroic Myth Index test.doc) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type? Refer to 12 Common Archetypes handout.
- Completed summer pre-course assignment - due Friday, August 6 (assignment here; Pre-Course Assignment - 10th Grade).
- U0L1A1 Read the syllabus (Syllabus World Lit FA21.pdf)and have student and parent sign - due Friday, August 6 (https://www.kmcauthor.com/studentparent-information-forms)
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, August 9
Thursday, August 5
Learning Goal(s): Become familiar with archetypes; contribute meaningfully to class discussion and review the procedures for scholarly discussion.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
- U0L1A1 Submit syllabus receipt online (reminder-due Friday; https://www.kmcauthor.com/studentparent-information-forms)
- U1L3A1 Add both personality types from yesterday’s personality quizzes (Array Inventory and Heroic Myth Index) to an index card for your teacher! Ponder and Respond: Do you agree with your results? Why/why not?
- Evaluate your work on “Araby” with a rubric.
- U1L2A1 “Araby” graphic organizer due - submit work.
- Complete the color wheel activity. (Color Wheel.pdf)
- U1L4A1 With a partner, find one color represented in “Araby.” Consider the function of the color - how does it align with the descriptions of the color in the color wheel? What, ultimately, is the symbolic meaning of this instance of color in the text, and how does it develop the author’s purpose?
With your partner, PLAN and WRITE a CEI paragraph to support your claim (which should answer the question in bold above; CEI Writing Strategy.pdf). This needs to be a fully-developed paragraph, with at least TWO pieces of EVIDENCE and INTERPRETATION. - U1L4A2 Introduce Archetype Selfie with Instagram caption, include at least 3 hashtags assignment- due Friday, 8/13 (assignment here; Archetype Selfie & Rubric.docx). Look at the 12 common character archetypes handout for reference of the characteristics that make up your archetype.
- Brainstorming: create a word web for the following terms: old man, wings, angel
- U1L4A3 Begin reading “A Very Old Man with Enormous Wings” and complete annotations, due Monday, 8/9 (A Very Old Man with Enormous Wings by Marquez.pdf).
- Annotate for the following:
1. Examine archetypes within the story: are there any universal characters, colors, situations, settings, or symbols? How do they function? How do they compare to similar elements from other works? (Provide evidence)
2. Write two potential theme statements for “A Very Old Man with Enormous Wings.”
3. Write two questions you have about the text. (These can be comprehension questions or discussion questions - up to you!)
- Annotate for the following:
- Completed summer reading assignment - due TOMORROW (Pre-Course Assignment - 10th Grade.docx).
- U0L1A1 Read the syllabus (Syllabus World Lit FA21) and have student and parent sign - due TOMORROW (https://www.kmcauthor.com/studentparent-information-forms)
- U1L4A3 Read “A Very Old Man with Enormous Wings” and answer analysis questions. (See today’s lesson plans below for the list of questions!; A Very Old Man with Enormous Wings by Marquez.pdf) - Monday, August 9
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, August 9
- U1L4A2 Begin Archetype Selfie with captions assignment (Archetype Selfie & Rubric.docx) - Due Friday, August 13
Friday, August 6
Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing. Targeted Standard(s): ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Agenda:
- U0L1A1 Signed syllabus receipt (online) is due to your teacher today (https://www.kmcauthor.com/studentparent-information-forms).
- U1L5A1Using your summer reading assignment, compose a response to the timed writing prompt (writing baseline assessment; in-class timed writing) - 1 hour
- U1L4A3 Read “A Very Old Man with Enormous Wings” and answer analysis questions due Monday, 8/9:
- Annotate for the following:
1. Examine archetypes within the story: are there any universal characters, colors, situations, settings, or symbols? How do they function? How do they compare to similar elements from other works? (Provide evidence)
2. Write two potential theme statements for “A Very Old Man with Enormous Wings.”
3. Write two questions you have about the text. (These can be comprehension questions or discussion questions - up to you!)
- Annotate for the following:
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday!
- U1L4A3 Read “A Very Old Man with Enormous Wings” and answer analysis questions. (See today’s lesson plans below for the list of questions!; A Very Old Man with Enormous Wings by Marquez.pdf) - DUE Monday!
- U1L4A2 Continue Archetype Selfie with captions assignment (assignment here; Archetype Selfie & Rubric.docx) - Due Fri., August 13
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