It’s Hoya Pride Week!
 
Planning your week:
Wed. 8/25 - SAMPLED rhetorical analysis for Antigone due by the end of class
 
Upcoming Due Dates:
Mon. 8/30 - Have the introduction to the rhetorical analysis essay for Gandhi completed when you come to class. We will work in class to finish the draft.
 
Monday, August 23 - Early Release/Pajama Day!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Work Session

1. Ponder and Respond: Think about a time when you persuaded someone to do or think something. What did you say or do in order for them to agree with you/do what you wanted them to do?
2. The Art of Rhetoric - Rhetorical Appeals handout and SOAPSTone explained
3. SAT Practice Passage Test 6: Lincoln & Thoreau
   • First, read Lincoln’s speech and complete a quick SOAPSTone analysis. Then answer # 33-37.
   • Second, read Thoreau’s essay and complete a quick SOAPSTone analysis. Then answer # 38-42.

1. How is each speaker able to persuade his audience to accept his argument?

Closer

• Answer any questions about today’s content

 
Tuesday, August 24 - Twin Day!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Work Session

1. Review The Art of Rhetoric - Rhetorical Appeals handout and SOAPSTone explained
2. Continue the SAT Practice Passage Test 6: Lincoln & Thoreau
   • First, read Lincoln’s speech and complete a quick SOAPSTone analysis. Then answer # 33-37.
   • Second, read Thoreau’s essay and complete a quick SOAPSTone analysis. Then answer # 38-42.

1. Class Discussion: How is each speaker able to persuade his audience to accept his argument?
2. Review Persuasion and Social Justice in Antigone.
3. Complete a SAMPLED rhetorical analysis for Antigone

Closer

• Answer any questions about today’s content

 
Wednesday, August 25 - Jersey Day!
Learning Goal(s): Students will examine rhetoric delivered by characters in Antigone using the SAMPLED graphic organizer. 
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Work Session

1. Class discussion:  What do Antigone, Lincoln, and Thoreau all have in common?
2. Complete a SAMPLED rhetorical analysis for Antigone - due by the end of class today!
3. If you finish early, read Malala Yousafazi’s speech at the United Nations. (handout packet here)

Closer

• Answer any questions about today’s content

 
Thursday, August 26 - Vine/Meme/TikTok Day!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Agenda

1. Read Malala Yousafazi’s speech at the United Nations. (handout packet here)
2. Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer in the packet on page 316, explain the intended effect on the audience for each of these rhetorical examples. 
3. View Diane Sawyer’s interview with Malala Yousafazi (here). Learn the media vocabulary “lead-in,” “close-up shot,” and “slant” (page 318 of the packet), then answer the “Media Vocabulary” questions also provided on page 318.
4. View Malala’s speech to the United Nations (here).
5. Using the printed copy of her speech in the packet, annotate for all of the rhetorical appeals she employs. (You may want to highlight in three different colors.)
6. With a partner, complete a sticky note for the most effective use of ethos, pathos, and logos you found in her speech, and add to the posters.

Closer

• Ponder and Respond: Malala’s call to action is “So, let us wage a global struggle against illiteracy, poverty, and terrorism. Let us pick up our books and pens. They are our most powerful weapons” (para. 33). Based on her claim here and her use of rhetorical appeals (ethos, logos, pathos) throughout, how likely are you to be persuaded by her speech? Reflect and explain.

• Likely: If you have been persuaded, reflect on and explain why this might be. (Are you already an advocate for education? Were you moved by her ethos as a speaker?)
• Unlikely: If you are not persuaded, reflect on why this might be. (Is there a disconnect between you as an audience and the message in the speech? Are you already too “set in your ways” to listen to other perspectives?

 
Friday, August 27 - Class Colors - Sophomores wear GREEN!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• 15 minutes of IR!

Work Session

1. Magic Lens level 1 practice sentence
2. What is a rhetorical analysis essay? Review the strategies we have used this week: SOAPSTone, SAMPLED.  
3. Complete a left-right reading to prepare for a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.”
4. Begin your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience.”

Closer

• Look at the timeline for the rhetorical analysis essay.

Student Action Items

• Monday 8/30 by class time -Have the introduction to the rhetorical analysis essay for Gandhi completed when you come to class. We will work in class to finish the draft.

 

Planning your week:
Monday, 8/16 - Technology sheet due today! (packet here)
Tuesday, 8/17 - “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm
Friday, 8/20 - Antigone Guided Reading questions due by the end of class (Question packet and rubric are in the Unit 1 folder on the Google drive: Antigone Reading Questions FA21 Lines.docx; Antigone Reading Question Example.docx).

Monday, August 16
Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Apply knowledge of parts of speech.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
Agenda:

1. Meet your new Greek families!
2. Get out your tech packet so your teacher can check it while you label the Magic Lens practice sentence for level 1.
3. Review the CEI assignment requirements for “A Very Old Man with Enormous Wings” (handout here).
4. Introduction to classical Greek Theatre:
   1. Complete the KIQ chart, then discuss your charts in small groups.
   2. View TED video on Greek tragedies and John Green video on Oedipus
   3. Teacher draws Oedipus family tree on board; students copy down in IANs
   4. Ponder and Respond: Describe a time you had to stand up for someone or something when it wasn’t necessarily the easiest choice. Explain the situation and how you handled it.
5. SB pg. 448: Read sections “Greek Theater” and “Sophocles”; highlight key information (highlight in one color information that you have already learned, and new information in a different color). Participate in a class discussion on important background knowledge before beginning the reading of Antigone.
6. SB. 449: As a class, read sections entitled “Tragedy and the Tragic Hero” and “Antigone and Her Family Background.”
7. SB. 450: Review the “Pronunciation Guide.”
8. If time permits: Assign reading roles in your group and begin reading Antigone and answering guided reading questions together. (Question packet and rubric are in the Unit 1 folder on the Google drive: Antigone Reading Questions FA21 Lines.docx; Antigone Reading Question Example.docx).

Homework:

• Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm, Tuesday, 8/17.

Tuesday, August 17
Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech.
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. ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme 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:

1. Complete the Magic Lens level 1 practice sentence.
2. In your Greek families, continue to read Antigone. As you read, answer the guided reading questions. Your group is responsible for answering all guided reading questions - SHARE THE WORK - this is not an individual effort. (Question packet and rubric are in the Unit 1 folder on the Google drive: Antigone Reading Questions FA21 Lines.docx; Antigone Reading Question Example.docx).

Homework:

• Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm, TONIGHT.

Wednesday, August 18
Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech.
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. ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme 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:

1. Complete the Magic Lens level 1 practice sentence.
2. In your Greek families, continue to read Antigone. As you read, answer the guided reading questions. Your group is responsible for answering all guided reading questions - SHARE THE WORK - this is not an individual effort. (Question packet and rubric are in the Unit 1 folder on the Google drive: Antigone Reading Questions FA21 Lines.docx; Antigone Reading Question Example.docx).

Thursday, August 19
Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech.
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. ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme 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:

1. Complete the Magic Lens level 1 practice sentence.
2. In your Greek families, continue to read Antigone. As you read, answer the guided reading questions. Your group is responsible for answering all guided reading questions - SHARE THE WORK - this is not an individual effort. (Question packet and rubric are in the Unit 1 folder on the Google drive: Antigone Reading Questions FA21 Lines.docx; Antigone Reading Question Example.docx).

Friday, August 20
Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech.
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. ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme 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:

1. Complete the Magic Lens level 1 practice sentence.
2. In your Greek families, continue to read Antigone. As you read, answer the guided reading questions. Your group is responsible for answering all guided reading questions - SHARE THE WORK - this is not an individual effort. (Question packet and rubric are in the Unit 1 folder on the Google drive: Antigone Reading Questions FA21 Lines.docx; Antigone Reading Question Example.docx).
3. YOUR QUESTIONS ARE DUE BY THE END OF CLASS TODAY!

Planning your week:
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”  (text here) and answer analysis questions.
Thursday, 8/12 -  “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review
Friday, 8/13 - Archetype Selfie (with captions) due today (assignment here)
Friday, 8/13 - First IR book due today!
 
Upcoming Due Dates:
Monday, 8/16 - Technology sheet due today! (packet here)
Tuesday, 8/17 - “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm
 
Monday, August 9 - Happy IAN Day!
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice 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:

1. Interactive Notebook supplies are due today: set up IAN:
   1. Number pages. Inside front cover is page 1. Front of first sheet of paper is page 2. Back of first sheet of paper is page 3. Etcetera. Continue numbering, numbering both front and back of all pages.
   2. Table of Contents (page 1, inside front cover) and Foundations TOC (pages 3 and 4)
   3. Page 5: List written work we have read so far (2, so far) and type of writing of each.
   4. Page 6: titles v. quotations
   5. Pages 7 and 8: MLA format
   6. Page 10: lead-ins
   7. Page 12: List the FIVE elements of a Quest
   8. Page 14: Your “Araby” Chart and Rubric
   9. Page 16: Your Color Wheel
   10. Page 18: Add Intro to Theme Statements; Review theme Statements for “Araby” & evaluate/revise your original theme statements based on mini-lesson.
   11. Pages 19-20: Array Inventory, front and back-pick up/print another copy so you’ll have back.
   12. Pages 21-22: Heroic Myth Index and Results
   13. Pages 23-25: Archetypes handouts: image of archetypes, 12 common character archetypes,); Analyze character archetypes from “Araby” & The Bee Tree
   14. Page 26: Examples from Our Texts: https://docs.google.com/document/d/1jWbQzH44BPlF-j5LcIThJRwRVSdnVtA6vuSuxSUDHdE/edit?usp=sharing
2. Participate in a silent discussion for “A Very Old Man with Enormous Wings.” On a piece of paper, write your name and one question you have about the text (you should have two already written from last night). Follow your teacher’s instructions for passing! 
3. Cultural Connection: A visit to Colombia!
   1. Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
4. Then, read the following article: https://www.theatlantic.com/entertainment/archive/2014/04/the-origins-of-gabriel-garcia-marquezs-magical-realism/360861/.
   • Discuss your observations with the class.
5. Whole Class discussion: examine the symbolism of the first paragraph; discuss questions we still have.

Homework:

• Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., August 13

 
Tuesday, August 10
Learning Goal(s): Analyze how an author uses setting to create mood.
Targeted Standards: ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

1. Introduction to independent reading  (ppt here)! 
   1. What is your textual lineage?
   2. Interview a partner with the reading interest inventory  (inventory here)
   3. Introduce the “Still Life” assignment (handout here).
   4. Pick out your first IR book and bring it in for a book check on Friday, 8/13.
2. Add the Tone/Mood documents  (here) to IAN. 
3. In partners, complete an analysis of mood and setting in “Araby.” 
4. Analyze setting and mood in “A Very Old Man with Enormous Wings” and construct an individual CEI constructed response (handout here), due for peer review on Thursday, 8/12.

Homework:

•  “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review on Thursday, 8/12.
• Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/13.
• First independent reading book due in class for a book check on Friday, August 13. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)  Back to School booklist: https://www.cobbcounty.org/library/news/back-school-booklist
• www.cobbcounty.org/library/news/back-school-booklist

 
Wednesday, August 11
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary. 
Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

1. Students will receive the technology sign-up sheet from their teachers in class (Tech Acknowledgement.docx). Please complete the enrollment process for each required system and initial each box as you complete it. Please make sure to follow each instruction, including completing the diagnostic assessment on NoRedInk. This assignment is due Monday, August 16.
2. Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes here; presentation here)
3. Class Discussion: What elements make up culture? We will make a word web with all of your ideas on the board!
4. Ponder and Respond: As you see the following words, write down the first thing that comes to mind:
   1. Bald eagle
   2. American flag
   3. McDonald’s
   4. TikTok
   5. Netflix
5. Think about items that are important in your culture - you can select any culture you feel you’re a part of: Harrison High School’s culture, the United States’ culture, Southern culture, etc. On the Wiki template (here), create a Wikipedia entry for this item for someone who is unfamiliar with the item and its significance. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture. Be sure to:

• Describe the object clearly using vivid and concrete language.
• Explain how the object connects to your culture.
• Explain the significance of the object.
• Use a professional tone, complete sentences, and proper grammar and mechanics.

1. Review requirements for the “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review on TOMORROW

Homework:

•  “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review on TOMORROW.
• Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/13.
• First independent reading book due in class for a book check on Friday, August 13. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
• Technology sheet due Monday, August 16 (packet linked here)

 
Thursday, August 12
Learning Goal(s): Demonstrate base knowledge of language standards; work as a peer editor to revise a piece of writing.
Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 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. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:

1. Label the Magic Lens sentence for level 1 (parts of speech). 
2. Complete the peer review activity on your constructed response for “A Very Old Man with Enormous Wings” (handout here). Every step needs to be conveyed on the rough draft AND referenced on the peer review handout- final draft due Tuesday, August 17 to Turnitin.com.
3. Complete culture discussion/activities - bridge American culture to other cultures

Homework:

• Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/13.
• First independent reading book due in class for a book check on Friday, August 13. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
• Technology sheet due Monday, August 16 (packet linked here)
• Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm, Tuesday, 8/17.

 
Friday, August 13
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype. 
Targeted Standards: 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:

1. Label the Magic Lens sentence for level 1 (parts of speech). 
2. Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete this activity!
   1. PICK UP a piece of butcher paper and markers.
   2. On your butcher paper, WRITE your archetype’s name and DECORATE the paper with appropriate symbols to represent the archetype. (You may cut down the butcher paper as needed)
   3. TAPE/GLUE all group members’ selfies/captions onto the paper.
   4. WRITE each group member’s name (first name & last initial) on the front of the poster, next to his/her selfie.
   5. WRITE your class period number.
   6. TAPE your poster to the wall.
   7. WRITE your name on your Archetype Selfie assignment sheet/rubric and SUBMIT to the inbox for grading
   8. When it’s time, your group will share their selfies with the class! Be prepared to present a brief description of how your selfie and caption relate to your archetype.   
3. Show your teacher your first IR book for a book check. Have your IR book with you always! We will read for 15 min every Friday!
4. Introduction to classical Greek Theatre:
   1. Complete the KIQ chart, then discuss your charts in small groups.
   2. Watch a video on ancient Greek theater (video here)
   3. View TED video on Greek tragedies and John Green video on Oedipus
   4. Teacher draws Oedipus family tree on board; students copy down in IANs
   5. Ponder and Respond: Describe a time you had to stand up for someone or something when it wasn’t necessarily the easiest choice. Explain the situation and how you handled it.

Homework:

• Technology sheet due Monday, August 16 (packet linked here)
• Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm, Tuesday, 8/17.

 

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:

1. Complete Student Information Form (Student Information Form.docx) and Syllabus Quiz (Syllabus quiz FA21); complete TRSS forms.
2. Discuss the syllabus (Syllabus World Lit FA21.pdf) and review class procedures with Guidelines presentation (Guidelines for the Classroom FA21.pdf).

Homework:

• 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:

1. U0L1A1 Submit syllabus receipt online (reminder-due Friday; https://www.kmcauthor.com/studentparent-information-forms)
2. Go over web site and materials access (www.kmcauthor.com).
3. Review the summer pre-course assignment- due Friday (Pre-Course Assignment - 10th Grade.docx).
4. Read The Bee Tree by Patricia Polacco (https://www.youtube.com/watch?v=FJQo0KBXUh0) .
5. 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.
6. Take grammar pre-assessment for baseline grammar knowledge (in-class assignment only).
7. 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)

Homework:

• 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:

1. Review web site and how to access assignments and handouts.
2. U0L1A1 Submit syllabus receipt online (reminder-due Friday; https://www.kmcauthor.com/studentparent-information-forms)
3. 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.
4. 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.
5. Identify elements of the quest in The Bee Tree
6. 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).
7. Discuss your analysis of “Araby” with the class.
   1. Is a quest still a “quest” if it is unsuccessful? What are the determining factors to consider something a “quest”?
   2. Why might Joyce have chosen not to name the most important characters?
   3. 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?
   4. 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)
   5. 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?
   6. 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?)
   7. What questions do you still have about the text?
8. Ponder and Respond: “I would define my personality type as…”
9. U1L3A1 Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here; Array Interaction Inventory 2-sided.pdf).
10. 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?
11. Review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (12 Common Archetypes.pdf).
12. 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.

Homework:

• 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:

1. U0L1A1 Submit syllabus receipt online (reminder-due Friday; https://www.kmcauthor.com/studentparent-information-forms)
2. 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?
3. Evaluate your work on “Araby” with a rubric.
4. U1L2A1 “Araby” graphic organizer due - submit work.
5. Complete the color wheel activity. (Color Wheel.pdf)
6. 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.
7. 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.
8. Brainstorming: create a word web for the following terms: old man, wings, angel
9. 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).
   1. 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!)

Homework:

• 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:

1. U0L1A1 Signed syllabus receipt (online) is due to your teacher today (https://www.kmcauthor.com/studentparent-information-forms).
2. U1L5A1Using your summer reading assignment, compose a response to the timed writing prompt (writing baseline assessment; in-class timed writing) - 1 hour
3. U1L4A3 Read “A Very Old Man with Enormous Wings” and answer analysis questions due Monday, 8/9:
   1. 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!)

Homework:

• 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