Planning your week:
Wed. 9/22 - Meet in the lab 113 to work on Ibo Cultural Presentation/Annotated Bibliography (day 1); Vocabulary List #2 check
Upcoming Due Dates:
Mon. 10/4 - Have all of Chinua Achebe’s Things Fall Apart read; Meet in the lab 9129 to work on Ibo Cultural Presentation/Annotated Bibliography (day 2)
Tue. 10/5 and Wednes. 10/6 - Ibo Cultural Presentations begin!
Tue. 10/5 - Ibo Annotated Bibliography due to Turnitin.com by 11:59 p.m.; 2nd IR book check!
Mon. 10/11 - Bring your own copy of Amy Tan’s The Joy Luck Club
Link’s to This Week’s Resources:
Things Fall Apart - novel PDF (here).
Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times)
SpringBoard TFA Unit PDF
Monday, September 20
Learning Goal(s): Consider how conflict affects plot; Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender.
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. ELAGSE9-10RL6: 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:
Opener
Tuesday, September 21
Learning Goal(s): Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender. Analyze how key plot events develop a theme related to cultural conflict.
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. ELAGSE9-10RL6: 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:
Opener
Wednesday, September 22
Learning Goal: Predict, question, and research how colonization might affect an aspect of the Ibo culture.
Targeted Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Agenda:
Opener
Thursday, September 23
Learning Goal: Analyze how different characters and conflicts advance the plot. Make connections to the cultural misunderstandings in the novel.
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. ELAGSE9-10RL3: 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. ELAGSE9-10RL6: 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:
Opener
Friday, September 24
Learning Goals: Complete your reading of Things Fall Apart. Analyze the use of irony in the novel. Make connections between the author’s life and literary work.
Targeted Standards: 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. 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.)
Agenda:
Opener
**Remember to work on your Ibo Cultural Presentation with Annotated Bibliography, obtain your own copy of The Joy Luck Club, and select your next Independent Reading Book! Enjoy your break, and see you in October!
Wed. 9/22 - Meet in the lab 113 to work on Ibo Cultural Presentation/Annotated Bibliography (day 1); Vocabulary List #2 check
Upcoming Due Dates:
Mon. 10/4 - Have all of Chinua Achebe’s Things Fall Apart read; Meet in the lab 9129 to work on Ibo Cultural Presentation/Annotated Bibliography (day 2)
Tue. 10/5 and Wednes. 10/6 - Ibo Cultural Presentations begin!
Tue. 10/5 - Ibo Annotated Bibliography due to Turnitin.com by 11:59 p.m.; 2nd IR book check!
Mon. 10/11 - Bring your own copy of Amy Tan’s The Joy Luck Club
Link’s to This Week’s Resources:
Things Fall Apart - novel PDF (here).
Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times)
SpringBoard TFA Unit PDF
Monday, September 20
Learning Goal(s): Consider how conflict affects plot; Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender.
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. ELAGSE9-10RL6: 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:
Opener
- Magic Lens Levels 1&2 practice sentence
- Review verb phrases with worksheet 9
- Go over slides 1-13 of 3 Adding Details from Texts LA.pptx.
- Go over Information Literacy overview.docx, using the Essay Guide to locate the answers.
- Read Chapters 13-19 in Things Fall Apart and complete the following assignments:
- After you have read Chapter 13, complete the Violent Acts chart (p. 157). Then answer this prompt: Write a well-developed paragraph to explain how Okonkwo’s acts of violence throughout the course of the novel advance the plot or develop the theme. Be sure to provide supporting details and textual evidence from different chapters. Use TWO of the list 2 vocabulary words!
- Compare and contrast the way gender is viewed and portrayed from in Chapter 13 and 14 - use the charts on page 158 in SB to thoroughly compare
- After reading Chapters 15-19, complete the Tragic Hero Chart on p. 160 in SB and the Chapters 15-19 Key Events chart on p. 162
- Answer questions about today’s reading.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
- Vocabulary List #2 check is this Wednesday!
- Next IR book is due Tues., October 5
- Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11
Tuesday, September 21
Learning Goal(s): Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender. Analyze how key plot events develop a theme related to cultural conflict.
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. ELAGSE9-10RL6: 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:
Opener
- Magic Lens Levels 1&2 practice sentence
- Review adverbs with worksheet 13
- Go over how to use the Essay Guide to document an online source.
- Continue to read Chapters 13-19 in Things Fall Apart and complete the following assignments:
- After you have read Chapter 13, complete the Violent Acts chart (p. 157). Then answer this prompt: Write a well-developed paragraph to explain how Okonkwo’s acts of violence throughout the course of the novel advance the plot or develop the theme. Be sure to provide supporting details and textual evidence from different chapters. Use TWO of the list 2 vocabulary words!
- Compare and contrast the way gender is viewed and portrayed from in Chapter 13 and 14 - use the charts on page 158 in SB to thoroughly compare
- After reading Chapters 15-19, complete the Tragic Hero Chart on p. 160 in SB and the Chapters 15-19 Key Events chart on p. 162
- Answer questions about today’s reading.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
- Vocabulary List #2 check is TOMORROW!
- Next IR book is due Tues., October 5
- Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11
Wednesday, September 22
Learning Goal: Predict, question, and research how colonization might affect an aspect of the Ibo culture.
Targeted Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Agenda:
Opener
- Review plan to have a successful lab day in lab 113!
- Vocabulary List #2 check while you are working; begin vocabulary 3, due NEXT Wednesday with these words: Lamentation, Befit, Woeful, Harbinger, Derision
- Meet in the computer lab to begin research for your Ibo Cultural Presentation/Annotated Bibliography.
- October 5 begins the presentations! Please be sure to work on this every day to not have so much to do at the end!
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
- Next IR book is due Tues., October 5
- Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11
Thursday, September 23
Learning Goal: Analyze how different characters and conflicts advance the plot. Make connections to the cultural misunderstandings in the novel.
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. ELAGSE9-10RL3: 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. ELAGSE9-10RL6: 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:
Opener
- Magic Lens Levels 1&2 practice sentence
- Review prepositions with worksheet 15
- Review Chapters 13-19 and all associated work
- Read Things Fall Apart Chapters 20-22.
- Discuss the differences between Mr. Brown and Mr. Smith - use the chart on SB p. 164 to track your thoughts
- On p. 165, complete the charts on Cultural Misunderstandings with people around you.
- Ponder and Respond: Can one culture be “right” and another be “wrong”? Why?
- Answer any questions about today’s content.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
- Next IR book is due Tues., October 5
- Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11
Friday, September 24
Learning Goals: Complete your reading of Things Fall Apart. Analyze the use of irony in the novel. Make connections between the author’s life and literary work.
Targeted Standards: 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. 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.)
Agenda:
Opener
- Magic Lens Levels 1&2 practice sentence
- Review Conjunctions with worksheet 17
- Watch the following videos on irony
- Read Chapters 23-25
- Read p. 172-174 in SB regarding the irony in Ch 23 of TFA
- Complete pp. 172-174 #1-5.
- Discuss the ending of the novel
- Answer any questions about today’s content.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
- Next IR book is due Tues., October 5
- Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11
**Remember to work on your Ibo Cultural Presentation with Annotated Bibliography, obtain your own copy of The Joy Luck Club, and select your next Independent Reading Book! Enjoy your break, and see you in October!
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