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Week 8: Sep. 20 - 24

9/19/2021

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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
  • Magic Lens Levels 1&2 practice sentence
  • Review verb phrases with worksheet 9
Work Session
  • 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
Closer
  • Answer questions about today’s reading.
Homework:
  • 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
Work Session
  • 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
Closer
  • Answer questions about today’s reading.
Homework:
  • 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!
Work Session
  • 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.
Closer
  • October 5 begins the presentations! Please be sure to work on this every day to not have so much to do at the end!
Homework:
  • 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
Work Session
  • 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?
Closer
  • Answer any questions about today’s content.
Homework:
  • 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
Work Session
  • Watch the following videos on irony
  • Dramatic
  • Situational
  • Verbal
  • 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
Closer
  • Answer any questions about today’s content.
Homework:
  • 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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Week 7: Sept. 13 - 17

9/12/2021

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IT’S RALLY WEEK!
 
Planning your week:
Mon. 9/13 - Rough draft of your argument essay due for a peer review
Wed. 9/15 – Vocabulary Journal #1 Due
Thurs. 9/16 - Final draft of your argument essay due to Turnitin.com by 11:59pm
Fri. 9/17 – Still Life Project Due
 
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 13 - Pajama Day!
Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection.
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 nouns
Work Session
  • Complete a peer review on your argument essay (linked here)
  • Read Chapters 5-6 of Things Fall Apart - As you read, use the chart on SB p.143 to track character relationships between Okonkwo and his family members
  • Discuss all findings
  • On page 145 in SpringBoard, answer question #1 on foreshadowing.
  • Read chapters 7-9 in Things Fall Apart.  (Make sure to have read at least chapter 7 before you come to class tomorrow; chapters 8-9 due by class time on Wednesday, September 15)
  • Examine #1-4 (under the heading “Ikemefuna”) on page 149 in SpringBoard. Pick one of the four questions to analyze in depth independently. Take notes on the right side of the page in your textbook.
Closer
  • Review IR Still Life assignment (linked here) - due Friday, September 17
Homework:
  • Final draft of your argument essay due to Turnitin.com by Thursday, September 16 at 11:59pm
  • Read Chapters 8-9 due by class time on Wednesday, September 15
  • IR Still Life assignment (linked here) - due Friday, September 17
 
Tuesday, September 14 - Children’s Character/Disney Day!
Learning Goal(s): Compose an EOC-style narrative from the point of view of a character from Things Fall Apart.
Targeted Standards: 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
Agenda:
Opener
  • Review pronouns
  • Class Discussion: What are the qualities of engaging narrative? (What do YOU enjoy as a reader?)
Work Session
  • Mini-lesson on “show, don’t tell” for narrative writing and formatting dialogue. (presentation here)
  • Begin the Things Fall Apart narrative assignment - you will turn this in at the end of class regardless of where you are!
Homework:
  • Read Chapters 8-9 due by class time TOMORROW
  • Final draft of your argument essay due to Turnitin.com by Thursday, September 16 at 11:59pm
  • IR Still Life assignment (linked here) - due Friday, September 17
 
Wednesday, September 15 - Superhero Day!
Learning Goal(s): Consider how bias can be minimized in speech and writing.
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. ELAGSE9-10RL6: 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 verbs
  • Show Vocabulary Journal #1 and start on #2. Vocabulary Journal #2 words: copiously, effeminate, valour, audacity, approbation
Work Session
  • Introduce TFA annotated bibliography - sign up for a topic by class time tomorrow! (topics here)
  • Complete a Four Square Concept Map on “bias”.
  • Ponder and Respond: When speaking or writing about a culture that is different from our own, what can we do to minimize bias?
  • Review “Language and Writer’s Craft: Using Precise Language and Domain-Specific Vocabulary” activity (pg. 153 in SpringBoard). Then return to your Ponder and Respond - How does using precise and objective language minimize bias?
  • Read Chapters 10-12 - we will have a quiz on this tomorrow!
Homework:
  • Final draft of your argument essay due to Turnitin.com by Thursday, September 16 at 11:59pm
  • IR Still Life assignment (linked here) - due Friday, September 17
 
Thursday, September 16 - Kindergarten Day!
Learning Goal(s): Consider how conflict affects plot.
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. ELAGSE9-10RL6: 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
  • Sign up for Ibo Culture Research Project (topics here)
  • Magic Lens Levels 1&2 practice sentence
  • Review verbs
Work Session
  • Take Chapters 10-12 quiz - first half is multiple choice (closed book), second half is CEI paragraph (open book)
  • When you finish, finalize your plan for IR Still Life - if that means you need to finish reading, do so!
Homework:
  • Final draft of your argument essay due to Turnitin.com by TONIGHT at 11:59pm
  • IR Still Life assignment (linked here) - due TOMORROW
 
Friday, September 17 - Rally Shirt Day!
Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts.
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. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Agenda:
Opener
  • Set up your Still Life on your desk!
Work Session
  • Move in groups to present your reading still life and view your peers’ projects! Complete your scavenger hunt as you move around to different classrooms. (Scavenger hunt here)
  • After you’re finished, complete the reflection on the back of your scavenger hunt. 
Homework:
  • Ongoing: As you continue to read the novel - remember to note passages that pertain to your annotated bibliography research topic
  • Begin looking for your second IR book - book 2 due for a book check on Friday, September 24. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)

​
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Week 6: Sept. 6 - 10

9/6/2021

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Planning your week:
Tues. 9/7 -  Final draft of your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience by 11:59 p.m. to Turnitin.com

Upcoming Due Dates:
Mon. 9/13 - Rough draft of your argument essay due for a peer review

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 6 - NO SCHOOL for observance of Labor Day!
Homework:
  • Final draft of your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience due Tues., 9/7 by 11:59 p.m. to Turnitin.com

Tuesday, September 7
Learning Goals: Analyze speakers’ uses of rhetoric to argue claims and address counterclaims. Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. 
Targeted Standards: 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
  • Introduce the argument essay and begin brainstorming your topic - here is an outline template if you need it
    • Also, feel free to review this presentation to help you do this essay step-by-step
Work Session
  • Introduce Things Fall Apart
    • Watch Chimamanda Adichie’s TED talk “The Danger of a Single Story” & discuss as a class: what is her primary claim? How effective is Adichie’s use of argument?
    • Read “An African Voice” (an interview with Chinua Achebe) SB pp. 177 - 183.  
    • Ponder & Respond: Using details from both “An African Voice” and “The Danger of a Single Story,” respond to the following question: What is the relationship between storytelling and power? How does storytelling contribute to our understanding of the world? Consider the following proverb: “Until the lion has a voice, stories of safaris will always glorify the hunter.”
    • Ponder & Respond: Pick one of the following phrases to explain:
      • A picture is worth a thousand words.
      • Beauty is in the eye of the beholder.
      • Actions speak louder than words.
      • Birds of a feather flock together.
      • Don’t count your chickens before they hatch.
      • When it rains, it pours.
      • Absence makes the heart grow fonder.
    • Read the background information on proverbs and folktales on page 134 in SpringBoard; answer questions 1 & 2 in your book. Be prepared to share your answers!
    • Read the two folktales “Why the Bat Flies at Night” and “The Lucky Fisherman.” Analyze “The Lucky Fisherman” in a paragraph response: What does the purpose of this folktale seem to be & what does its message reveal about early Nigerian culture? Provide evidence to support your claim.
Closer
  • Review the pronunciation guide on page 137.
Homework:
  • Final draft of your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience due TONIGHT by 11:59 p.m. to Turnitin.com

Wednesday, September 8
Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection.
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
  • Introduce Vocab Journal (First journal due Sep. 15: improvident, capricious, malevolent, arduous, brusqueness).
Work Session
  • Read chapters 1-4 of Things Fall Apart by Chinua Achebe. You may want to listen to the audiobook as you read. Hint: view the highlighted comment for chapter start times.
    • As you read, look for notes on the father/son motif to complete the venn diagram graphic organizer on SB p.137 - be prepared to discuss
    • Also as you read, complete the double-entry journal on SB. p.140
  • Read the “Language & Writers Craft: Active v. Passive Voice” on SB p.139 and complete the activity 
Closer
  • Complete the graphic organizer on SB p.141 - what are Okonkwo’s greatest achievements despite his negative actions and traits?

Thursday, September 9
Learning Goals: Students will plan, outline, draft, revise, and edit an argument essay. Find resources to answer research questions. Analyze speakers’ uses of rhetoric to argue claims and address counterclaims.
Targeted Standards: 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
  • Review goals for Lab Day
Work Session
  • Meet in lab 9129 to draft argument essay.
    • Use this time to research credible sources to help enhance your credibility on the topic of your research - be sure to send yourself your sources so you can create your Works Cited page
Closer
  • Review date for peer review (Monday, Sept. 13)
Homework:
  • Rough Draft of the argument essay due Monday, Sept. 13 for peer review

Friday, September 10
Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection.
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
  • Welcome to Magic Lens Level 2 - Parts of the Sentence (guided notes here) (presentation here) (flow chart here)
  • Magic Lens Levels 1&2 practice sentence
Work Session
  • Read Chapters 5-6 of Things Fall Apart - As you read, use the chart on SB p.143 to track character relationships between Okonkwo and his family members
  • Discuss all findings
Closer
  • Answer any questions about today’s content and review homework
Homework:
  • Rough Draft of the argument essay due Monday, Sept. 13 for peer review
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    Syllabus:

    syllabus_world_lit_fa21.pdf
    File Size: 284 kb
    File Type: pdf
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    Science Fair

    Presentations and Projects due Tuesday, Dec. 7
    science_fair_news_nov_2021.pdf
    File Size: 425 kb
    File Type: pdf
    Download File


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