Upcoming Due Dates:
The Odyssey test on Tuesday, Dec. 14 (Study Guide HERE and HERE)
Final exam essay on Wednesday, Dec. 15 (Study Guide HERE)
Final exam on Thursday, Dec. 16 (Study Guide HERE)
 
Resources
PDF of The Odyssey (This is the text version we are using in class.)
Comprehensive Odyssey Study Guide – It’s LONG but very thorough!
 
 Monday, December 13
Learning Goal(s): Understand a work’s historical context and how it influences the text; analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to 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. ELAGSE9-10RL4: 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. 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:
Opener

• Review the story of The Odyssey so far.

Work Session

• Groups present analysis of the books of The Odyssey while class records information about the book and how it meets the criteria for various epic conventions.
• Groups answer questions from the class about their assigned book.

Closer

• Review the chapters for the day and how they fit in to the text as a whole.

Homework:

• Review your notes to prepare for the test.

 
Tuesday, December 14
Learning Goal(s): Understand a work’s historical context and how it influences the text; analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to 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. ELAGSE9-10RL4: 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. 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:
Test: The Odyssey
 
Wednesday, December 15
Learning Goal(s): Demonstrate mastery of the course standards.
Targeted Standards: Reading and Writing standards taught throughout the semester.
Agenda:
Write the final exam essay.
 
Thursday, December 16
Learning Goal(s): Demonstrate mastery of the course standards.
Targeted Standards: Reading, Writing, and Language standards taught throughout the semester.
Agenda:
Final Exam.
 
Friday, December 17
No class – Have a wonderful break!

Upcoming Due Dates:
Group presentations due Wednesday, Dec. 8. (Assignment sheet HERE; Notes page HERE)
The Odyssey test on Tuesday, Dec. 14 (Study Guide HERE and HERE)
Final exam essay on Wednesday, Dec. 15 (Study Guide HERE)
Final exam on Thursday, Dec. 16 (Study Guide HERE)

 
Resources
PDF of The Odyssey (This is the text version we will be using in class.)
Comprehensive Odyssey Study Guide – It’s LONG but very thorough!
 ​
Monday, December 6
Learning Goal(s): Understand a work’s historical context and how it influences the text; analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to 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. ELAGSE9-10RL4: 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. 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:

• Work with your group to prepare a vibrant presentation on your book of The Odyssey.

Homework:

• Work on your presentation.

 
Tuesday, December 7
Learning Goal(s): Understand a work’s historical context and how it influences the text; analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to 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. ELAGSE9-10RL4: 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. 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:

• Work with your group to prepare a vibrant presentation on your book of The Odyssey.

Homework:

• Finish your presentation – presentations start TOMORROW!

 
Wednesday, December 8
Learning Goal(s): Understand a work’s historical context and how it influences the text; analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to 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. ELAGSE9-10RL4: 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. 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:
Opener

• Review the story of The Odyssey so far.

Work Session

• Groups present analysis of books 9-12 of The Odyssey while class records information about the book and how it meets the criteria for various epic conventions.
• Groups answer questions from the class about their assigned book.

Closer

• Review the chapters for the day and how they fit in to the text as a whole.

Homework:

• Read Book XIII (13), Ithaca at Last (pp. 211-225)..

 
Thursday, December 9
Learning Goal(s): Understand a work’s historical context and how it influences the text; analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to 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. ELAGSE9-10RL4: 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. 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:
Opener

• Review the story of The Odyssey so far.

Work Session

• Groups present analysis of the books of The Odyssey while class records information about the book and how it meets the criteria for various epic conventions.
• Groups answer questions from the class about their assigned book.

Closer

• Review the chapters for the day and how they fit in to the text as a whole.

Homework:

• Review your notes to prepare for the test.

 
Friday, December 10
Learning Goal(s): Understand a work’s historical context and how it influences the text; analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to 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. ELAGSE9-10RL4: 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. 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:
Opener

• Review the story of The Odyssey so far.

Work Session

• Groups present analysis of the books of The Odyssey while class records information about the book and how it meets the criteria for various epic conventions.
• Groups answer questions from the class about their assigned book.

Closer

• Review the chapters for the day and how they fit in to the text as a whole.

Homework:

• Review your notes to prepare for the test.

 

Planning your week:
Group analysis projects assigned on Friday. Be sure to read your assigned section over the weekend and prepare to start the group analysis on Monday, Dec. 6.
 
Upcoming Due Dates:
Group presentations due Wednesday, Dec. 8.
The Odyssey test on Tuesday, Dec. 14 (Study Guide HERE)
Final exam essay on Wednesday, Dec. 15
Final exam on Thursday, Dec. 16
 
PDF of The Odyssey (This is the text version we will be using in class.)
 
Monday, November 29
Learning Goal(s): Make sense of literature by making connections with real life; understand a work’s historical context and how it influences the text.
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:
Opener

• Watch four videos that provide the background for the story of The Odyssey: The Trojan War_Part One.mp4, The Trojan War_Part Two.mp4, The Trojan War_Part Three.mp4, The Trojan War_Part Four.mp4

Work Session

• Watch video about relevance of The Odyssey: 1Homer_s_Timeless_History.wmv
• Add to the index on page 4 of IAN:
  • Page 32, Allegory and The Hero’s Journey
  • Page 34, Characteristics of the Epic
• Go over Allegory and Archetypes (and add notes to pp. 32-33 of IAN)
• Identify characteristics of The Odyssey (add chart and description from slides 2-3 to p. 34 of IAN)​

Closer

• Read How to Read Literature like a Professor Ch 9 Its Greek To Me.pdf

Homework:

• Write a paragraph explaining how Homer and his epics are a part of our world today, over 2500 years later.

Tuesday, November 30
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class 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. ELAGSE9-10RL4: 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. 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:
Opener

• Ponder & Respond: What are the elements that define who you are as a person?

Work Session

• Go over characteristics of the epic (The Odyssey_The Epic Poem FA21.pptx (slides 4-5) and put these in IAN (p. 34).
• Look at Beginning Epic Conventions (The Odyssey_The Epic Poem FA21.pptx (slide 6)  and put these in IAN (p. 34).
• Look at Part I: Athena Inspires the Prince, lines 1-16 (end at husband) and identify conventions (Odyssey Robert Fagles Translation Numbered.pdf).
• Read the rest of Part I: Athena Inspires the Prince and discuss the in medias res situation.

Closer

• Write your own Invocation to a muse about your own life (The Odyssey_The Epic Poem FA21.pptx (slides 7-9).

Homework:

• Finish your personal Invocation to a muse.

 
Wednesday, Dec. 1
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class 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. ELAGSE9-10RL4: 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. 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:
Opener

• Share and hand in your personal invocations.

Work Session

• Go over More Epic Conventions (The Odyssey_The Epic Poem FA21.pptx (slides 10-11).
• Read Book II: Telemachus Sets Sail, identifying epithets as you read (Odyssey Robert Fagles Translation Numbered.pdf).

Closer

• Discuss the epic conventions in Book II.

 
Thursday, Dec. 2
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class 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. ELAGSE9-10RL4: 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. 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:
Opener

• Ponder & Respond: What are the expectations between hosts and guests? How are strangers who appear at one’s door viewed? Are they treated as guests?

Work Session

• Read Book V: Odysseus – Nymph and Shipwreck (pp. 77-92), discussing plot and conventions (Odyssey Robert Fagles Translation Numbered.pdf).
• Read pp. 100-103 from Book VI: The Princess and the Stranger, discussing plot and conventions (Odyssey Robert Fagles Translation Numbered.pdf).
• Go over Hospitality in Ancient Greece (The Odyssey_The Epic Poem FA21.pptx (slide 12).
• From Book VII: Phaeacia’s Halls and Gardens, pages 112-113, create a timeline of the first eight years of Odysseus’s journey. What does Alcinous pledge to do for Odysseus on the very next day?

Closer

• Discuss Alcinous’s pledge to Odysseus and how it fulfills the expectations of Hospitality.

 
Friday, Dec. 3
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class 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. ELAGSE9-10RL4: 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. 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:
Opener

• Ponder & Respond: What is the purpose of celebration in our society?

Work Session

• From Book VIII: A Day for Songs and Contests (pp. 116-135), read last two stanzas, pp. 134-135. Book IX begins Odysseus’s story. (Odyssey Robert Fagles Translation Numbered.pdf).
• Go over Still More Epic Conventions (The Odyssey_The Epic Poem FA21.pptx (slide 13).
• Hip Hop Odyssey Flocabulary.mp4
• Go over group analysis assignment and notes document (use this to make sure your presentation includes all required information).
• Receive your group assignments.

Closer

• Begin assigned reading.

Homework

• Read your assigned book before coming to class on Monday.

 

Planning your week:
Thu. 11/18 – Test: Much Ado about Nothing
 
Upcoming Due Dates:
Thu. 11/18 - 2nd IR book assignment due!
 
Monday, November 15
Learning Goal(s): Understand the author’s use of figures of speech and stylistic devices in a work; recognize author’s style of writing; understand the elements of the plot and conflict in the play; make connections within the work.
Targeted Standards: 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.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Correct study guide questions for Acts I-III.
• Go over Dogberry’s Malapropisms.
• Read Act IV and answer study questions

• Read Act V, scene I
• Discuss students’ answers.
• Read Act V, scenes ii and iii.
• Complete reading comprehension questions: Act IV, Act V

Closer

• Read your independent reading novel if you finish everything else!

Homework:

• Complete any work from today to prepare for tomorrow

 
Tuesday, November 16
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Discuss answers for Act V, scenes ii and iii.
• Read Act V, scenes iii and iv.
• Answer the study questions over Act V, scenes iii and iv.
• Review Dramatic Characters.
• Watch movie.

Closer

• Read your independent reading novel if you finish everything else!

Homework:

• Finish classwork if you did not get finished in class.

 
 
Wednesday, November 17
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Ponder & Respond: Have you ever had someone say something bad about you that wasn’t true? How did it feel and were you able to rectify the situation?

Work Session

• Complete the “Symbolism” activity sheet in small groups and discuss
• Complete the “Themes” activity page in small groups.
• Play “Guess Who” for Much Ado about Nothing.

Closer

• Remind students that their second IR assignment is due tomorrow.

 
Thursday, November 18
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Take up second IR assignment.

Work Session

• Test: Much Ado about Nothing

Closer

• Find a new IR book to read!

 
Friday, November 19
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Finish movie.

Closer
Letter to Dear Abby.

Planning your week:
Wed. 11/10 - Act III performances!
 
Upcoming Due Dates:
Thu. 11/18 - 2nd IR book assignment due!
 
Monday, November 8
Learning Goal(s): Understand the author’s use of figures of speech and stylistic devices in a work; recognize author’s style of writing; understand the elements of the plot and conflict in the play; make connections within the work.
Targeted Standards: 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.
Agenda:
Opener

• Magic Lens Levels 1-2 REquiz

Work Session

• Read Act I, scenes ii and iii.
• Complete the “Literary Devices” activity sheet for Act I and discuss.
• Complete the Act I Study Questions.

Closer

• Review today’s concepts

• Read your independent reading novel if you finish everything else!

Homework:

• Complete any work from today to prepare for tomorrow

 
Tuesday, November 9
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener
·       In partners, read Hamlet’s “To be or not to be” soliloquy, then view three clips to critique various interpretations of a scene

• https://www.youtube.com/watch?v=ei0fnP9s0KA Mel Gibson
• https://www.youtube.com/watch?v=SjuZq-8PUw0 Kenneth Branagh
• https://www.youtube.com/watch?v=muLAzfQDS3M Adrian Lester

Work Session
·       Compare film portrayals and discuss blocking techniques for staging a scene—(how to annotate a text for nuance of speech and gestures)

• Read Act II, scene i and answer the Act II study questions
• Complete the “Characterization” organizers and the “Subplots in Much Ado” organizer

Closer

• Students in small groups are assigned sections of Act III to perform Thursday.

Homework:

• Extra Credit: Bring costumes and props for your scene and/or memorize your lines!!

 
Wednesday, November 10
Learning Goal: Debate thematic connections to Much Ado About Nothing to plan your scene. 
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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:

• Go over IR book assignment – due next Thursday.
• Use class time today to work on your IR book assignment.

 
Thursday, November 11
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Read Act II, scenes ii and iii and answer the Act II study questions

·       Analyze a section of Act III, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects.

1. Groups will rehearse their lines and perform the scene.
2. Prepare your scene!! You have 30 minutes!

• Groups perform Act III scenes based on annotations and analysis. 
• After each group’s presentation, complete a “Somebody wants” statement: _______ wants _________, but ___________, so ____________. (You will turn this in!)

Closer

• Read your IR book with whatever time is left

 
Friday, November 12
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Finish presentations of Act III.
• Complete the “Dogberry’s Malapropisms” worksheet
• Complete Act III study questions
• Add more elements of character development to the “Characterization” organizer

Closer
Read your IR book with whatever time is left
Homework:

• Work on your IR book assignment – due next Thursday.
• Finish your reading comprehension questions

 

Planning your week:
Thu. Nov. 4 - Assignment D due for peer review
Fri. Nov. 5 - Final draft of Assignment D due to Turnitin.com by 11:59 p.m.
Fri. Nov. 5 – Magic Lens Level 2 REquiz – complete the Noredink.com exercises before the quiz!!!
 
Monday, November 1
Learning Goal(s): Make sense of literature by making connections with real life; understand a work’s historical context and how it influences the text.
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.) ELAGSE9-10RL4: 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:
Work Session

• Finish intro to Shakespeare (from slide 31 to end).
• Tone activity.
• Introduce Shakespeare’s Much Ado About Nothing
  • Ponder and Respond: What do you think the play is going to be about based on the title? Can it really be about “nothing”?
  • Discuss real meaning of the title
  • “Whodunnit?” - let’s see how good you are at noticing changes in the scene (hint: there are 21)
  • Take notes on the Introduction presentation
  • Complete the pre-reading activity
  • Assign parts for reading Act I

Closer

• Review final draft date and submission plan for The Joy Luck Club Assignment D Literary Analysis paragraphs

Homework:

• Assignment D Literary Analysis Paragraphs - due Thursday, Nov. 4 to Turnitin.com by 11:59 p.m.
• Finish reading 2nd IR book by Thurs., Nov. 18

 
Tuesday, November 2 - NO SCHOOL: Election Day
 
Wednesday, November 3
Learning Goal(s): Summarize main points; select only relevant information to answer questions; understand elements of a story.
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.
Agenda:
Opener

• Ponder and Respond: Do you think that opposites attract or is it better for a couple to me like-minded?

Work Session

• Read Act I and Act II, scene i of Much Ado About Nothing
• Answer the comprehension questions about Acts I and II as we read

Closer

• Review today’s concepts

Homework:

• Assignment D Literary Analysis Paragraphs - due Thursday, Nov. 4 to Turnitin.com by 11:59 p.m.
• Finish reading 2nd IR book by Thurs., Nov. 18

 
Thursday, November 4
Learning Goal(s): Make connections with the characters in the play; understand the elements of fiction from the work.
Targeted Standards: 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.
Agenda:
Opener

• Complete a peer review for both Assignment D literary analysis paragraphs (setting/mood) (theme) - you have 45 minutes to complete both

Work Session

• Complete any work from Act I
• Ponder and Respond: Do you think it is better for someone to declare their romantic feelings for someone in person or through a friend? Explain.
• Complete “Who’s Who?” activity (Whos Who in Act I.docx, in the Google drive). Download and open the activity file, type your answers directly in the boxes, and upload your completed answers to Turnitin.com.

Closer

• Revise Assignment D Literary Analysis Paragraphs and submit to Turnitin by 11:59 p.m. on Friday (tomorrow).

Homework:

• Complete Act II.i questions if needed
• Assignment D Literary Analysis Paragraphs - due tomorrow to Turnitin.com by 11:59 p.m.
• Finish reading 2nd IR book by Thurs., Nov. 18

 
Friday, November 5
Learning Goal(s): Understand the author’s use of figures of speech and stylistic devices in a work; recognize author’s style of writing
Targeted Standards: 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.
Agenda:
Opener

• Magic Lens Magic Lens 2 REquiz

Work Session

• Ponder and Respond: Can friends always be trusted? Explain.
• Complete the “Literary Devices” activity sheet for Act I and discuss
• Read Act II, scenes ii and iii
• Answer comprehension questions

Closer

• Review today’s concepts

Homework:

• Finish reading 2nd IR book by Thurs., Nov. 18

 

Planning your week:
Wed. 10/27 and Thurs. 10/28 - Socratic Seminar
Thurs. 10/28 - Assignments A and B due to Turnitin.com by 11:59 p.m.
 
Upcoming Due Dates:
Mon. Nov. 1 - Assignment D due for peer review
Thurs. Nov. 4 - Final draft of Assignment D due to Turnitin.com by 11:59 p.m.
 
Links to This Week’s Resources:
The Joy Luck Club Unit Packet
The Joy Luck Club Motif Journal Shell (here) 
To-Do List for Socratic Seminar preparation (here)
 
Monday, October 25
Learning Goal(s): Use text evidence to analyze Tan’s use of setting/mood and theme.
Targeted Standards: 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

• Finish presentations and prepare for the Socratic seminar Wednesday!

Work Session

• ​Use the To-Do List for Socratic Seminar preparation (here) to make sure you handle all required assignment elements!
• Finish writing your five seminar questions
  1. When you're finished, print a copy for use in the seminar
  2. Submit this to TurnItIn.com - due Thursday, 10/28 by 11:59 PM.
• Continue your motif journal on three assigned topics - use the motif journal shell to type yours in!
  • Print a copy of this to use during the seminar 
  • When it's edited and polished, submit to TurnItIn.com - due Thursday, 10/28 by 11:59 PM.

Closer

• Make goals for tomorrow’s work day AND you need your devices tomorrow!

Homework:

• Continue working on your literary analysis paragraphs (Assignment D in your packet) - Rough drafts due for a peer review Monday, Nov. 1
• Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by Thursday, 10/28 at 11:59 p.m.

 
Tuesday, October 26
Learning Goal(s): Use text evidence to analyze Tan’s use of setting/mood and theme.
Targeted Standards: 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

• Get out your devices!!

Work Session

• ​Use the To-Do List for Socratic Seminar preparation to make sure you handle all required assignment elements!
• Finish writing your five seminar questions
  1. When you're finished, print a copy for use in the seminar
  2. Submit this to TurnItIn.com - due Thursday, 10/28 by 11:59 PM.
• Continue your motif journal on three assigned topics - use the motif journal shell to type yours in!
  • Print a copy of this to use during the seminar 
  • When it's edited and polished, submit to TurnItIn.com - due Thursday, 10/28 by 11:59 PM.

Closer

• SOCRATIC SEMINAR TOMORROW!!

Homework:

• Continue working on your literary analysis paragraphs (Assignment D in your packet) - Rough drafts due for a peer review Monday, Nov. 1
• Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by Thursday, 10/28 at 11:59 p.m.

 
Wednesday, October 27
Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club.
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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Bring your copy of Tan’s text, as well as any notes and printed copies of the following for use in the seminar:
  1. Motif Reader Response Journal
  2. Discussion questions
• Establish norms for participation in a seminar setting; review expectations for completing reflection sheet.

Work Session

• Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).

Closer

• Introduce Magic Lens Level 3 (notes here) 

Homework:

• Continue working on your literary analysis paragraphs (Assignment D in your packet) - Rough drafts due for a peer review Monday, Nov. 1
• Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by Thursday, 10/28 at 11:59 p.m.

 
Thursday, October 28
Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club.
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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Bring your copy of Tan’s text, as well as any notes and printed copies of the following for use in the seminar:
  1. Motif Reader Response Journal
  2. Discussion questions
• Establish norms for participation in a seminar setting; review expectations for completing reflection sheet. 

Work Session

• Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).

Closer

• Magic Lens Levels 1-3 practice sentences 

Homework:

• Continue working on your literary analysis paragraphs (Assignment D in your packet) - Rough drafts due for a peer review Monday, Nov. 1
• Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by TONIGHT at 11:59 p.m.
• Continue reading your IR#2 book.

 
Friday, October 29
Learning Goal(s): Complete note taking on introductory materials; examine how tone and inflection impact meaning.
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. ELAGSE9-10RL3: 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. ELAGSE9-10RL4: 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 1-3 practice sentence

Work Session

• Ponder and Respond: What do you already know about Shakespeare?
• Complete note sheet on the Introduction to Shakespeare powerpoint
• Complete the tone activity before we begin reading.

Closer

• Review today’s concepts

Homework:

• Continue working on your literary analysis paragraphs (Assignment D in your packet) - Rough drafts due for a peer review Monday, Nov. 1
• Continue reading your IR#2 book.

 

Planning your week:
Mon. 10/18 - Read Chapter 4 “The Moon Lady” by class time
Tues. 10/19 - Read your family’s Part 2 and 3 chapters by class time
Wed. 10/20 - Read your family’s Part 4 chapter by class time
Thurs. 10/21 and Fri. 10/22 - Family Chapter presentations
Fri. 10/22 - Magic Lens Level 2 Quiz

Upcoming Due Dates:
Wed. 10/27 and Thurs. 10/28 - Socratic Seminar
Thurs. 10/28 - Assignments A and B due to Turnitin.com by 11:59 p.m.
Mon. Nov. 1 - Assignment D due for peer review
Thurs. Nov. 4 - Final draft of Assignment D due to Turnitin.com by 11:59 p.m.

Links to This Week’s Resources:
The Joy Luck Club Unit Packet
Family Chapter Presentations Note Sheet (linked here)

Monday, October 18 - Early Release
Learning Goal(s): Consider the same event told from different mediums and explore the relationship between author's choices and audience. Consider global perspectives on a social issue; consider how an author creates character and cultural perspective. 
Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. 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.
Agenda:
Opener

• Take the reading quiz on chapter 4, “The Moon Lady.”

Work Session

• Compare the children's story version of The Moon Lady to the chapter “The Moon Lady.” Consider the two accounts: which details are emphasized in each? Why? How does the audience dictate author's choices? Be specific. Write a group CEI paragraph to explain your analysis.
• Read the prologue for part two, “The Twenty-Six Malignant Gates,” and analyze in whole-class discussion. Based on the prologue, make a prediction on part two of the novel.

Closer

• If time, begin reading YOUR FAMILY’S chapters from parts 2 & 3, due tomorrow.

Homework:

• Begin tracking motifs for your family chapters!
• Continue to follow the reading calendar for The Joy Luck Club.
• Begin researching articles for your chosen motif.
• Continue reading your IR#2 book.

Tuesday, October 19
Learning Goal(s): Complete an in-depth analysis of a chapter in The Joy Luck Club. Collaborate with peers to enrich your interpretation of the author’s purpose.
Targeted Standards: 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. ELAGSE9-10RL5: 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. 
Agenda:
Opener

• Magic Lens - annotate the practice sentence levels 1 and 2 - quiz Friday!

Work Session

• Meet in family groups to complete Assignment C for your chapter in part two of the novel. 
  1. Assignment C: Family Chapter Presentation
     1. Divide a large piece of butcher paper into thirds. On ONE third, complete the following items for each of your assigned chapters in parts 2-4 of the novel:
        1. Provide the chapter title and narrator
        2. write a 3-5 sentence summary of the chapter 
        3. connect your chapter to the prologue for the novel section (ex: “Feathers from a Thousand Li Away”
        4. discuss the evolution Mother/Daughter relationship
        5. discuss a symbol (provide the context of the symbol, a visual, and explain its significance)
        6. Select ONE sentence/short passage from the chapter that you feel most effectively communicates a theme for the chapter, then write a theme statement (use IAN)
        7. discuss a Chinese tradition/belief/value that is addressed in the chapter and compare and contrast it to American culture
        8. EACH DAY you need to complete a different item in your group.

Closer 

• Read the prologues for part two, three, and four and analyze in whole-class discussion

Homework:

• Begin tracking motifs for your family chapters!
• Continue to follow the reading calendar for The Joy Luck Club.
• Begin researching articles for your chosen motif.
• Continue reading your IR#2 book.

Wednesday, October 20
Learning Goal(s): Complete an in-depth analysis of a chapter in The Joy Luck Club. Collaborate with peers to enrich your interpretation of the author’s purpose.
Targeted Standards: 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. ELAGSE9-10RL5: 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. 
Agenda:
Opener

• Magic Lens - annotate the practice sentence levels 1 and 2 - quiz Friday!

Work Session

• Meet in family groups to complete Assignment C for your chapter in part two of the novel. 
  1. Assignment C: Family Chapter Presentation
     1. Divide a large piece of butcher paper into thirds. On ONE third, complete the following items for each of your assigned chapters in parts 2-4 of the novel:
        1. Provide the chapter title and narrator
        2. write a 3-5 sentence summary of the chapter 
        3. connect your chapter to the prologue for the novel section (ex: “Feathers from a Thousand Li Away”
        4. discuss the evolution Mother/Daughter relationship
        5. discuss a symbol (provide the context of the symbol, a visual, and explain its significance)
        6. Select ONE sentence/short passage from the chapter that you feel most effectively communicates a theme for the chapter, then write a theme statement (use IAN)
        7. discuss a Chinese tradition/belief/value that is addressed in the chapter and compare and contrast it to American culture
        8. EACH DAY you need to complete a different item in your group.

Closer 

• Presentations begin tomorrow!

Homework:

• Begin tracking motifs for your family chapters!
• Continue to follow the reading calendar for The Joy Luck Club.
• Begin researching articles for your chosen motif.
• Continue reading your IR#2 book.

Thursday, October 21
Learning Goal(s):  Students complete the jigsaw activity of The Joy Luck Club by presenting their analyses of assigned families.
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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Agenda:
Opener

• Magic Lens - annotate the practice sentence levels 1 & 2 - quiz TOMORROW

Work Session

• Groups present their chapters; the audience asks questions to build on their own understanding from the jigsawed content. Take notes on the provided graphic organizer (here) to prepare for the seminar.
• If time, continue working on motif annotations/reader response journal

Homework:

• Continue tracking motifs for your family chapters!
• Continue researching articles for your chosen motif
• Continue reading your IR#2 book.

Friday, October 22
Learning Goal(s):  Students complete the jigsaw activity of The Joy Luck Club by presenting their analyses of assigned families.
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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Agenda:
Opener

• Magic LenS Levels 1&2 Quiz

Work Session

• Groups present their chapters; the audience asks questions to build on their own understanding from the jigsawed content. Take notes on the provided graphic organizer (here) to prepare for the seminar.
• If time, continue working on motif annotations/reader response journal

Homework:

• Continue tracking motifs for your family chapters!
• Continue researching articles for your chosen motif
• Continue reading your IR#2 book.

It’s Homecoming Week!
 
Planning your week:
Tues. 10/12 - Read Chapter 1 “The Joy Luck Club”
Wed. 10/13 - Read Chapter 2 “Scar”
Thu. 10/14 - Read Chapter 3 “The Red Candle”
Fri. 10/15 – Read Chapter 4 “The Moon Lady”
 
Upcoming Due Dates:
Mon. 10/18 - Read Chapter 4 “The Moon Lady” by class time
Tues. 10/19 - Read your family’s Part 2 and 3 chapters by class time
Wed. 10/20 - Read your family’s Part 4 chapter by class time
Thurs. 10/21 and Fri. 10/22 - Family Chapter presentations
 
Links to This Week’s Resources:
The Joy Luck Club Unit Packet
 
Monday, October 11 - 20s/30s attire
Learning Goal(s): Present your research findings with the class.
Targeted Standards: ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.) ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Agenda:
Opener:

• As people are presenting, you will be taking notes on the cultural collision they teach you about on this handout. Your notes will be turned in!

Work Session:

• Cultural Presentations Day 1

Closer:

• Answer any questions on today’s content.

Homework:

• Prepare for remaining presentations tomorrow!
• Your own copy of Amy Tan’s The Joy Luck Club is due Tue., October 12

 
Tuesday, October 12 - 40s/50s attire
Learning Goal(s): Present your research findings with the class.
Targeted Standards: ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.) ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Agenda:
Opener:

• As people are presenting, you will be taking notes on the cultural collision they teach you about on this handout. Your notes will be turned in!

Work Session:

• Cultural Presentations Day 2
• Begin reading Amy Tan’s The Joy Luck Club.

Closer:

• Answer any questions on today’s content.

Homework:

• Read Chapter 1 “The Joy Luck Club.”

 
Wednesday, October 13 - 60s/70s attire (PSAT DAY!)
Bell Schedule:
Advisement and Testing  8:20 – 12:25                  
3rd Period      12:29 – 2:21
A          12:29 – 12:54                                         
B          12:58 – 1:23                                        
C           1:27 – 1:52
D           1:56 – 2:21                                                                                               
4th Period      2:27 – 3:30                                      
Homework:

• Read Chapter 2 “Scar.”
• Continue reading your IR#2 book.

 
Thursday, October 14 - 80s/90s attire
Learning Goal(s): Examine Tan’s use of juxtaposition and connect to author’s purpose. Analyze a chapter for symbolism and contribute to a classroom discussion; consider how authors create mood through the use of imagery and setting through an analysis of Amy Tan's The Joy Luck Club. 
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:
Opener

• Label the Magic Lens practice sentence for levels 1 and 2

Work Session

• Begin and complete The Joy Luck Club introduction:
  1. Complete the anticipation guide in IAN. 
  2. Introduce the JLC unit calendar and assignment packet (packet here)
  3. Annotate books for structure and character relationships.
  4. Read and discuss the prologue for Part One, “Feathers from a Thousand Li Away.” Analyze the connection between a prologue and a larger work. 

• Take the reading quiz on chapters 1-“The Joy Luck Club” and 2-“Scar.”
• Class mini-lesson to review juxtaposition (here), then complete the chapter one writing prompts (here) in groups of your choosing. Discuss concepts from chapter 1.
• Introduce Foster’s concept of meals as communion and participate in a whole-class discussion. How does this perspective connect with other texts we have studied?
• Ponder and Respond: Consider An-Mei’s comment about scars at the end of Chapter 2 “Scars.” Since both An-Mei and Taitai (An-Mei's mother) suffer wounds that result in scars while in tentative contact with their mothers, examine the cause of the wounds and the connections to the mothers. What do these scars figuratively mean?
• If time, begin your reading of The Joy Luck Club, chapter 3 “The Red Candle,” due tomorrow.

Closer

• Review any concepts from today’s class AND reminder to read Chapter 1 by class tomorrow

Homework:

• Continue to follow the reading calendar for The Joy Luck Club.
• Continue reading your IR#2 book.

 
Friday, October 15 - Class Colors (Sophomores are green!)
Learning Goal(s): Consider global perspectives on a social issue; consider how an author creates character and cultural perspective.
Targeted Standards: 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. 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.
Agenda:
Opener

• Label the Magic Lens practice sentence for levels 1 and 2 - quiz NEXT Friday!

Work Session

• Take the reading quiz on chapter 3, “The Red Candle.” 
• Ponder and Respond: What is your view on arranged marriage? How does your view align with the "average American's" view? How do you think you would view it if you were a member of a culture that embraced this custom? Why?
• ​In groups, read the arranged marriages articles, view the clips from popular culture, and complete the "Viewpoint Matrix" graphic organizer.
  1. ​​Clips from Arranged:
     1. ​​https://youtu.be/_QmtAKqAER4
     2. https://youtu.be/k_qI3bSmKhI
• Use these clips and the articles to complete the Viewpoint Matrix graphic organizer. (All sources here.)
• If time, continue reading The Joy Luck Club; chapter 4 (“The Moon Lady”) due tomorrow.

Closer

• Review any concepts from today’s class AND reminder to read Chapter 1 by class tomorrow

Homework:

• Continue to follow the reading calendar for The Joy Luck Club.
• Continue reading your IR#2 book.

 

Planning your week:
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) 
Tues. 10/5 and Wed. 10/6 - Ibo Cultural Presentations!
Tues. 10/5 – Second IR book check
Wed. 10/5 - Ibo Annotated Bibliography due to Turnitin.com by 11:59 p.m.
 
Upcoming Due Dates:
Mon. 10/11 - Bring your own copy of Amy Tan’s The Joy Luck Club 
Thurs. 11/18 - Second IR book 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, October 4
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!

Work Session

• Meet in the computer lab 9129 to work on your Ibo Cultural Presentation/Annotated Bibliography.

Closer

• We begin the presentations TOMORROW!

Homework:

• Cultural Presentations - TOMORROW and Wednesday
• Next IR book is due TOMORROW
• Annotated Bibliography due Wed. 10/6 by 11:59 pm to Turnitin.com
• Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11

 
Tuesday, October 5
Learning Goal(s): Present your research findings with the class.
Targeted Standards: ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.) ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Agenda:
Opener:

• As people are presenting, you will be taking notes on the cultural collision they teach you about on this handout. Your notes will be turned in!

Work Session:

• Cultural Presentations Day 1

Closer:

• Answer any questions on today’s content.

Homework:

• Prepare for remaining presentations tomorrow!
• Annotated Bibliography due TOMORROW by 11:59 pm to Turnitin.com
• Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11

 
Wednesday, October 6
Learning Goal(s): Submit your annotated bibliography and present your research findings with the class.
Targeted Standards: ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.) ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Agenda:

1. In your textbook, read the “About the Author” section on page 121.
2. Read the “As You Read” section on page 121 for what to do as you read the short story “Marriage is a Private Affair” (in three parts) on pages 121-131.
3. As you read, answer questions 1-19 about the story and complete the chart on page 128.
4. Pull out the pages with the questions and hand them in to the 2nd period basket.
5. If you have time remaining in class, you may read in your Independent Reading text.

Homework:

• Annotated Bibliography due TONIGHT by 11:59 pm to Turnitin.com
• Your own copy of Amy Tan’s The Joy Luck Club is due Mon., October 11

 
Thursday, October 7
Learning Goal(s):  Plan and write a literary analytical essay about Things Fall Apart in which you examine a character’s response to the cultural collision caused by the introduction of Western ideas into Ibo culture. 
Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain an appropriate style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Agenda:
Opener

• Your teacher will explain the timed literary analysis for Things Fall Apart - this is a timed, two day, in-class essay. You WILL NOT take this home!

Work Session

• Take the first 45 minutes of class to prepare a writing plan. 
• Then, using the novel, your research, and your notes from the culture presentations, craft an essay in which you analyze how the cultural collision in the novel changes a character’s sense of identity, and explain how his or her response shapes the meaning of the work as a whole.

Closer

• Discuss plan for completing the essay in class tomorrow

Homework:

• Acquire a copy of Amy Tan’s The Joy Luck Club before class Monday, Oct. 11
• Continue reading IR book - due Thurs. Nov. 18

 
Friday, October 8
Learning Goal(s):  Plan and write a literary analytical essay about Things Fall Apart in which you examine a character’s response to the cultural collision caused by the introduction of Western ideas into Ibo culture. 
Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain an appropriate style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Agenda:
Opener

• Reminder: you have today to finish your essay

Work Session

• Using the novel, your research, and your notes from the culture presentations, craft an essay in which you analyze how the cultural collision in the novel changes a character’s sense of identity, and explain how his or her response shapes the meaning of the work as a whole.
• When you’re finished with your essay, begin reading The Joy Luck Club and/or continue reading your independent reading book.

Homework:

• Acquire a copy of Amy Tan’s The Joy Luck Club before class Monday, Oct. 11
• Continue reading IR book - due Thurs. Nov. 18