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:
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:
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:
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
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
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!
- Cultural Presentations Day 1
- Answer any questions on today’s content.
- 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!
- Cultural Presentations Day 2
- Begin reading Amy Tan’s The Joy Luck Club.
- Answer any questions on today’s content.
- 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
- Begin and complete The Joy Luck Club introduction:
- Complete the anticipation guide in IAN.
- Introduce the JLC unit calendar and assignment packet (packet here)
- Annotate books for structure and character relationships.
- 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.
- Review any concepts from today’s class AND reminder to read Chapter 1 by class tomorrow
- 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!
- 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.
- Clips from Arranged:
- 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.
- Review any concepts from today’s class AND reminder to read Chapter 1 by class tomorrow
- Continue to follow the reading calendar for The Joy Luck Club.
- Continue reading your IR#2 book.
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