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
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
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
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
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
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.”
- 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.
- If time, begin reading YOUR FAMILY’S chapters from parts 2 & 3, due tomorrow.
- 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!
- Meet in family groups to complete Assignment C for your chapter in part two of the novel.
- Assignment C: Family Chapter Presentation
- 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:
- Provide the chapter title and narrator
- write a 3-5 sentence summary of the chapter
- connect your chapter to the prologue for the novel section (ex: “Feathers from a Thousand Li Away”
- discuss the evolution Mother/Daughter relationship
- discuss a symbol (provide the context of the symbol, a visual, and explain its significance)
- 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)
- discuss a Chinese tradition/belief/value that is addressed in the chapter and compare and contrast it to American culture
- EACH DAY you need to complete a different item in your group.
- 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:
- Assignment C: Family Chapter Presentation
- Read the prologues for part two, three, and four and analyze in whole-class discussion
- 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!
- Meet in family groups to complete Assignment C for your chapter in part two of the novel.
- Assignment C: Family Chapter Presentation
- 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:
- Provide the chapter title and narrator
- write a 3-5 sentence summary of the chapter
- connect your chapter to the prologue for the novel section (ex: “Feathers from a Thousand Li Away”
- discuss the evolution Mother/Daughter relationship
- discuss a symbol (provide the context of the symbol, a visual, and explain its significance)
- 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)
- discuss a Chinese tradition/belief/value that is addressed in the chapter and compare and contrast it to American culture
- EACH DAY you need to complete a different item in your group.
- 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:
- Assignment C: Family Chapter Presentation
- Presentations begin tomorrow!
- 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
- 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
- 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
- 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
- Continue tracking motifs for your family chapters!
- Continue researching articles for your chosen motif
- Continue reading your IR#2 book.
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