Planning your week:
Monday, 8/9 - Bring IAN supplies to class today (100+ sheet composition book, glue stick, scissors)
Monday, 8/9 - Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions.
Thursday, 8/12 - “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review
Friday, 8/13 - Archetype Selfie (with captions) due today (assignment here)
Friday, 8/13 - First IR book due today!
Upcoming Due Dates:
Monday, 8/16 - Technology sheet due today! (packet here)
Tuesday, 8/17 - “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm
Monday, August 9 - Happy IAN Day!
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly 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. ELAGSE9-10SL1: 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:
Tuesday, August 10
Learning Goal(s): Analyze how an author uses setting to create mood.
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:
Wednesday, August 11
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.
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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Thursday, August 12
Learning Goal(s): Demonstrate base knowledge of language standards; work as a peer editor to revise a piece of writing.
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.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
Friday, August 13
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype.
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.
Agenda:
Monday, 8/9 - Bring IAN supplies to class today (100+ sheet composition book, glue stick, scissors)
Monday, 8/9 - Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions.
Thursday, 8/12 - “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review
Friday, 8/13 - Archetype Selfie (with captions) due today (assignment here)
Friday, 8/13 - First IR book due today!
Upcoming Due Dates:
Monday, 8/16 - Technology sheet due today! (packet here)
Tuesday, 8/17 - “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm
Monday, August 9 - Happy IAN Day!
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly 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. ELAGSE9-10SL1: 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:
- Interactive Notebook supplies are due today: set up IAN:
- Number pages. Inside front cover is page 1. Front of first sheet of paper is page 2. Back of first sheet of paper is page 3. Etcetera. Continue numbering, numbering both front and back of all pages.
- Table of Contents (page 1, inside front cover) and Foundations TOC (pages 3 and 4)
- Page 5: List written work we have read so far (2, so far) and type of writing of each.
- Page 6: titles v. quotations
- Pages 7 and 8: MLA format
- Page 10: lead-ins
- Page 12: List the FIVE elements of a Quest
- Page 14: Your “Araby” Chart and Rubric
- Page 16: Your Color Wheel
- Page 18: Add Intro to Theme Statements; Review theme Statements for “Araby” & evaluate/revise your original theme statements based on mini-lesson.
- Pages 19-20: Array Inventory, front and back-pick up/print another copy so you’ll have back.
- Pages 21-22: Heroic Myth Index and Results
- Pages 23-25: Archetypes handouts: image of archetypes, 12 common character archetypes,); Analyze character archetypes from “Araby” & The Bee Tree
- Page 26: Examples from Our Texts: https://docs.google.com/document/d/1jWbQzH44BPlF-j5LcIThJRwRVSdnVtA6vuSuxSUDHdE/edit?usp=sharing
- Participate in a silent discussion for “A Very Old Man with Enormous Wings.” On a piece of paper, write your name and one question you have about the text (you should have two already written from last night). Follow your teacher’s instructions for passing!
- Cultural Connection: A visit to Colombia!
- Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
- Then, read the following article: https://www.theatlantic.com/entertainment/archive/2014/04/the-origins-of-gabriel-garcia-marquezs-magical-realism/360861/.
- Discuss your observations with the class.
- Whole Class discussion: examine the symbolism of the first paragraph; discuss questions we still have.
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., August 13
Tuesday, August 10
Learning Goal(s): Analyze how an author uses setting to create mood.
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:
- Introduction to independent reading (ppt here)!
- What is your textual lineage?
- Interview a partner with the reading interest inventory (inventory here)
- Introduce the “Still Life” assignment (handout here).
- Pick out your first IR book and bring it in for a book check on Friday, 8/13.
- Add the Tone/Mood documents (here) to IAN.
- In partners, complete an analysis of mood and setting in “Araby.”
- Analyze setting and mood in “A Very Old Man with Enormous Wings” and construct an individual CEI constructed response (handout here), due for peer review on Thursday, 8/12.
- “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review on Thursday, 8/12.
- Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/13.
- First independent reading book due in class for a book check on Friday, August 13. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”) Back to School booklist: https://www.cobbcounty.org/library/news/back-school-booklist
- www.cobbcounty.org/library/news/back-school-booklist
Wednesday, August 11
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.
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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
- Students will receive the technology sign-up sheet from their teachers in class (Tech Acknowledgement.docx). Please complete the enrollment process for each required system and initial each box as you complete it. Please make sure to follow each instruction, including completing the diagnostic assessment on NoRedInk. This assignment is due Monday, August 16.
- Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes here; presentation here)
- Class Discussion: What elements make up culture? We will make a word web with all of your ideas on the board!
- Ponder and Respond: As you see the following words, write down the first thing that comes to mind:
- Bald eagle
- American flag
- McDonald’s
- TikTok
- Netflix
- Think about items that are important in your culture - you can select any culture you feel you’re a part of: Harrison High School’s culture, the United States’ culture, Southern culture, etc. On the Wiki template (here), create a Wikipedia entry for this item for someone who is unfamiliar with the item and its significance. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture. Be sure to:
- Describe the object clearly using vivid and concrete language.
- Explain how the object connects to your culture.
- Explain the significance of the object.
- Use a professional tone, complete sentences, and proper grammar and mechanics.
- Review requirements for the “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review on TOMORROW
- “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review on TOMORROW.
- Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/13.
- First independent reading book due in class for a book check on Friday, August 13. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
- Technology sheet due Monday, August 16 (packet linked here)
Thursday, August 12
Learning Goal(s): Demonstrate base knowledge of language standards; work as a peer editor to revise a piece of writing.
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.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Complete the peer review activity on your constructed response for “A Very Old Man with Enormous Wings” (handout here). Every step needs to be conveyed on the rough draft AND referenced on the peer review handout- final draft due Tuesday, August 17 to Turnitin.com.
- Complete culture discussion/activities - bridge American culture to other cultures
- Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/13.
- First independent reading book due in class for a book check on Friday, August 13. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
- Technology sheet due Monday, August 16 (packet linked here)
- Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm, Tuesday, 8/17.
Friday, August 13
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype.
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.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete this activity!
- PICK UP a piece of butcher paper and markers.
- On your butcher paper, WRITE your archetype’s name and DECORATE the paper with appropriate symbols to represent the archetype. (You may cut down the butcher paper as needed)
- TAPE/GLUE all group members’ selfies/captions onto the paper.
- WRITE each group member’s name (first name & last initial) on the front of the poster, next to his/her selfie.
- WRITE your class period number.
- TAPE your poster to the wall.
- WRITE your name on your Archetype Selfie assignment sheet/rubric and SUBMIT to the inbox for grading
- When it’s time, your group will share their selfies with the class! Be prepared to present a brief description of how your selfie and caption relate to your archetype.
- Show your teacher your first IR book for a book check. Have your IR book with you always! We will read for 15 min every Friday!
- Introduction to classical Greek Theatre:
- Complete the KIQ chart, then discuss your charts in small groups.
- Watch a video on ancient Greek theater (video here)
- View TED video on Greek tragedies and John Green video on Oedipus
- Teacher draws Oedipus family tree on board; students copy down in IANs
- Ponder and Respond: Describe a time you had to stand up for someone or something when it wasn’t necessarily the easiest choice. Explain the situation and how you handled it.
- Technology sheet due Monday, August 16 (packet linked here)
- Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm, Tuesday, 8/17.