IT’S RALLY WEEK!
Planning your week:
Mon. 9/13 - Rough draft of your argument essay due for a peer review
Wed. 9/15 – Vocabulary Journal #1 Due
Thurs. 9/16 - Final draft of your argument essay due to Turnitin.com by 11:59pm
Fri. 9/17 – Still Life Project Due
Link’s to This Week’s Resources:
Things Fall Apart - novel PDF (here).
Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times)
SpringBoard TFA Unit PDF
Monday, September 13 - Pajama Day!
Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
Opener
Tuesday, September 14 - Children’s Character/Disney Day!
Learning Goal(s): Compose an EOC-style narrative from the point of view of a character from Things Fall Apart.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
Agenda:
Opener
Wednesday, September 15 - Superhero Day!
Learning Goal(s): Consider how bias can be minimized in speech and writing.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
Opener
Thursday, September 16 - Kindergarten Day!
Learning Goal(s): Consider how conflict affects plot.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
Opener
Friday, September 17 - Rally Shirt Day!
Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Agenda:
Opener
Planning your week:
Mon. 9/13 - Rough draft of your argument essay due for a peer review
Wed. 9/15 – Vocabulary Journal #1 Due
Thurs. 9/16 - Final draft of your argument essay due to Turnitin.com by 11:59pm
Fri. 9/17 – Still Life Project Due
Link’s to This Week’s Resources:
Things Fall Apart - novel PDF (here).
Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times)
SpringBoard TFA Unit PDF
Monday, September 13 - Pajama Day!
Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
Opener
- Magic Lens Levels 1&2 practice sentence
- Review nouns
- Complete a peer review on your argument essay (linked here)
- Read Chapters 5-6 of Things Fall Apart - As you read, use the chart on SB p.143 to track character relationships between Okonkwo and his family members
- Discuss all findings
- On page 145 in SpringBoard, answer question #1 on foreshadowing.
- Read chapters 7-9 in Things Fall Apart. (Make sure to have read at least chapter 7 before you come to class tomorrow; chapters 8-9 due by class time on Wednesday, September 15)
- Examine #1-4 (under the heading “Ikemefuna”) on page 149 in SpringBoard. Pick one of the four questions to analyze in depth independently. Take notes on the right side of the page in your textbook.
- Review IR Still Life assignment (linked here) - due Friday, September 17
- Final draft of your argument essay due to Turnitin.com by Thursday, September 16 at 11:59pm
- Read Chapters 8-9 due by class time on Wednesday, September 15
- IR Still Life assignment (linked here) - due Friday, September 17
Tuesday, September 14 - Children’s Character/Disney Day!
Learning Goal(s): Compose an EOC-style narrative from the point of view of a character from Things Fall Apart.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
Agenda:
Opener
- Review pronouns
- Class Discussion: What are the qualities of engaging narrative? (What do YOU enjoy as a reader?)
- Mini-lesson on “show, don’t tell” for narrative writing and formatting dialogue. (presentation here)
- Begin the Things Fall Apart narrative assignment - you will turn this in at the end of class regardless of where you are!
- Read Chapters 8-9 due by class time TOMORROW
- Final draft of your argument essay due to Turnitin.com by Thursday, September 16 at 11:59pm
- IR Still Life assignment (linked here) - due Friday, September 17
Wednesday, September 15 - Superhero Day!
Learning Goal(s): Consider how bias can be minimized in speech and writing.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
Opener
- Magic Lens Levels 1&2 practice sentence
- Review verbs
- Show Vocabulary Journal #1 and start on #2. Vocabulary Journal #2 words: copiously, effeminate, valour, audacity, approbation
- Introduce TFA annotated bibliography - sign up for a topic by class time tomorrow! (topics here)
- Complete a Four Square Concept Map on “bias”.
- Ponder and Respond: When speaking or writing about a culture that is different from our own, what can we do to minimize bias?
- Review “Language and Writer’s Craft: Using Precise Language and Domain-Specific Vocabulary” activity (pg. 153 in SpringBoard). Then return to your Ponder and Respond - How does using precise and objective language minimize bias?
- Read Chapters 10-12 - we will have a quiz on this tomorrow!
- Final draft of your argument essay due to Turnitin.com by Thursday, September 16 at 11:59pm
- IR Still Life assignment (linked here) - due Friday, September 17
Thursday, September 16 - Kindergarten Day!
Learning Goal(s): Consider how conflict affects plot.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
Opener
- Sign up for Ibo Culture Research Project (topics here)
- Magic Lens Levels 1&2 practice sentence
- Review verbs
- Take Chapters 10-12 quiz - first half is multiple choice (closed book), second half is CEI paragraph (open book)
- When you finish, finalize your plan for IR Still Life - if that means you need to finish reading, do so!
- Final draft of your argument essay due to Turnitin.com by TONIGHT at 11:59pm
- IR Still Life assignment (linked here) - due TOMORROW
Friday, September 17 - Rally Shirt Day!
Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Agenda:
Opener
- Set up your Still Life on your desk!
- Move in groups to present your reading still life and view your peers’ projects! Complete your scavenger hunt as you move around to different classrooms. (Scavenger hunt here)
- After you’re finished, complete the reflection on the back of your scavenger hunt.
- Ongoing: As you continue to read the novel - remember to note passages that pertain to your annotated bibliography research topic
- Begin looking for your second IR book - book 2 due for a book check on Friday, September 24. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
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