Sunday, Feb. 25 - EXTRA CREDIT OPPORTUNITY: earn 10 extra credit points by completing 45 minutes of practice (between 2/12 and 2/25).
Wednesday, Feb 28 - NoRedInk quiz on misplaced modifiers
Sunday, Mar. 4 - Complete 45 minutes of Membean practice by 11:59 p.m.
Upcoming Due Dates:
Tuesday, March 13 - Ibo Pre- and Post-Colonial Research presentations and Annotated Bibliographies due in class (Annotated Bibliography handout here).
Friday, Mar. 16 - Extra Credit Opportunity (10 points, Reading category): find a recipe for a traditional Ibo dish; prepare the dish; bring in your printed recipe.
Monday, Mar. 19 - Obtain a copy of The Joy Luck Club by Amy Tan.
Access a digital copy of Things Fall Apart here.
Access an audio version of Things Fall Apart here.
Monday, February 26
Learning Goal: Create a narrative based on a text as a stimulus.
Targeted Standards: ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. 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:
- Magic Lens Level 2 practice
- PSAT Practice - Reading passage
- Answer Ikemefuna questions on pg. 239 in SpringBoard. Consider the character’s role in the novel and how his presence affected the Ibo community. (Answer #1-3 and “Check Your Understanding.”
- Whole class discussion/brainstorm: 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.
- Complete the “Narrative Writing Prompt” on page 240 in SpringBoard - use sensory language and properly format your dialogue; be sure to include details from the text to develop your text.
- Read chapters 9 & 10.
- Homework: keep up with the TFA reading schedule; continue practicing Membean - 45 minutes due Sunday, Feb. 4th by 11:59 p.m.
Tuesday, February 27
Learning Goal: Use precise language and domain-specific vocabulary to minimize bias when speaking of cultures different from our own.
Targeted Standards: 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. 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:
- Magic Lens Level 2 practice
- Preview Embedded Assessment 2 in SpringBoard (pg. 243); consider how we will use the pre- and post-colonial presentations to help with EA2.
- 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. 246 in SpringBoard). Then return to your Ponder and Respond - How does using precise and objective language minimize bias?
- Begin reading chapter 10 of Things Fall Apart
- Homework: keep up with the TFA reading schedule; continue practicing Membean - 45 minutes due Sunday, Feb. 4th by 11:59 p.m.
Learning Goal: Predict, question, and begin to 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:
- Take a NoRedInk quiz on misplaced modifiers. **Students who demonstrated proficiency on this skill on the diagnostic assessment are exempt!
- Introduce annotated bibliographies through the "Annotated Bibliography" handout (handout here). See the rubric here - scroll to page 26 of the PDF.
- Begin working in the computer lab (9234) to plan your presentation for Embedded Assessment 1 (use page 239 - 242 in SB, or access the assignment online here). We will present these Tuesday, March 13.
- Homework: keep up with the TFA reading schedule; continue practicing Membean - 45 minutes due Sunday, Feb. 4th by 11:59 p.m. Continue working on your pre-and post-colonial Ibo cultural presentation, due March 13, with an annotated bibliography (handout here).
Thursday, March 1
Learning Goal: Analyze how complex character react to events in a plot. Write a narrative to explore a character’s voice.
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. ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELAGSE9-10W3a.: 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.
Agenda:
- Magic Lens Level 2 practice
- Complete reading of chapter 10 in Things Fall Apart.
- Read chapters 11-12 and complete the SpringBoard activities on pages 248-249 to analyze the text.
- Homework: keep up with the TFA reading schedule; continue practicing Membean - 45 minutes due Sunday, Feb. 4th by 11:59 p.m. Continue working on your pre-and post-colonial Ibo cultural presentation, due March 13, with an annotated bibliography (handout here).
Friday, March 2
Learning Goal: Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender.
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. ELAGSE9-10RL3: 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:
- Reading quiz!
- Elective registration
- Things Fall Apart partner review: meet with your partner to find three pieces of text evidence to support your Ibo research project. (Review pages 241-242 in SpringBoard to make sure you are meeting the assignment’s criteria.)
- Read chapter 13 and complete the following Ponder and Respond prompt: write a well-developed paragraph to explain how Okonkwo’s acts of violence throughout the course of the novel advance the plot or develop the theme. Be sure to provide supporting details and textual evidence from different chapters.
- Read chapter 14 and compare and contrast the gender views between part 1 (chapters 1-13) and chapter 14. Create and complete a graphic organizer (t-chart, venn diagram) to track differences.
- Homework: keep up with the TFA reading schedule; continue practicing Membean - 45 minutes due Sunday, Feb. 4th by 11:59 p.m. Continue working on your pre-and post-colonial Ibo cultural presentation, due March 13, with an annotated bibliography (handout here).