Sunday, 2/23 - Extra Credit on Sadlier Connect due today by 11:59 p.m. (assignment here)
Sunday, 3/1 - Complete the Unit 3 activities on Sadlier Connect by 11:59 p.m. (word list here)
Upcoming Due Dates:
Friday, 3/6 - Unit 3 vocabulary quiz (word list here)
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Resources:
Things Fall Apart - novel PDF (here).
Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times)
SpringBoard Things Fall Apart Unit PDF (here)
Monday, February 24
Learning Goal(s): Analyze how a complex character interacts with other characters. Write a short expository essay to compare and contrast.
Targeted Standards: 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. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Label the Magic Lens sentence for levels one and two.
- Introduce Unit 3 vocabulary words – complete all required activities by Sunday, March 1st by 11:59 p.m.
- On page 235 in SB, answer question 1 on foreshadowing.
- Read chapters 7-8 in Things Fall Apart - be ready to discuss each chapter in small groups.
- As time permits, assign groups to analyze, present, and lead a discussion on an assigned chapter (1-8) from Things Fall Apart. Use the instructions listed here to produce an informative poster on butcher paper.
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Catch up on reading TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, 3/1.
Tuesday, February 25
Learning Goal: Participate in a discussion using textual evidence to support analysis. Analyze how the introduction of a new character affects the development of the story.
Targeted Standards: ELAGSE9-10W2b.: b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ELAGSE9-10W2e. Establish and maintain an appropriate style and objective tone. 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.
Agenda:
- Label the Magic Lens sentence for levels one and two.
- Assign groups to analyze, present, and lead a discussion on an assigned chapter (1-8) from Things Fall Apart. Use the instructions listed here to produce an informative poster on butcher paper. We will present tomorrow!
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Catch up on reading TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, 3/1.
Wednesday, February 26
Learning Goal(s): Participate in a discussion using textual evidence to support analysis.
Targeted Standards: ELAGSE9-10W2b.: b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ELAGSE9-10W2e. Establish and maintain an appropriate style and objective tone. 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.
Agenda:
- Label the Magic Lens sentence for levels one and two.
- Meet with your presentation groups to collect your thoughts and put finishing touches on your poster as needed (instructions here).
- Groups present and lead discussion on their assigned chapters (8-10 minutes). All students must participate in the discussion; points off for disruptions or off-task behavior.
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Catch up on reading TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, 3/1.
Thursday, February 27
Learning Goal(s): Participate in a discussion using textual evidence to support analysis; compose a narrative
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:
- Label the Magic Lens sentence for levels one and two.
- Complete group chapter presentations as needed - Groups present and lead discussion on their assigned chapters (8-10 minutes). All students must participate in the discussion; points off for disruptions or off-task behavior.
- Read chapter 9; answer questions about Ikemefuna on page 239 in SpringBoard - what is this character’s role in the novel?
- Introduce Ibo Cultural research project with annotated bibliography. You will sign up for topics tomorrow. (assignment and rubric here)
- 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. (presentation here)
- Begin 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. You must use 5 vocabulary words from this unit in your narrative.
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Catch up on reading TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, 3/1.
Friday, February 28
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:
- Sign up for Ibo cultural research projects.
- Meet with your cultural research partner to start examining the novel for relevant passages.
- 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. You must use 5 vocabulary words from this unit in your narrative.
- Begin reading chapters 10-12 and prepare for a reading quiz on Monday.
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Catch up on reading TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, 3/1.
- Read chapters 10-12 for Monday.