Sunday, 9/29 – Extra credit due by 11:59 p.m. on Sadlier connect! (No late credit)
Monday, 9/30 – Things Fall Apart chapters 1-8 presentations in class
Tuesday, 10/1 - Select and bring in your second IR book for a book check! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Sunday, 10/6 – Complete all Unit 3 activities on Sadlier Connect by 11:59 p.m.
Upcoming Due Dates:
Friday, 10/11 - Vocabulary Unit 3 assessment
Resources:
SpringBoard Direct Login (here)
Things Fall Apart Researching Context (Copy the document from here.)
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, September 30
Learning Goal: 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.
- Introduce Unit 3 vocabulary words – complete all required activities by Sunday, October 6th by 11:59 p.m.
- Meet with your presentation groups to collect your thoughts and put finishing touches on your poster (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.
- Catch up on TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, October 6th.
- Begin reading your IR #2.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Tuesday, October 1
Learning Goal: Practice for the PSAT by completing a timed reading passage and questions. 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.
- Practice for the PSAT with a reading passage and questions (set a timer for 14 minutes!).
- 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)
- Catch up on TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, October 6th.
- Begin reading your IR #2.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Wednesday, October 2
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.
- Label the Magic Lens sentence for levels one and two.
- 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.
- As time permits, begin reading chapters 10-12 and prepare for a reading quiz on Friday.
- Catch up on TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, October 6th.
- Begin reading your IR #2.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Thursday, October 3
Learning Goal(s): Practice for the PSAT by completing a timed reading passage and questions. 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:
- Label the Magic Lens sentence for levels one and two.
- Practice for the PSAT with a reading passage and questions (set a timer for 9 minutes!).
- 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?
- Finish and submit your narrative – 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.
- Finish reading chapters 10-12 and prepare for a reading quiz tomorrow.
- As time permits, meet with your research partner to begin documenting quotations on your cultural element from the novel. Remember to use lead-ins to contextualize your quotations and to use proper MLA citations.
- Catch up on TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, October 6th.
- Begin reading your IR #2.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Friday, October 4
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:
- Label the Magic Lens sentence for levels one and two.
- Take the chapters 10-12 reading quiz.
- 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. Use at least 2 vocabulary words from this unit.
- Catch up on TFA as needed to keep up with class.
- Complete all Unit 3 activities on Sadlier Connect before midnight on Sunday, October 6th.
- Begin reading your IR #2.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.