Friday, Jan. 10 - Read the syllabus and have parent/guardian sign
Friday, Jan. 10 - Bring $10 for vocabulary (cash or check made out to Harrison High School)
Upcoming Due Dates:
Monday, Jan. 13 - Bring required IAN supplies (100+ sheet composition book, glue stick, scissors); AND Tuesday, Jan. 14 - Bring a typed, printed copy of your “Araby” CEI paragraph for peer review (handout here)
Friday, Jan. 17 - Completed pre-course reading assignment AND Archetype Selfie due (assignment here)
Tuesday, Jan. 21 - “Araby” CEI paragraph final draft due (handout here)
Resources:
Pre-Course Assignment
“Araby” (text here)
“A Very Old Man with Enormous Wings” (text here)
Monday, January 6
Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new Honors World Lit community; understand class policies and procedures
Targeted Standards(s): 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. ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Agenda:
- Complete welcome sheet; complete TRSS forms.
- Discuss the syllabus and review class procedures
- Read The Bee Tree by Patricia Polacco
- Ponder and Respond—Is there a moment that has turned you into who you are today or that provided you with the opportunity to learn a valuable lesson? Plan to share this with classmates as an ice-breaker.
- Icebreaker activity: Underline your most important sentence, bracket the most important phrase, then circle the most important word. You will share your whole response with a classmate, and just your word with the class.
- Read the syllabus and have parent/guardian sign - due Friday, Jan. 10
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Jan. 10
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan. 13
- Completed summer reading assignment - due Friday, Jan. 17th
Tuesday, January 7
Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.
Targeted Standard(s): 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.
Agenda:
- Submit signed syllabus & vocabulary money
- Compose a response to the timed writing prompt (writing baseline assessment) - 1 hour
- Read & annotate chapter 1 of How to Read Literature Like a Professor: “Every Trip is a Quest” (text here)
- Identify elements of the quest in The Bee Tree
- Read the syllabus and have parent/guardian sign - due Friday, Jan. 10
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Jan. 10
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan. 13
- Completed pre-course reading assignment - due Friday, Jan. 17th
Wednesday, January 8
Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences
Targeted Standards: 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. ELAGSE9-10RI2: 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.
Agenda:
- Submit signed syllabus & vocabulary money
- Discuss chapter 1 of How to Read Literature Like a Professor: “Every Trip is a Quest” (text here)
- Identify elements of the quest in The Bee Tree.
- With a partner of your choice, read James Joyce’s “Araby” (text here). Begin to complete the graphic organizer to document your analysis of the quest (organizer here). Get your partner’s contact information; this is due tomorrow.
- Bring completed “Araby” graphic organizer to class (text here; handout here); be ready to discuss the short story, due tomorrow
- Read the syllabus and have parent/guardian sign - due Friday, Jan. 10
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Jan. 10
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan. 13
- Completed pre-course reading assignment - due Friday, Jan. 17th
Thursday, January 9
Learning Goal(s): Self-assess with a detailed rubric; contribute to a class discussion; examine color as used in symbolism.
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.) ELAGSE9-10SL1: 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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives,summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Agenda:
- Evaluate your work on “Araby” with a rubric (rubric here). “Araby” graphic organizer due (text here; organizer here) - submit to inbox after our discussion.
- Discuss your analysis of “Araby” with the class.
- Is a quest still a “quest” if it is unsuccessful? What are the determining factors to consider something a “quest”?
- Why might Joyce have chosen not to name the most important characters?
- What, ultimately, has the quester learned from the experience? (Let’s reread the ending together!) Why might Joyce have decided not to provide us with this insight directly?
- Describe the bazaar, as seen through the boy's eyes at the end of the story. How is it different than one might imagine? How is this parallel to some of the important themes of the story? (adapted from http://room316creativewriting.blogspot.com/2017/01/james-joyce-araby-discussion-questions.html)
- All stories supposedly contain characters, setting, and a plot, but one could argue that “Araby” lacks a traditional plot. Would you argue “Araby” has a plot? Why/why not?
- Do you consider the narrator to be a sympathetic character? (In other words, does Joyce effectively activate your sense of empathy through the development of this text?)
- What questions do you still have about the text?
- Complete the color wheel activity (handout here).
- With a partner, find one color represented in “Araby.” Consider the function of the color - how does it align with the descriptions of the color in the color wheel? What, ultimately, is the symbolic meaning of this instance of color in the text, and how does it develop the author’s purpose?
With your partner, plan and write a CEI paragraph to support your claim (which should answer the question in bold above). This needs to be a fully-developed paragraph, with at least two pieces of evidence and interpretation. - Introduce theme with a handout (here).
- Begin planning and drafting a CEI paragraph on theme from the short story (handout here), due typed in class on Tuesday, 1/14 for peer review.
- Read the syllabus and have parent/guardian sign - due Friday, Jan. 10
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Jan. 10
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan. 13
- Continue composing CEI paragraph on theme in “Araby” (handout here), due typed in class Tuesday, Jan. 14, for peer review.
- Completed pre-course reading assignment - due Friday, Jan. 17th
Friday, January 10
Learning Goal(s): Make connections between the self and peers; organize resources; communicate a claim that analyzes theme; support claims with evidence and interpretation.
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. ELAGSE9-10RL4: 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.) ELAGSE9-10RL2: 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. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Agenda:
- Ponder and Respond: “I would define my personality type as…”
- Complete the “Array Inventory” assessment (quiz here).
- Meet with your fellow character types and have a group discussion: What do you think about your results? Do you agree with them? Why or why not? What characteristics do you feel you have that most strongly align with your character type? Who else in the group has those same characteristics?
- As time allows, continue planning and drafting your CEI paragraph on theme in “Araby” (handout here), due typed in class on Friday for peer review.
- Review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (ppt).
- Take and score the Heroic Myth Assessment (quiz here) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type?
- Add both personality types from the personality quizzes (Array Inventory and Heroic Myth Index) to an index card for your teacher! Ponder and Respond: Do you agree with your results? Why/why not?
- Introduce Archetype Selfie with Instagram caption, due Friday, 1/17 (assignment here). Use the 12 common character archetypes IAN resource (here) or the 12 common character archetype website for reference of the characteristics that make up your archetype.
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan. 13
- Continue composing CEI paragraph on theme in “Araby” (handout here), due typed in class Tuesday, Jan. 14, for peer review.
- Begin working on Archetype Selfie with Instagram caption (assignment here), due Friday, Jan. 17th
- Completed summer reading assignment - due Friday, Jan. 17th