Friday, 1/11 - “Summer Reading” Assignment due today (assignment here)
Friday, 1/11 - Return signed syllabus ASAP, but by today at the latest. Bring $10 for vocabulary (cash or check made out to Harrison High School)
Upcoming Due Dates:
Monday, 1/14 - Bring IAN supplies to class today (100+ sheet composition book, glue stick, scissors)
Monday, 1/14 - Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions.
Friday, 1/18 - Archetype Selfie (with captions) due today (assignment here)
Monday, January 7
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.
- Review the summer assignment (assignment here) - due Friday.
- 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? You will write a one-page story to describe this event. 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.
- Completed summer reading assignment - due Friday, Jan. 11 (assignment here)
- Read the syllabus and have parent sign - due Friday, Jan. 11
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Jan. 11
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan 14
Tuesday, January 8
Learning Goal(s): Demonstrate baseline understanding of grammatical and syntactical concepts with pre-assessment. 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
- Take grammar pre-assessment for baseline grammar knowledge.
- 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
- 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.
- Completed summer reading assignment - due Friday, Jan. 11 (assignment here)
- Read the syllabus and have parent sign - due Friday, Jan. 11
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Jan. 11
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan 14
Wednesday, January 9
Learning Goal(s): Begin identifying literary patterns, including archetypes.
Targeted Standard(s): 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. ELAGSE9-10SL1: 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
Agenda:
- Gather signed syllabi and receipt payments for vocabulary.
- With yesterday’s partner, complete your analysis of James Joyce’s “Araby” (text here). Complete the graphic organizer to document your analysis of the quest (organizer here) - this is due tomorrow if you do not complete it in class today, so make sure to get your partner’s contact information!
- 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?
- Ponder and Respond: “I would define my personality type as…”
- Complete the “Array Inventory” (Winnie the Pooh) 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?
- 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 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, include at least 3 hashtags assignment- due Friday, 1/18 (assignment here)
- Completed summer reading assignment - due Friday, Jan. 11 (assignment here)
- Read the syllabus and have parent sign - due Friday, Jan. 11
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Jan. 11
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan 14
- “Araby” graphic organizer - due tomorrow, January 10.
Thursday, January 10
Learning Goal(s): Become familiar with archetypes; contribute meaningfully to class discussion and review the procedures for scholarly discussion.
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. ELAGSE9-10SL1: 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
Agenda:
- Gather signed syllabi and receipt payments for vocabulary (due today)
- Add both personality types from yesterday’s 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?
- Evaluate your work on “Araby” with a rubric (rubric here).
- “Araby” graphic organizer due (text here; organizer here) - submit to inbox.
- Complete the color wheel activity. (Make sure to get a handout in class!)
- 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 Archetype Selfie with Instagram caption, include at least 3 hashtags assignment- due Friday, 1/18 (assignment here). Use the 12 common character archetype website for reference of the characteristics that make up your archetype.
- Brainstorming: create a word web for the following terms: old man, wings, angel
- Begin reading “A Very Old Man with Enormous Wings” (text here) and complete annotations, due Monday, 1/14.
- Annotate for the following:
1. Examine archetypes within the story: are there any universal characters, colors, situations, settings, or symbols? How do they function? How do they compare to similar elements from other works? (Provide evidence)
2. Write two potential theme statements for “A Very Old Man with Enormous Wings.”
3. Write two questions you have about the text. (These can be comprehension questions or discussion questions - up to you!)
- Annotate for the following:
- Completed summer reading assignment - due TOMORROW (assignment here)
- Read the syllabus and have parent sign - due TOMORROW
- Bring $10 for vocabulary (cash or check made out to Harrison High School) - due TOMORROWRead “A Very Old Man with Enormous Wings” (text here) and answer analysis questions. (See Monday’s lesson plans below for the list of questions!) - Monday, Jan 14
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, Jan 14
- Begin Archetype Selfie with captions assignment (assignment here) - Due Friday, January 18
Friday, January 11
Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing. Targeted Standard(s): ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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:
- Vocabulary money and signed syllabus are due to your teacher today.
- Using your summer reading assignment, compose a response to the timed writing prompt (writing baseline assessment) - 1 hour
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday!
- Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions. (See Monday’s lesson plans below for the list of questions!) - DUE Monday!
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 1/18