Sunday, 10/6 – Complete all Unit 3 activities on Sadlier Connect by 11:59 p.m.
Monday, 10/7 - Reading quiz over chapters 10-12 on Things Fall Apart
Friday, 10/11 - Vocabulary Unit 3 AND Magic Lens assessments
Upcoming Due Dates:
Thursday, 10/17 - Ibo culture presentations begin; annotated bibliography due to Turnitin.com by 11:59pm
Sunday, 10/20 - Vocabulary Unit 4 activities due by 11:59pm
Resources:
SpringBoard Direct Login (here)
Things Fall Apart Ibo culture presentation and annotated bibliography (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, October 7
Learning Goal(s): Consider how conflict affects plot; Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender.
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. ELAGSE9-10RL3: 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. ELAGSE9-10RL6: 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 - quiz Friday!
- Take the reading quiz on chapters 10-12.
- 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 Unit 3.
- 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.
- Catch up on TFA as needed to keep up with class.
- Study Unit 3 vocabulary words to prepare for quiz Friday
- Continue 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 8
Learning Goal(s): Practice for the PSAT. Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender. Analyze how key plot events develop a theme related to cultural conflict.
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 Magic Lens sentence for levels one and two - quiz Friday!
- Practice for the PSAT with a writing passage
- As needed, complete reading 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.
- Read through chapter 19 in TFA and complete the “Key Events” graphic organizer on page 255. (Part 2)
- Catch up on TFA as needed to keep up with class.
- Study Unit 3 vocabulary words to prepare for a quiz Friday
- Continue 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 9
Learning Goal: Predict, question, and 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:
- Meet in the computer lab to begin research for your Igbo cultural presentations (here). We will present these on October 17!
- Catch up on TFA as needed to keep up with class.
- Study Unit 3 vocabulary words to prepare for a quiz Friday
- Continue 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 10 - Early Release
Learning Goal: Analyze how different characters and conflicts advance the plot. Make connections to the cultural misunderstandings in the novel.
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. ELAGSE9-10RL6: 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 - quiz TOMORROW!
- Whole class discussion/review: What is the function/purpose of Part 2 of Things Fall Apart? Which events are the most important and why?
- Begin reading chapters 20 - 22, and complete question 3 as you read (compare and contrast the two missionaries, Mr. Brown and Mr. Smith). What determines what makes an outsider “good” or “bad”? How do the two missionaries respond differently to cultural misunderstandings?
- Ponder and Respond: Can one culture be “right” and another culture “wrong”? Explain.
- Discuss your P&R with a partner, then be ready to discuss as a class.
- Catch up on TFA as needed to keep up with class.
- Study Unit 3 vocabulary words to prepare for a quiz tomorrow!
- Continue 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 11
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills. Complete your reading of Things Fall Apart. Analyze the use of irony in the novel. Make connections between the author’s life and literary work.
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. ELAGSE9-10RL4: 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.)
Agenda:
- Take Unit 3 Sadlier Vocabulary quiz and Magic Lens levels one and two quiz
- Complete reading the novel (chapters 23-25), and complete SpringBoard activities on irony. (Answer questions 1-4 on pages 264-265 - Activity 3.19) Use your IAN resource on the three types of irony as needed.
- Catch up on TFA as needed to keep up with the class.
- Continue reading your IR #2.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.