Thursday, 10/17 - Ibo cultural presentations and annotated bibliographies due - please bring in a typed, printed copy of your annotated bibliography to class, have a copy of your presentation in your Google HWL folder, and submit a copy of your annotated bibliography to TurnItIn.com. (assignment and rubric here)
Sunday, 10/20 - Vocabulary Unit 4 activities due by 11:59pm
Upcoming Due Dates:
Thursday, 10/24 - Acquire a copy of Amy Tan’s The Joy Luck Club before class today
Friday, 10/25 - Unit 4 vocabulary quiz, and read chapter 1 of The Joy Luck Club before class today. Prepare for a reading quiz!
Friday, 11/1 - Complete your reading your IR #2 by today. Create and post your Flipgrid video (handout here).
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 14
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 continue research for your Igbo cultural presentations and annotated bibliographies (here). We will present these on October 17, and annotated bibliographies are due to in hard copy on 10/17 and to TurnItIn.com by 11:59 p.m.
- Please remember to SHARE your presentation with your teacher before class on 10/17 so you don’t lose points!
- Catch up on TFA as needed to keep up with class - the book MUST be completed by tomorrow.
- Complete all Unit 4 activities on Sadlier Connect before midnight on Sunday, October 20th.
- 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, due Thursday, 10/17.
Tuesday, October 15
Learning Goal: 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: ELAGSE9-10RL4: 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:
- Discuss the conclusion and show your teacher your work on parts 2 and 3 of Things Fall Apart.
- Watch Adichie’s “The Danger of a Single Story” on TED. Discuss!
- Read “An African Voice” (an interview with Chinua Achebe) - pg. 268 answer the "Check Your Understanding" on an index card.
- Discuss!
- Complete all Unit 4 activities on Sadlier Connect before midnight on Sunday, October 20th.
- 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, due Thursday, 10/17.
Wednesday, October 16
Learning Goal: Conduct a comparative analysis between texts with similar themes. Present an oral interpretation of a poem.
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. ELAGSE9-10RL4: 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.) ELAGSE9-10RL9: 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:
- Finish reading and activities with “An African Voice” (an interview with Chinua Achebe) as needed - pg. 268 answer the "Check Your Understanding" on an index card.
- Consider the use of diction to convey tone (answer question 1 on page 259, Activity 3.18 in SpringBoard).
- In small groups, on butcher paper, analyze your assigned poem. Annotate your poem, complete TPFASSTT, and answer all associated questions in SpringBoard.
- “Prayer to the Masks,” page 260 - questions 1-3
- “The Second Coming,” page 262 - questions 4-6
- Once you have analyzed your poem, you will prepare a dramatic reading of the poem. Consider who from your group will read which lines, and which lines or specific words you will read together. Plan your pacing, style, and use of physical presence.
- As time allows, meet with your Ibo research partner to prepare for tomorrow.
- Complete all Unit 4 activities on Sadlier Connect before midnight on Sunday, October 20th.
- 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, due Thursday, 10/17.
Thursday, October 17
Learning Goal(s): Submit your annotated bibliography and present your research findings with the class.
Targeted Standards: ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Agenda:
- Submit your printed annotated bibliography to your teacher and present your Ibo cultural presentation to your classmates! (assignment and rubric here). Submit your annotated bibliography to TurnItIn.com by midnight tonight.
- Complete all Unit 4 activities on Sadlier Connect before midnight on Sunday, October 20th.
- Continue reading your IR #2.
- Submit your annotated bibliography to TurnItIn.com before midnight tonight!
Friday, October 18
Learning Goal(s): Plan and write a literary analytical essay about Things Fall Apart in which you examine a character’s response to the cultural collision caused by the introduction of Western ideas into Ibo culture.
Targeted Standards: 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. 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. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain an appropriate style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Agenda:
- Finish cultural presentations as needed.
- Using the novel, your research, and your notes from the culture presentations, craft an essay in which you analyze how the cultural collision in the novel changes a character’s sense of identity, and explain how his or her response shapes the meaning of the work as a whole.
Homework:
- Complete all Unit 4 activities on Sadlier Connect before midnight on Sunday, October 20th.
- Continue reading your IR #2.