Sunday, March 18 - 45 minutes of Membean due before midnight
Monday, March 19 - Bring your copy of The Joy Luck Club to class
Tuesday, March 20 - Bring completed Queen of Katwe assignment to class (handout here)
Wednesday, March 21 - Peer review of Things Fall Apart essay (handout here); bring printed copy of essay to class (5 points)
Sunday, March 25 - 45 minutes of Membean due before midnight
Please follow The Joy Luck Club reading calendar here (also in packet)!
Upcoming Due Dates:
Monday, March 26 - Sunday, April 6 - NO MEMBEAN REQUIREMENT! Extra credit opportunity: practice for 45 minutes during this two-week window to receive 10 extra credit points in the vocabulary category.
Thursday, March 29 - Submit your FINAL copy of Things Fall Apart essay to TurnItIn.com before midnight
Tuesday, April 10 - JLC Socratic Seminar in class
Wednesday, April 11 - JLC Assignments A (motif journals) & B (seminar questions) due to TurnItIn.com (assignments here)
Monday, March 19
Learning Goal: Analyze the connection between a prologue and a larger work; Analyze for symbolism; consider how authors create tone through the use of imagery and setting through an analysis of Amy Tan's The Joy Luck Club.
Targeted Standards: ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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:
- Complete viewing Queen of Katwe and analyzing the film through the handout. As you watch, compile a list of elements from the film that exemplify culture clash. Then, complete the following Ponder & Respond prompt: In Queen of Katwe, are the overall effects of the western cultural influences positive or negative? Based on all you’ve learned from our study of Things Fall Apart, is this a fair representation? Does the fact that this is a Disney movie affect your opinion? Why or why not?
- Begin The Joy Luck Club novel unit - complete the anticipation guide in IAN.
- Annotate your copy of The Joy Luck Club for chapter numbers and mother/daughter relationships
- Introduction to The Joy Luck Club activities - introduce packet and various assignments to be completed for the unit. (packet here)
- Whole class: read and analyze the prologue “Feathers from a Thousand Li Away” - make a prediction: what will this novel be about?
- Students independently begin reading Chapter 1: “The Joy Luck Club.” Annotate for tone and setting for a class discussion tomorrow.
Tuesday, March 20
Learning Goal: Analyze for symbolism; consider how authors create mood through the use of imagery and setting through an analysis of Amy Tan's The Joy Luck Club.
Targeted Standards: ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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:
- Turn in Queen of Katwe handout
- Magic Lens - level 3 notes
- In small groups, complete a butcher paper activity to analyze the setting and mood of chapter 1, “The Joy Luck Club.”
- Turn annotations into a product conveying setting and tone. Develop a claim statement to answer the following prompt: How does Amy Tan use setting to create a particular mood in “The Joy Luck Club”?
- On your paper - DRAW the setting (either Kweilin or An-Mei’s house). Around the drawing, provide quotations (with lead-ins and citations). Then, write a claim statement that answers the question above.
- ‘All groups share their claim statement and three pieces of evidence.
- Begin reading chapter 2, “Scar” (due tomorrow)
Wednesday, March 21
Learning Goal: Work as an editor to help another student revise his/her essay for content and style; analyze a chapter for symbolism.
Targeted Standards: ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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:
- Magic Lens practice - level 3
- Complete TFA peer review activity (handout here). This will be your ONLY peer review: be sure to visit the Hoya Writing Center either Tuesdays or Wednesdays to have your paper reviewed! :)
- Introduce Foster’s concept of meals as communion and participate in a whole-class discussion. How does this perspective connect with other texts we have studied?
- Ponder and Respond: Consider An-Mei’s comment about scars at the end of Chapter 2 “Scars.” Since both An-Mei and Taitai (An-Mei's mother) suffer wounds that result in scars while in tentative contact with their mothers, examine the cause of the wounds and the connections to the mothers. What do these scars figuratively mean?
- If time, continue your reading of The Joy Luck Club; chapter 3 “The Red Candle” due tomorrow.
Thursday, March 22
Learning Goal: Consider the same event told from different mediums and explore relationship between author's choices and audience. Consider global perspectives on a social issue; consider how an author creates character and cultural perspective.
Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. 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.
Agenda:
- Magic Lens - level 3 practice
- Classes attend 10th Grade Career Counseling
- Ponder and Respond: What is your view on arranged marriage? How does your view align with the "average American's" view? How do you think you would view it if you were a member of a culture that embraced this custom? Why?
- In groups, read the arranged marriages articles, view the clips from popular culture, and complete the "Viewpoint Matrix" graphic organizer.
- Clips from Arranged:
- Use these clips and the articles to complete the Viewpoint Matrix graphic organizer. (All sources here.)
Friday, March 23
Learning Goal: Consider the same event told from different mediums and explore relationship between author's choices and audience. Consider global perspectives on a social issue; consider how an author creates character and cultural perspective.
Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. 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.
Agenda:
- Magic Lens - level 3 practice
- Meet your JLC family!
- Compare the children's story version of The Moon Lady to the chapter “The Moon Lady.” Consider the two accounts: which details are emphasized in each? Why? How does the audience dictate author's choices? Be specific. Write a group CEI paragraph to explain your analysis.
- Read the prologue for part two, “The Twenty-Six Malignant Gates,” and analyze in whole-class discussion. Based on the prologue, make a prediction on part two of the novel.
- If time, begin reading YOUR FAMILY’S chapters from parts 2 & 3, due Monday.