Monday, 10/22 - Read chapter 3 of JLC before coming to class (“The Red Candle”)
Tuesday, 10/23 - Read chapter 4 of JLC before coming to class (“The Moon Lady”)
Wednesday & Thursday, 10/25 -10/26 - Complete your reading of your family’s chapters from parts 2, 3, and 4.
Thursday, 10/26 - Complete the Unit 5 Sadlier Connect activities by 11:59 p.m.
Friday, 10/26 - IR Book #2 completed; be ready to present on your novel (rubric here; make sure to review your bookmark!); groups present Assignment C (family chapter presentation)
Upcoming Due Dates:
Wednesday, 10/31 - Assignment A (motif journal) and Assignment B (seminar questions) due to TurnItIn.com by 11:59 p.m.
Thursday & Friday, 11/1 - 11/2 - Socratic seminar (Assignment E)
Friday, 11/2 - Unit 5 vocabulary assessment
Monday, 11/5 - JLC literary analysis paragraphs (Assignment D) due in class for peer review
Thursday, 11/8 - JLC literary analysis paragraphs (Assignment D) due to TurnItIn.com by 11:59 p.m.
Resources:
JLC calendar (here)
JLC Assignment Packet (here)
Monday, October 22
Learning Goal(s): Consider global perspectives on a social issue; consider how an author creates character and cultural perspective.
Targeted Standards: 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. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Agenda:
- Magic Lens - annotate the practice sentence for all three levels.
- Take the reading quiz on chapter 3, “The Red Candle.”
- 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.)
- If time, continue reading The Joy Luck Club; chapter 4 (“The Moon Lady”) due tomorrow.
- JLC Reading - Use the JLC calendar (here) to complete assigned reading each night
- Sadlier Connect, Unit 5 activities - due Thursday, 10/25 before midnight
- IR Book - Continue to read your second independent novel; review your bookmark for presentation guidelines; be ready to present on Friday, 10/26
- JLC motif journal (Assignment A) - continue tracking quotations on your three assigned motifs for your assigned family, due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- Socratic seminar questions (Assignment B) due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- JLC literary analysis paragraphs (Assignment D) due in class Monday, 11/5 for peer review
Tuesday, October 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 - annotate the practice sentence for all three levels.
- Take the reading quiz on chapter 4, “The Moon Lady.”
- 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 tomorrow.
- JLC Reading - Use the JLC calendar (here) to complete assigned reading each night
- Sadlier Connect, Unit 5 activities - due Thursday, 10/25 before midnight
- IR Book - Continue to read your second independent novel; review your bookmark for presentation guidelines; be ready to present on Friday, 10/26
- JLC motif journal (Assignment A) - continue tracking quotations on your three assigned motifs for your assigned family, due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- Socratic seminar questions (Assignment B) due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- JLC literary analysis paragraphs (Assignment D) due in class Monday, 11/5 for peer review
Wednesday, October 24
Learning Goal(s): Complete an in-depth analysis of a chapter in The Joy Luck Club. Collaborate with peers to enrich your interpretation of the author’s purpose.
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.ELAGSE9-10RL3: 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. ELAGSE9-10RL5: 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.
Agenda:
- Magic Lens - annotate the practice sentence for all three levels.
- Meet in family groups to complete Assignment C for your chapter in part two of the novel.
- Assignment C: Family Chapter Presentation (30 points - Speaking and Listening)
- Divide a large piece of butcher paper into thirds. On ONE third, complete the following items for each of your assigned chapters in parts 2-4 of the novel:
- Provide the chapter title and narrator
- write a 3-5 sentence summary of the chapter
- connect your chapter to the prologue for the novel section (ex: “Feathers from a Thousand Li Away”
- discuss the evolution Mother/Daughter relationship
- discuss a symbol (provide the context of the symbol, a visual, and explain its significance)
- Select ONE sentence/short passage from the chapter that you feel most effectively communicates a theme for the chapter, then write a theme statement (use IAN)
- discuss a Chinese tradition/belief/value that is addressed in the chapter and compare and contrast it to American culture
- EACH DAY you need to complete a different item in your group.
- Divide a large piece of butcher paper into thirds. On ONE third, complete the following items for each of your assigned chapters in parts 2-4 of the novel:
- Assignment C: Family Chapter Presentation (30 points - Speaking and Listening)
- Read the prologue for part three, “American Translation,” and analyze in whole-class discussion. Based on the prologue, make a prediction on part three of the novel.
- JLC Reading - Use the JLC calendar (here) to complete assigned reading each night
- Sadlier Connect, Unit 5 activities - due TOMORROW, 10/25 before midnight
- IR Book - Continue to read your second independent novel; review your bookmark for presentation guidelines; be ready to present on Friday, 10/26
- JLC motif journal (Assignment A) - continue tracking quotations on your three assigned motifs for your assigned family, due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- Socratic seminar questions (Assignment B) due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- JLC literary analysis paragraphs (Assignment D) due in class Monday, 11/5 for peer review
Thursday, October 25
Learning Goal(s): Complete an in-depth analysis of a chapter in The Joy Luck Club. Collaborate with peers to enrich your interpretation of the author’s purpose.
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.ELAGSE9-10RL3: 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. ELAGSE9-10RL5: 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.
Agenda:
- Magic Lens - annotate the practice sentence for all three levels.
- Meet in groups to complete Assignment C (chapter analysis on butcher paper) for your family’s chapters in parts 3 & 4. Be ready to present your group’s work on all three chapters tomorrow!
- Introduce parallelism through a mini-lesson with the prologue for “Queen Mother of the Western Skies” (presentation here)
- If time, continue working on motif annotations and reader response journal (Assignment A).
- Sadlier Connect, Unit 5 activities - due TONIGHT, 10/25 before midnight
- IR Book - Continue to read your second independent novel; review your bookmark for presentation guidelines; be ready to present TOMORROW, 10/26
- JLC motif journal (Assignment A) - continue tracking quotations on your three assigned motifs for your assigned family, due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- Socratic seminar questions (Assignment B) due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- JLC literary analysis paragraphs (Assignment D) due in class Monday, 11/5 for peer review
Friday, October 26
Learning Goal(s): Students complete the jigsaw activity of The Joy Luck Club by presenting their analyses of assigned families.
Targeted Standards: 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.
Agenda:
- Complete a short presentation on your independent reading novel.
- Groups present on their chapters; audience asks questions to build on their own understanding from the jigsawed content. Take notes on the provided graphic organizer (here) to prepare for the seminar.
- If time, continue working on motif annotations and reader response journal (Assignment A).
- JLC motif journal (Assignment A) - continue tracking quotations on your three assigned motifs for your assigned family, due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- Socratic seminar questions (Assignment B) due Wednesday,10/31 to TurnItIn.com by 11:59 p.m.
- JLC literary analysis paragraphs (Assignment D) due in class Monday, 11/5 for peer review