Sunday, 4/14 - Unit 5 activities due on Sadlier Connect
Monday, 4/15 - JLC literary analysis paragraphs (Assignment D) due in class for peer review
Thursday, 4/18 - JLC literary analysis paragraphs (Assignment D) due to TurnItIn.com by 11:59 p.m.
Friday, 4/19 - Unit 5 vocabulary quiz; IR#3 book check (recommendations here; or visit Goodreads’ “Books Every Teen Should Read”)
Upcoming Due Dates:
Sunday, 4/28 - Unit 6 activities due on Sadlier Connect before midnight
Friday, 5/3 - Unit 6 vocabulary quiz
Friday, 5/10 - Caesar choice board due in class and on TurnItIn.com (assignment here)
Sunday, 5/12 - Unit 7 activities due on Sadlier Connect before midnight
Monday, 513 - Exam exemption forms due to teachers (form here)
Friday, 5/17 - IR#3 summative assessment due; unit 7 vocabulary quiz
Monday, 5/20 - Final exam essay in class
Tuesday, 5/21 & Wednesday, 5/22 - final exam
Resources:
The Joy Luck Club reading/activity calendar (here)
The Joy Luck Club Assignment Packet (here)
The Joy Luck Club full text PDF (here)
The Tragedy of Julius Caesar (digital copy here)
No Fear Shakespeare: Julius Caesar (here)
Julius Caesar Choice Board (assignment here)
Monday, April 15
Learning Goal(s): Practice role as a “peer editor” to improve revision skills and help create polished pieces.
Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 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:
- Bring printed copies of both JLC literary analysis paragraphs to class today.
- Label the Magic Lens sentence(s) for all three levels.
- Meet in partners to peer review literary analysis paragraphs (peer review 1 here; peer review 2 here)
- If time, begin reading and analyzing Malala Yousafazi’s speech at the United Nations. (handout packet here)
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com Thursday, April 18th before midnight.
- Independent Reading: Select and acquire your third and final independent reading book - bring a copy to class on Friday, April 19th for a book check!
- Vocabulary: Study your Unit 5 vocabulary words for the quiz on Friday, April 19th.
Tuesday, April 16
Learning Goal(s): Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
Targeted Standards: ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
- Label the Magic Lens sentence(s) for all three levels.
- IAN: Add the SMELL graphic organizer (handout here) for analyzing rhetoric to your IAN.
- Student Work Session--Read Malala Yousafazi’s speech at the United Nations. (handout packet here)
- Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer in the packet on page 316, explain the intended effect on the audience for each of these rhetorical examples.
- View Diane Sawyer’s interview with Malala Yousafazi (here). Learn the media vocabulary "lead-in," "close-up shot," and "slant" (page 318 of the packet), then answer the “Media Vocabulary” questions also provided on page 318.
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com Thursday, April 18th before midnight.
- Independent Reading: Select and acquire your third and final independent reading book - bring a copy to class on Friday, April 19th for a book check!
- Vocabulary: Study your Unit 5 vocabulary words for the quiz on Friday, April 19th.
Wednesday, April 17
Learning Goal(s): Continue to analyze authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- IAN: add the Rhetorical Appeals handout (here) on the opposite page of the SMELL graphic organizer (added yesterday) in your Interactive Notebook.
- View Malala’s speech to the United Nations (here).
- Using the printed copy of her speech in the packet, annotate for all of the rhetorical appeals she employs. (You may want to highlight in three different colors.)
- With a partner, complete a sticky note for the most effective use of ethos, pathos, and logos you found in her speech, and add to the posters.
- Ponder and Respond: Malala’s call to action is “So, let us wage a global struggle against illiteracy, poverty, and terrorism. Let us pick up our books and pens. They are our most powerful weapons” (para. 33). Based on her claim here and her use of rhetorical appeals (ethos, logos, pathos) throughout, how likely are you to be persuaded by her speech? Reflect and explain.
- Likely: If you have been persuaded, reflect on and explain why this might be. (Are you already an advocate for education? Were you moved by her ethos as a speaker?)
- Unlikely: If you are not persuaded, reflect on why this might be. (Is there a disconnect between you as an audience and the message in the speech? Are you already too “set in your ways” to listen to other perspectives?
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com Thursday, April 18th before midnight.
- Independent Reading: Select and acquire your third and final independent reading book - bring a copy to class on Friday, April 19th for a book check!
- Vocabulary: Study your Unit 5 vocabulary words for the quiz on Friday, April 19th.
Thursday, April 18
Learning Goal(s): Debate thematic connections to Julius Caesar.
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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence..
Agenda:
- Literary analysis paragraphs (Assignment D in the JLC packet) due today to TurnItIn.com before midnight. Please submit these as two different files, as labeled on TurnItIn.com.
- Magic Lens Level 3 practice sentence
- Opener - Listen to the soldier scenario, then pick one of the following questions to respond to in a fully developed paragraph:
- If Dillon holds his fire, why does the fact that the people in his squad are his “friends” make a difference (or does that make a difference)?
- If Dillon killed an innocent civilian would you be willing to call him a murderer? Why or why not? If yes, what should his punishment be? Why?
- If Dillon fails to shoot the woman and some of his fellow soldiers are killed and wounded as a result of his failure to shoot, would you be willing to say that he has committed a crime? Why or why not? What crime has he committed and what should his punishment be? Why?
- What do you think the morals of war are? What guidelines or criteria can someone use to live by in a war?
- Introduce Caesar choice board summative assessment (here).
- View Shmoop Introduction to Caesar (here).
- View history of the historical Julius Caesar (here).
- Take Cornell or Doodle notes on pages 1-13 of the Julius Caesar introduction (copy here; stop at "Act It Out!"). (Cornell here; Doodle Notes here)
- Instructions for completing Cornell Notes:
- Fill in heading & topic/objective
- Write an essential question (what do you hope to discover from reading this content?)
- Record notes in the right section as you read
- Write High Level Questions on the left while reading
- Write a summary at the bottom of page
- Instructions for completing Cornell Notes:
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com today before midnight.
- Independent Reading: Select and acquire your third and final independent reading book - bring a copy to class tomorrow for a book check!
- Vocabulary: Study your Unit 5 vocabulary words for the quiz tomorrow.
Friday, April 19
Learning Goal(s): Review methods of characterization and analyze characters in Julius Caesar.
Targeted Standards: 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. ELAGSE9-10RL9: 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:
- Magic Lens Level 3 Practice Sentence
- Bring in your IR#3 for a book check.
- Take the Unit 5 vocabulary assessment.
- Finish taking Cornell or Doodle notes on pages 1-13 of the Julius Caesar introduction (copy here; stop at "Act It Out!"). (Cornell here; Doodle Notes here)
- As a class, read aloud and analyze the opening scenes in Act I of Julius Caesar; begin tracking characters on tracking sheet (handout here).
- Independent Reading: Begin reading your third and final independent reading book - your book and final IR project need to be completed by Friday, May 17th.
- Vocabulary: Complete the Unit 6 vocabulary activities on Sadlier Connect by Sunday, April 28th by 11:59 p.m.