Sunday, April 8 - Membean Extra Credit - There is no Membean requirement over the break, but you can earn 10 extra credit points by completing 45 minutes of practice either this week or next (between 3/26 and 4/8).
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)
Friday, April 13 - JLC literary analysis paragraphs (Assignment D) due in class for peer review
Sunday, April 15 - 45 minutes of Membean practice due before midnight
Upcoming Due Dates:
Thursday, April 19 - final copy of JLC literary analysis paragraphs due to TurnItIn.com before midnight
Monday, April 9
Learning Goal: Use text evidence to analyze Tan’s use of setting/mood and theme.
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. ELAGSE9-10RL7: 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.
Agenda:
- Prepare for the Socratic seminar TOMORROW!
- Finish writing your 5 seminar questions (assignment B)
- When you're finished, print a copy for use in the seminar TOMORROW
- Submit this to TurnItIn.com - due Wednesday
- Continue your motif journal on three assigned topics (assignment A)
- Print a copy of this to use during the seminar TOMORROW (even if it's still rough!!)
- When it's edited and polished, submit to TurnItIn.com - due Wednesday
- Begin/Continue your two literary analysis paragraphs (assignment D)
- Peer review of BOTH paragraphs on this Friday, April 13
- Setting/Mood paragraph MUST be from either part 1 or part 2 of the novel, and your MAY NOT write about paragraph 1 ("The Joy Luck Club") because we analyzed this chapter for setting/mood in class.
- Theme paragraph MUST be from parts 3 and/or 4. You may refer to earlier in the novel, but you must also draw from later chapters.
- Finish writing your 5 seminar questions (assignment B)
- Plan and draft your literary analysis paragraphs and/or add to your motif journal (Assignment A).
- Vanbo: Lab 9234
- Riley: Lab 9129
- JLC motif journal (Assignment A) - continue tracking quotations on your three assigned motifs, due 4/11
- JLC Socratic seminar questions (Assignment B) - write five questions for use in the seminar on Tuesday, 4/10 (due to TurnitIn.com on Wednesday, 4/11)
- JLC literary analysis (Assignment D) - continue to develop these for peer review 4/13
- Membean - 45 minutes due before midnight on Sunday, 4/15
Tuesday, April 10
Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club.
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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Bring a printed copy of Reader Response Journal and discussion questions for use in the seminar.
- Magic Lens practice - level 3
- Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).
- If time, continue planning/drafting literary analysis paragraphs (assignment D), due for peer review Friday, April 13.
- JLC motif journal (Assignment A) - continue tracking quotations on your three assigned motifs, due TOMORROW (4/11)
- JLC Socratic seminar questions (Assignment B) - due to TurnitIn.com TOMORROW, 4/11
- JLC literary analysis (Assignment D) - continue to develop these for peer review 4/13
- Membean - 45 minutes due before midnight on Sunday, 4/15
Wednesday, April 11
Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club.
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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Assignments A and B due to TurnItIn.com by 11:59 p.m. today
- Bring a printed copy of Reader Response Journal and discussion questions for use in the seminar.
- Magic Lens practice - level 3
- Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).
- If time, continue planning/drafting literary analysis paragraphs (assignment D), due for peer review Friday, April 13.
Thursday, April 12
Learning Goal: 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:
- Magic Lens Practice - level 3
- Ponder and Respond: What makes for an effective persuasive speech?
- IAN: Add Unit 3 Table of Contents (here), SMELL graphic organizer (here), and Rhetorical Appeals handout (here) for analyzing rhetoric to your IAN.
- Student Work Session--Read Malala Yousafazi’s speech at the United Nations (packet here). Complete the SMELL graphic organizer on her speech. Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer inside the packet, explain the intended effect on the audience for each of these rhetorical examples. (Pearson, My Perspectives)
- View Diane Sawyer’s interview with Malala Yousafazi (under 7 minutes: https://www.youtube.com/watch?v=ev-jPT5M9cU). Learn the media vocabulary lead-in, close-up shot,and slant, then answer the “Media Vocabulary” questions provided.
- Homework: The Joy Luck Club literary analysis paragraphs (Assignment D) due for peer review tomorrow. 45 minutes of Membean due Sunday, April 15 by 11:59 pm.
Friday, April 13
Learning Goal: 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:
- Bring printed copies of both JLC literary analysis paragraphs to class today
- Magic Lens Level 3 Practice Sentence
- Meet in partners to peer review literary analysis paragraphs
- IAN: add the Rhetorical Appeals handout on the opposite page of the SMELL graphic organizer
- View Malala’s speech to the United Nations
- Using the printed copy of her speech, annotate for all of the rhetorical appeals she employs
- 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 (Assignment D) - continue to develop these; final copies due to TurnItIn.com Thursday, 4/19
- Membean - 45 minutes due before midnight on Sunday, 4/15