Mon., 11/11 & Tues., 11/12 - Come to class prepared for the JLC Socratic Seminar! You need hard copies of your article, Analyze This!, your motif journal, your questions, and (of course), the novel.
Tues. 11/12 - Submit your Motif Reader Response Journal and your discussion questions to TurnItIn.com before midnight.
Wed. 11/13 - Bring in your annotated article, Analyze This!, and your completed seminar reflection sheet to submit in class today.
Sun., 11/17 - Complete Unit 5 activities on Sadlier Connect by 11:59 p.m.
Upcoming Due Dates:
Thurs., 11/21 - Complete your reading of your IR#2 and post your video to Flipgrid! (instructions here)
Fri., 11/22 - Take the vocabulary assessment on Unit 5 vocabulary words (here)
Resources:
The Joy Luck Club reading calendar (here)
The Joy Luck Club Assignment Packet (here)
The Joy Luck Club full text PDF (here)
The Joy Luck Club Motif Journal Shell (here)
To-Do List for Socratic Seminar preparation (here)
Unit 5 vocabulary word list (here)
Monday, November 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:
- Introduce the Unit 5 vocabulary word list (here)
- Bring your copy of Tan’s text, as well as any notes and printed copies of the following for use in the seminar:
- Motif Reader Response Journal
- Discussion questions
- Article on your chosen motif
- Analyze This!
- Establish norms for participation in a seminar setting; review expectations for completing reflection sheet.
- Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).
- Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by Tuesday, 11/12 at 11:59 p.m.; bring completed article with annotations and Analyze This!, as well as seminar reflection sheet by Wednesday, 11/13.
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Tuesday, November 12
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 your copy of Tan’s text, as well as any notes and printed copies of the following for use in the seminar:
- Motif Reader Response Journal
- Discussion questions
- Article on your chosen motif
- Analyze This!
- Establish norms for participation in a seminar setting; review expectations for completing reflection sheet.
- Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).
- Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by TONIGHT, 11/12 at 11:59 p.m.; bring completed article with annotations and Analyze This!, as well as seminar reflection sheet by TOMORROW, Wednesday, 11/13.
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Wednesday, November 13
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.
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Thursday, November 14
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:
- Label the Magic Lens sentence(s) for all three levels.
- 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?
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Friday, November 15
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:
- 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 Cliff Notes video of 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
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.