Monday, Jan. 13 - Bring required IAN supplies (100+ sheet composition book, glue stick, scissors)
Tuesday, Jan. 14 - Bring a typed, printed copy of your “Araby” CEI paragraph for peer review (handout here)
Friday, Jan. 17 - Completed pre-course reading assignment
Upcoming Due Dates:
Tuesday, Jan. 21 - “Araby” CEI paragraph final draft due (handout here) AND Archetype Selfie due (assignment here)
Wednesday, Jan. 29 - First IR book due for book check; AND “A Very Old Man with Enormous Wings” CEI constructed response (handout here)
Resources:
Pre-Course Assignment
“Araby” (text here)
“A Very Old Man with Enormous Wings” (text here)
Monday, January 13
Learning Goal(s): Make connections between the self and peers; organize resources; communicate a claim that analyzes theme; support claims with evidence and interpretation.
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. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Agenda:
- Set up your Interactive Notebook!
- Ponder and Respond: “I would define my personality type as…”
- Complete the “Array Inventory” assessment (quiz here).
- Meet with your fellow character types and have a group discussion: What do you think about your results? Do you agree with them? Why or why not? What characteristics do you feel you have that most strongly align with your character type? Who else in the group has those same characteristics?
- As time allows, continue planning and drafting your CEI paragraph on theme in “Araby” (handout here), due typed in class on Friday for peer review.
- Review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (ppt).
- Take and score the Heroic Myth Assessment (quiz here) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type?
- Add both personality types from the personality quizzes (Array Inventory and Heroic Myth Index) to an index card for your teacher! Ponder and Respond: Do you agree with your results? Why/why not?
- Introduce Archetype Selfie with Instagram caption, due Tuesday, 1/21 (assignment here). Use the 12 common character archetypes IAN resource (here) or the 12 common character archetype website for reference of the characteristics that make up your archetype.
- Continue composing CEI paragraph on theme in “Araby” (handout here), due typed in class TOMORROW for peer review.
- Completed pre-course reading assignment - due Friday, Jan. 17th
- Begin planning Archetype Selfie with Instagram caption, due Tuesday, 1/21 (assignment here)
Tuesday, January 14
Learning Goal(s): Work as a peer editor to revise a piece of writing.
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.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Complete the peer review activity for your CEI paragraph on theme in “Araby” (handout here).
- Brainstorming: create a word web for the following terms: old man, wings, angel
- Begin reading “A Very Old Man with Enormous Wings” (text here) and complete annotations, due tomorrow.
- Annotate for the following:
1. Examine archetypes within the story: are there any universal characters, colors, situations, settings, or symbols? How do they function? How do they compare to similar elements from other works? (Provide evidence)
2. Write two potential theme statements for “A Very Old Man with Enormous Wings.”
3. Write two questions you have about the text. (These can be comprehension questions or discussion questions - up to you!)
- Continue revising CEI paragraph on theme in “Araby” (handout here), final draft due Tuesday, 1/21
- Completed pre-course reading assignment - due Friday, Jan. 17th
- Begin planning Archetype Selfie with Instagram caption, due Tuesday, 1/21 (assignment here)
Wednesday, January 15
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.
Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
- Mrs. Riley’s classes meet in 9234 for the student survey and PSAT Webquest (here).
- Take the grammar baseline diagnostic assessment.
- Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes here; presentation here)
- Sign out SpringBoard books.
- In your SpringBoard book, explore the term “culture” (page 5). Work through “Defining Culture,” #1-6.
- Think about items that are important in your culture - you can select any culture you feel you’re a part of: Harrison High School’s culture, the United States’ culture, Southern culture, etc. On the Wiki template (here), create a Wikipedia entry for this item for someone who is unfamiliar with the item and its significance. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture. Be sure to:
- Describe the object clearly using vivid and concrete language.
- Explain how the object connects to your culture.
- Explain the significance of the object.
- Use a professional tone, complete sentences, and proper grammar and mechanics.
- In pairs, turn to page 9 in your SpringBoard text. Set a purpose for reading: Underline or highlight information that helps you define the concept of cultural identity. Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
- Read “What is Cultural Identity” by Elise Trumbull and Maria Pacheco. Use underlining and circling from the “Setting a Purpose for Reading” instructions as you read aloud with a partner. (One partner reads odd paragraphs, one partner reads evens.)
- As a pair, discuss THEN respond in writing to each of the following questions after the text: #2, #3, #5, #7-9.
- Continue revising CEI paragraph on theme in “Araby” (handout here), final draft due Tuesday, 1/21
- Completed pre-course reading assignment - due Friday, Jan. 17th
- Begin planning Archetype Selfie with Instagram caption, due Tuesday, 1/21 (assignment here)
Thursday, January 16
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.
Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
- Ms. Vanbo’s classes meet in 208 for the student survey and PSAT Webquest (here).
- Label the Magic Lens sentence for level 1 (parts of speech).
- Continue revising CEI paragraph on theme in “Araby” (handout here), final draft due Tuesday, 1/21
- Completed pre-course reading assignment - due Friday, Jan. 17th
- Begin planning Archetype Selfie with Instagram caption, due Tuesday, 1/21 (assignment here)
Friday, January 17
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly discussion
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. ELAGSE9-10SL1: 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
Agenda:
- Submit your completed pre-course assignment (here), if not already submitted.
- Label the Magic Lens sentence for level 1 (parts of speech).
- Participate in a silent discussion for “A Very Old Man with Enormous Wings.” On a piece of computer paper, write your name and one question you have about the text (you should have two already written from our reading). Follow your teacher’s instructions for passing!
- Cultural Connection: A visit to Colombia!
- Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
- Then, read the following article: https://www.theatlantic.com/entertainment/archive/2014/04/the-origins-of-gabriel-garcia-marquezs-magical-realism/360861/.
- Discuss your observations with the class.
- Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
- Add the Tone/Mood documents (here) to IAN.
- Complete yesterday’s plans as needed.
- In small groups, complete an analysis of mood and setting in “Araby.”
- Begin analyzing setting and mood in “A Very Old Man with Enormous Wings” to construct an individual CEI constructed response (handout here), due for peer review on Wednesday, 1/22.
- Continue revising CEI paragraph on theme in “Araby” (handout here), final draft due Tuesday, 1/21
- Completed pre-course reading assignment - due Friday, Jan. 17th