Monday, 1/14 - Bring IAN supplies to class today (100+ sheet composition book, glue stick, scissors)
Monday, 1/14 - Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions.
Friday, 1/18 - Archetype Selfie (with captions) due today (assignment here)
Upcoming Due Dates:
Tuesday, 1/22 - Technology form due today - show your initialed document to your teacher. You should be enrolled in all digital systems, and have completed your diagnostic assessment on NoRedInk.
Friday, 1/25 - Select and acquire your first independent reading book - have a print copy today in class for a book check.(recommendations here; or visit Goodreads’ “Books Every Teen Should Read”)
Monday, 1/28 - Complete your reading of the literary analysis Antigone articles. Annotate for use in your embedded assessment essay. (article 1 here, article 2 here, article 3 here)
Monday, January 14
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:
- Students will receive the technology sign-up sheet from their teachers in class. Please complete the enrollment process for each required system and initial each box as you complete it. Please make sure to follow each instruction, including completing the diagnostic assessment on NoRedInk. This assignment is due Tuesday, January 22nd.
- Interactive Notebook supplies are due today: set up IAN - review Prezi & add Table of Contents
- Add “Every Trip is a Quest” notes
- Add Archetypes handouts to IAN; Analyze character archetypes from “Araby” & The Bee Tree
- Add Intro to Theme Statements; Review theme Statements for “Araby” & evaluate/revise your original theme statements based on mini-lesson.
- Participate in a silent discussion for “A Very Old Man with Enormous Wings.” On a piece of paper, write your name and one question you have about the text (you should have two already written from last night). Follow your teacher’s instructions for passing!
- Whole Class discussion: examine the symbolism of the first paragraph; discuss questions we still have
- What are the elements of a strong theme statement? Review the theme statement you wrote for “AVOMWEW” and finalize.
- Complete Archetype Selfie with captions assignment (assignment here) - Due Friday, January 18
- Register for all digital systems and initial each box on Technology Agreement - Tuesday, January 22.
Tuesday, January 15
Learning Goal(s): Consider your reading preferences and make a plan to complete Independent Reading requirements this semester
Targeted Standards: 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. 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:
- Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes here; presentation here)
- Sign out SpringBoard books.
- Complete the PSAT reflection based on your PSAT results (handout here). Consider your personal strengths and weaknesses.
- Independent Reading Introduction (presentation here)
- Participate as a class in the “Epic First Paragraphs” activity.
- View the John Green “hype” video to get you excited about reading!
- Discovering Your Textual Lineage: In your IAN, reflect back on your elementary, middle school, and 9th grade years. List any books that you remember making an impact on you.
- Reading Inventory (here): Choose a partner that you have never met before this class. Interview your partner while filling out his/her survey for him/her. Answer the questions truthfully. This survey is very important in reflecting on your own reading history and interests.
- Learn about books that aren’t boring; go through the “books that won’t fly” list.
- Jot down a list of books you are interested in reading. Research three novels using goodreads.com, amazon.com, barnesandnoble.com, etc.
- Complete Archetype Selfie with captions assignment (assignment here) - Due Friday, January 18
- Register for all digital systems and initial each box on Technology Agreement - Tuesday, January 22.
- Select and acquire your new independent reading (IR) book, due Friday, January 25. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read”)
Wednesday, January 16
Learning Goal(s): Explore the concept of culture and the role it plays in personal perceptions; compose a short explanatory text
Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
Agenda:
- Magic Lens Level 1 practice sentence
- Read the provided paragraphs from “Public Trust in the News.”
- These paragraphs are not in order. Your task is to arrange the components into a logical order. Once you’ve arranged them, have your teacher check your work!
- When you have them in the correct order, glue them down.
- Then, answer the following two questions beside each paragraph on your butcher paper:
- Why has your group placed this particular paragraph in this particular place? (Provide a clear justification of your choice.)
- What is the author’s purpose in this paragraph? (Consider how the overall structure of the text helps the author achieve his purpose.)
- Showcase websites that help improve skills for the PSAT.
- In your SpringBoard book, explore the term “culture” (page 5). Work through “Defining Culture,” #1-6.
- From the table you completed for #6, pick one of your items. On a blank piece of computer paper, create a Wikipedia entry for this item for someone who has never seen anything like it before. 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 (and personally to you). 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 to you.
- Use a professional tone, complete sentences, and proper grammar and mechanics.
- Complete Archetype Selfie with captions assignment (assignment here) - Due Friday, January 18
- Register for all digital systems and initial each box on Technology Agreement - Tuesday, January 22.
- Select and acquire your new independent reading (IR) book, due Friday, January 25. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read”)
Thursday, January 17
Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Apply knowledge of parts of speech.
Targeted Standards: 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. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Agenda:
- Magic Lens Level 1 practice sentence
- Complete yesterday’s culture activity in small groups.
- Introduce Greek Theatre
- Complete the KIQ chart, then discuss your charts in small groups.
- Watch a video on ancient Greek theater (video here)
- View TED video on Greek tragedies and John Green video on Oedipus
- Teacher draws Oedipus family tree on board; students copy down in IANs
- Ponder and Respond: Describe a time you had to stand up for someone or something when it wasn’t necessarily the easiest choice. Explain the situation and how you handled it.
- Read the assignment for Embedded Assessment 2: Writing a Literary Analysis Essay on Characterization and Theme. In your IAN, summarize what you will need to know to complete this assessment successfully. In small groups, create a graphic organizer to represent the skills and knowledge you will need to complete the tasks identified in the Embedded Assessment.
- SB pg. 310: Read sections “Greek Theater” and “Sophocles”; highlight key information (highlight in one color information that you have already learned, and new information in a different color). Participate in a class discussion on important background knowledge before beginning the reading of Antigone.
- SB pg. 311: Analyze character motivations by reading brief descriptions and filling out the chart with an elbow partner; class discussion on characters’ feelings and responses to situations.
- As a class, read sections entitled “Tragedy and the Tragic Hero” and “Antigone and Her Family Background.”
- If time permits: Assign reading roles in your group and begin reading Antigone and answering guided reading questions together. (question packet here; rubric here)
- Complete Archetype Selfie with captions assignment (assignment here) - Due Friday, January 18
- Register for all digital systems and initial each box on Technology Agreement - Tuesday, January 22.
- Select and acquire your new independent reading (IR) book, due Friday, January 25. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read”)
Friday, January 18
Learning Goal: Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech.
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. ELAGSE9-10RL3: 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 ELAGSE9-10SL1: 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:
- Magic Lens Level 1 practice sentence
- Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete this activity!
- PICK UP a piece of butcher paper and markers.
- On your butcher paper, WRITE your archetype’s name and DECORATE the paper with appropriate symbols to represent the archetype. (You may cut down the butcher paper as needed)
- TAPE/GLUE all group members’ selfies/captions onto the paper.
- WRITE each group member’s name (first name & last initial) on the front of the poster, next to his/her selfie.
- WRITE your class period number.
- TAPE your poster to the wall.
- WRITE your name on your Archetype Selfie assignment sheet/rubric and SUBMIT to the inbox for grading
- Complete QHT for the following literary terms:
- stage directions (316)
- stichomythia (319)
- ode (322)
- dynamic/static (326)
- foil (351)
- Introduction to Antigone articles - you will need to read and analyze these in preparation for your embedded assessment for this unit (article 1 here, article 2 here, article 3 here). You will need to read these by Monday, January 28.
- Meet in your Greek families to read Antigone. As you read, answer the guided reading questions. Your group is responsible for answering all guided reading questions - SHARE THE WORK - this is not an individual effort. (question packet here; rubric here)
- Complete Archetype Selfie with captions assignment (assignment here) - Due Friday, January 18
- Register for all digital systems and initial each box on Technology Agreement - Tuesday, January 22.
- Select and acquire your new independent reading (IR) book, due Friday, January 25. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read”)
- Read/annotate the Antigone articles to use in your literary analysis essay (article 1 here, article 2 here, article 3 here) - Due Monday, January 28.