Mon 8/6 - Return signed syllabus and bring $10 for vocabulary (cash or check made out to Harrison High School); “Araby” graphic organizer due (text here; organizer here)
Tues 8/7 - Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions. (See Monday’s lesson plans below for the list of questions!)
Wed 8/8 - Bring required IAN supplies (100+ sheet composition book, glue stick, scissors)
Upcoming Due Dates:
Fri 8/17 - Archetype Selfie (with captions) due today (assignment here)
Mon 8/20 - 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, August 6
Learning Goal(s): Become familiar with archetypes; contribute meaningfully to class discussion and review 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:
- Gather signed syllabi and receipt payments for vocabulary (due today)
- Evaluate your work on “Araby” with a rubric (rubric here)
- Discuss your analysis of “Araby” with the class.
- Is it still a quest if it is unsuccessful?
- What, ultimately, has the quester learned from the experience? Why might Joyce have decided not to provide us with this insight
- Describe the bazaar, as seen through the boy's eyes at the end of the story. How is it different than one might imagine? How is this parallel to some of the important themes of the story? (adapted from “The Fixer” http://room316creativewriting.blogspot.com/2017/01/james-joyce-araby-discussion-questions.html)
- All stories supposedly contain characters, setting, and a plot, but one could argue that “Araby” lacks a traditional plot. Would you argue “Araby” has a plot? Why/why not?
- What questions do you have for the class? (adapted from “The Fixer” http://room316creativewriting.blogspot.com/2017/01/james-joyce-araby-discussion-questions.html)
- “Araby” graphic organizer due (text here; organizer here) - submit to inbox
- Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here).
- 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 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, include at least 3 hashtags assignment- due Friday, 8/17 (assignment 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 Tuesday.
- 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!)
- Annotate for the following:
- Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions. (See Monday’s lesson plans below for the list of questions!) - DUE TOMORROW
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Wed., 8/8
- Begin Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Tuesday, August 7
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:
- 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 the Final View handout
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due TOMORROW
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Wednesday, August 8
Learning Goal(s): Continue identifying and analyzing patterns in literature. Construct an Interactive Notebook!
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.
Agenda:
- 2nd Period ONLY: Sophomore Class Meeting: 10:25 AM – 10:55 AM (Sophomores will be dismissed from 2nd period at 10:15 AM and will return to 2nd period at 11:05 AM.)
- 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.
- Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes here; presentation here)
- Sign out SpringBoard books.
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Thursday, August 9
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
- 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.
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
- Begin reading Antigone articles to use in your literary analysis essay (article 1 here, article 2 here, article 3 here) - Due Mon., 8/20
Friday, August 10
Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Review 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. ELAGSE9-10L6: 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:
- Meet your Greek family!
- Complete Magic Lens Level 1 Notes on parts of speech, as needed (guided notes here; presentation here)
- 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, August 20.
- Add the KIQ Chart (handout here) to your Interactive Notebook, and complete the K and I columns on the topic of Ancient Greek Drama/Ancient Greece
- Take notes on the following video introducing Greek Drama: https://www.youtube.com/watch?v=aSRLK7SogvE
- Draw out the Oedipus/Antigone family tree
- In your groups, read and work through the introduction to Antigone - on pages 309 - 315 of your SpringBoard text. Add notes to the KIQ chart as you progress through your reading.
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
- Begin reading Antigone articles to use in your literary analysis essay (article 1 here, article 2 here, article 3 here) - Due Mon., 8/20