Wednesday, 1/18 - Poetry Out Loud performances and TPFASSTT due
Thursday, 1/19 - Selfie Narrative due in class for peer review
Sunday, 1/22 - First 45 minutes of Membean due Sunday before midnight
Tuesday, 1/24 - Selfie Narrative final draft due to TurnItIn.com by start of class; submit selfie (photo) in class
Monday, 1/30 - Extra Credit from Khan Academy Due
Monday, January 16
MLK, Jr. Day - No School
Tuesday, January 17
LG: Analyze poems of student choice. Set up systems for publishing and sharing work. Apply skills for close reading, gathering evidence, and making inferences to poems. 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.) ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
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. ELAGSE9-19RL2: 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. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Computer Lab: Set up Google Drive shared folders and Turnitin.com accounts. Set up and begin practicing Membean.Set up account on KhanAcademy.org and connect with College Board.
- Continue drafting Selfie Archetype Narrative (assignment should be saved and typed in your on Google Drive HWL folder)
- Sign up for POL order for tomorrow
- Practice POL - performances & TPFASSTT due tomorrow!!
Wednesday, January 18
LG: Demonstrate nuanced understanding of poetry through recitation. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) 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.
- Present your Poetry Out Loud poem to the class
- Submit TPFASSTT
- Reflect on your experience:How did this POL experience compare to your previous experiences? Why? What are you proud of, and what do you wish you could have improved on?
- If time: continue working on Archetype Narrative
Thursday, January 19
LG: Assess the situational archetype of prophecy and fulfillment. 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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: 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.
- Archetype narrative hard copy due in class; students will conduct peer reviews in archetype groups
- IAN: Add vocabulary builder pages - Use the short story to begin your vocab builder
- IAN: Decorate page 101
- Prereading Activity Resource: archetype Word Web & instructions for reading)
- Read and annotate "The Very Old Man with Enormous Wings: A Tale for Children" by Gabriel García Márquez - complete reading for homework if not finished in class.
Friday, January 20
LG: Analyze and discuss a short story for its patterns (situational and character archetypes). Contninue to build a personal vocabulary repository. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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.
- PSAT Day: review PSAT score report and set goals for personal growth. Assign Khan Academy practice test & paragraph analysis as extra credit, due Monday 1/30
- Participate in silent discussion of "The Very Old Man with Enormous Wings: A Tale for Children" by Gabriel García Márquez
- The subtitle of “A Very Old Man with Enormous Wings” is “A Tale or Children.” Why do you think Garcia Marquez directs his story to children? What might be the differences between an adult reader’s take and a child’s?
- What’s the role of poverty in this story? Who is poor? How does being poor change their role?
- What if the Very Old Man had been a Very Little Baby? How would the story be different?
- This story is one of the most famous examples of magical realism. How does Garcia Marquez insert the fantastic into the realistic setting?
- Garcia Marquez claimed that magical realism is actually just realism for Latin Americans, who live with crazy, fantastic events every day. What do you think about that idea?
- What role does religion play in the people’s acceptance of this extraordinary event? What do you think the story’s attitude toward religion is?
- Would you consider this story comic or tragic? Why?
- The subtitle of “A Very Old Man with Enormous Wings” is “A Tale or Children.” Why do you think Garcia Marquez directs his story to children? What might be the differences between an adult reader’s take and a child’s?
- Whole Class discussion - Analyze tone, setting, & symbolism of first paragraph
- IAN: iPads & phones - Read "The Use of Prophecy in Fiction" & take notes on 7 rules
- Analyze various clips of popular films that include prophecy and fate (The Matrix, Maleficent, Hercules, Sleeping Beauty, Star Wars, Harry Potter).
Homework: First 45 minutes of Membean due MONDAY 1/22 before midnight. Work on revising/editing archetype narrative/selfie; final draft due Tuesday, 1/24. Extra Credit Opportunity: take one practice SAT through KhanAcademy.com.