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”)
Sunday, 1/27 - Complete all Unit 1 activities on Sadlier Connect before midnight.
Upcoming Due Dates:
Monday, 1/28 - Complete the group work for Antigone and submit all questions by today. (question packet here; rubric here)
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; instructions for annotating articles here )
Monday, January 21 - Martin Luther King Jr. Day - no school
Tuesday, January 22
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:
- Meet your new Greek families!
- Complete the Magic Lens level 1 practice sentence.
- Show your completed and initialed technology packet to your teacher (due today).
- 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.
- Introduction to classical 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 your group; 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)
- 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.
Wednesday, January 23 - First day of Hoya Block!
Learning Goal(s): 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:
- Complete the Magic Lens level 1 practice sentence.
- Complete any Greek Theatre introductory items that were not addressed from yesterday’s plans.
- Groups complete a QHT for the following literary terms:
- stage directions (316)
- stichomythia (319)
- ode (322)
- dynamic/static (326)
- foil (351)
- In your Greek families, continue 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)
- 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.
Thursday, January 24 - Open House tonight!
Learning Goal(s): 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:
- Complete the Magic Lens level 1 practice sentence.
- In your Greek families, continue 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)
- 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.
Friday, January 25
Learning Goal(s): 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:
- Complete the Magic Lens level 1 practice sentence.
- Show your teacher your copy of your first independent reading book. Spend some time reading this book!
- In your Greek families, continue 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)
- Your questions are due on MONDAY!!
- 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.