Monday, 8/12 - Pre-Course Assignment due today; Read “A Very Old Man with Enormous Wings” (text here) and complete assigned annotations (assignment here).
Tuesday, 8/13 - “Araby” Theme CEI paragraph final draft due (handout here)
Thursday, 8/15 - “A Very Old Man with Enormous Wings” CEI paragraph due for peer review (typed, printed, MLA format; handout here)
Friday, 8/16 - Archetype Selfie due today (assignment here)
Friday, 8/16 - first independent reading book due in class for a book check (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Upcoming Due Dates:
Tuesday, 8/20 - “A Very Old Man with Enormous Wings” CEI final draft due (typed, printed, MLA format; handout here)
Resources:
Pre-Course Assignment
“Araby” (text here)
“A Very Old Man with Enormous Wings” (text here)
Monday, August 12
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.
- 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) - (Stop at prepositions for today.)
- 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.
- Finish revising CEI paragraph on theme in “Araby” (handout here), final draft due in class TOMORROW, August 13.
- Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/16.
- First independent reading book due in class for a book check on Friday, August 16. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Tuesday, August 13
Learning Goal(s): Analyze how an author uses setting to create mood.
Targeted Standards: 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.
Agenda:
- Submit the final draft of your “Araby” Theme CEI paragraph (handout here).
- Finish Magic Lens (level 1) notes in IAN; take notes from the Magic Lens presentation (guided notes here; presentation here).
- Label the Magic Lens sentence for level 1 (parts of speech).
- Add the Tone/Mood documents (here) to IAN.
- 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 Thursday, 8/15.
- “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review on Thursday, 8/15.
- Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/16.
- First independent reading book due in class for a book check on Friday, August 16. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Wednesday, August 14
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:
- SGM for Riley (4th)
- Label the Magic Lens sentence for level 1 (parts of speech).
- 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.
- Extension Opportunity:
- Sensory Imagery mini-lesson: visual (sight), auditory (hearing), touch (tactile), taste (gustatory), and smell (olfactory).
- In SpringBoard, turn to page 113 and read the poem. Use a different color of highlighter to annotate the poem for each type of sensory imagery. As you read, circle unknown words and phrases, and try to determine the meaning of the words by using context clues, word parts, the definitions in your SB book, or a dictionary.
- Share examples of each type of imagery with the class to complete the chart on page 115.
- Ponder and Respond (“Check Your Understanding” on page 115): How would you describe the culture reflected in Lyon’s poem? What clues from the poem helped you to form your description?
- Compose your own “Where I’m From” poem.
- “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due for peer review TOMORROW, Thursday, 8/15.
- Continue working on Archetype Selfie with Instagram caption (assignment here), due Friday, 8/16.
- First independent reading book due in class for a book check on Friday, August 16. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Thursday, August 15
Learning Goal(s): Demonstrate base knowledge of language standards; 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:
- Sophomore Class Meeting - 10:20 - 11:05 (2nd period only)
- Label the Magic Lens sentence for level 1 (parts of speech).
- Complete the peer review activity on your constructed response for “A Very Old Man with Enormous Wings” (handout here) - final draft due Tuesday, 8/20.
- Finish culture activities as needed from yesterday.
- Finish Archetype Selfie with Instagram caption (assignment here), due TOMORROW, Friday, 8/16.
- First independent reading book due in class for a book check TOMORROW, Friday, August 16. Begin reading! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
- Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due Tuesday, 8/20.
Friday, August 16
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype.
Targeted Standards: 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:
- Label the Magic Lens sentence for level 1 (parts of speech).
- 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
- When it’s time, your group will share their selfies with the class! Be prepared to present a brief description of how your selfie and caption relate to your archetype.
- Show your teacher your first IR book for a book check.
- Complete the reading inventory interview.
- Student work time: either continue working on your “AVOMWEW” CEI paragraph, or compose your “Where I’m From” poem, or read your independent novel.
- Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due Tuesday, 8/20.
- Continue reading your first independent reading book.