Tuesday, 8/20 - “A Very Old Man with Enormous Wings” CEI final draft due (typed, printed, MLA format; handout here); submit draft to TurnItIn.com before midnight.
Friday, 8/23 - 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 and the reading inventory on Zinc.
Upcoming Due Dates:
Monday, 8/26 - 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; assignment instructions here)
Resources:
“A Very Old Man with Enormous Wings” (text here; peer review here)
Antigone - full-text PDF from SpringBoard (here)
Monday, August 19
Learning Goal(s): Make strategic use of digital media to share work, find resources, learn vocabulary and skills, and demonstrate your knowledge of language standards.
Targeted Standards: ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
Agenda:
- Meet in the computer lab (Riley 9219, Vanbo 9234) to set up all digital systems and to take the diagnostic assessments on NoRedInk and Zinc. Complete the Instructions for Technological Information Acknowledgement Assignment, and initial on your Acknowledgement form after you follow each set of instructions.
- Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), due Tuesday, 8/20.
- Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.
- Continue to read your independent reading book!
Tuesday, August 20
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:
- Submit your CEI constructed response on setting and mood in “A Very Old Man With Enormous Wings” to the inbox (due today).
- Label the Magic Lens sentence for level 1 (parts of speech).
- Meet your new Greek families!
- 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).
- 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)
- Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23.
- Read/annotate the Antigone articles to use in your literary analysis essay (article 1 here, article 2 here, article 3 here) - Due Monday, August 26.
- Continue to read your independent reading book!
Wednesday, August 21
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)
- Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23.
- Read/annotate the Antigone articles to use in your literary analysis essay (article 1 here, article 2 here, article 3 here) - Due Monday, August 26.
- Continue to read your independent reading book!
Thursday, August 22 - 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)
- Register for all digital systems and initial each box on Technology Agreement, due tomorrow!
- Read/annotate the Antigone articles to use in your literary analysis essay (article 1 here, article 2 here, article 3 here) - Due Monday, August 26.
- Continue to read your independent reading book!
Friday, August 23
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 completed and initialed technology packet to your teacher (due today).
- 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)
- Read/annotate the Antigone articles to use in your literary analysis essay (article 1 here, article 2 here, article 3 here) - Due Monday, August 26.
- Continue to read your independent reading book!