Thursday, 2/6 - Bring a typed, printed draft of your Antigone essay for peer review in class today. NO PRINTING IN CLASS. Additionally, please have your Antigone paper packet completed for a progress check today (packet here).
Sunday, 2/9 - Complete the Unit 2 vocabulary activities on Sadlier Connect by 11:59 p.m. (word list here)
Upcoming Due Dates:
Tuesday, 2/11 - Bring in a revised draft of your Antigone essay for our second peer review AND bring in a completed copy of the online research for background context on Things Fall Apart (Copy the document from here.)
Thursday, 2/13 - Antigone essay final draft due to TurnItIn.com before midnight.
Friday, 2/14 - Unit 2 Vocabulary Quiz (word list here)
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Resources:
Unit 2 Vocabulary Word List (here)
Antigone - full-text PDF from SpringBoard (here)
SpringBoard Direct Login (here)
Antigone Essay Packet (here)
Monday, February 3
Learning Goal(s): Practice revisiting a writing prompt to plan and outline an essay; use primary and secondary evidence to support your analysis of a text.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Introduce vocabulary unit 2 word list (word list here)
- Introduce the concept of essential/nonessential elements and the use of “that” and “which”. The class will go over a presentation to introduce these concepts (ppt here). Students then complete the Language Checkpoint in SpringBoard: review the relative pronouns “that” and “which” (page 348 in SB); complete the four sentences, determining whether to use “that” or “which.”
- Review the literary concept of foils. On page 357 in SpringBoard, respond to questions 7 and 8. How might your responses to these questions help you shape your essay?
- Discuss elements of a strong thesis statement - class brainstorm. Consider using one of the provided templates:
- PLOT:
__(Character)_’s _(actions/words/ideas)_ conflict with Creon’s character, contributing to Creon’s development as a tragic hero through ________, which simultaneously advances the plot to Creon’s ultimate downfall.
- PLOT:
- THEME:
__(Character)_’s _(actions/words/ideas)_ conflict with Creon’s character, contributing to Creon’s development as a tragic hero through _______, which ultimately reveals a theme of _______.
- THEME:
- Continue planning/outlining/drafting your Embedded Assessment for Antigone. Use your textbook, three articles, and the Antigone: Embedded Assessment 2 packet (packet here).
- Have a conference with your teacher about your thesis statement and essay outline.
- Continue working on your Antigone essay (packet here) - your first draft is due for peer review Thursday!!
- Complete the Unit 2 vocabulary activities on Sadlier Connect on Sun. 2/9 by 11:59 p.m. (word list here)
- Continue reading your first IR novel; you need to have completed reading and finished your Still Life project by Friday, March 13th. (Still Life assignment here)
Tuesday, February 4
Learning Goal(s): Conduct critical discussions with peers on informational texts; practice analyzing various forms of art through the Feldman Model; Practice description in narrative writing; apply skills for close reading, gathering evidence, and making inferences to poems.
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. ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment; ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Agenda:
- Begin introduction to Magic Lens Level 2 - take notes on parts of the sentence!
- Analyze paintings for their portrayal of characters/scenes from Antigone - Employ the Feldman method of art analysis and add notes to IAN (handout here; presentation here). After we have examined and analyzed several paintings as a class, analyze a piece independently in your IAN.
- Read/analyze “Ode on a Grecian Urn” (poem here); draw scenes from the poem on your urn (handout here) as you listen to the poem.
- Use the TP-FASSTT model (handout here) and compose a theme statement (you may want to use your IAN resource on theme!).
- Continue working on your Antigone essay (packet here) - your first draft is due for peer review Thursday!!
- Complete the Unit 2 vocabulary activities on Sadlier Connect on Sun. 2/9 by 11:59 p.m. (word list here)
- Continue reading your first IR novel; you need to have completed reading and finished your Still Life project by Friday, March 13th. (Still Life assignment here)
Wednesday, February 5
Learning Goal(s): Practice revisiting a writing prompt to plan and outline an essay; use primary and secondary evidence to support your analysis of a text.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Magic Lens practice here!
- Meet in the computer lab to type your Antigone essay (Vanbo 9234 3rd, Vanbo 113 4th). Your teacher will assist you as needed with setting up proper MLA formatting. Bring a typed, printed draft of your completed essay tomorrow for peer review.
- Continue working on your Antigone essay (packet here) - your first draft is due for peer review TOMORROW!!
- Complete the Unit 2 vocabulary activities on Sadlier Connect on Sun. 2/9 by 11:59 p.m. (word list here)
- Continue reading your first IR novel; you need to have completed reading and finished your Still Life project by Friday, March 13th. (Still Life assignment here)
Thursday, February 6
Learning Goal(s): Practice role as a “peer editor” to improve revision skills and help create polished pieces.
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.) ELAGSE9-10RL3: 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.
Agenda:
- Bring a copy of your typed, complete first draft to class today - no printing in class. Meet in partners to conduct peer review of Antigone: Embedded Assessment 2 literary analysis essays (packet here; peer review here).
- Class mini-lesson on analysis vs. summary - add the handout to your IAN, and consider whether each sentence in your partner’s essay contains summary or analysis. (handout here)
- Ponder and Respond: In your IAN, please answer the reflection questions on page 383 of your SpringBoard book.
- Review page 223 in SpringBoard for conducting internet research to prepare for partner homework assignment, which we will begin in the lab tomorrow, to be due Tuesday, February 11th: (Copy and paste this template into your HWL Google Drive folder, then invite a partner to share the document. Complete this work together, then print your work to submit to your teacher)
- Add the Things Fall Apart anticipation guide in IAN (here). Pick two statements you feel strongly about and write a journal entry about those items in IAN. Complete the class discussion over thematic topics!
- Complete the Unit 2 vocabulary activities on Sadlier Connect on Sun. 2/9 by 11:59 p.m. (word list here)
- Continue reading your first IR novel; you need to have completed reading and finished your Still Life project by Friday, March 13th. (Still Life assignment here)
Friday, February 7
Learning Goal(s): Gather background research on Things Fall Apart; assess your knowledge on the style element of embedding quotations; revise your essay based on peer feedback.
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.)ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Agenda:
- Meet in the computer lab today (Vanbo 9234)
- Meet with a partner to complete online research for background context on Things Fall Apart; one partner must bring in a PRINTED copy of your research on Tuesday, 2/11. (Copy the document from here.)
- Take some time to make revisions to your Antigone essay - your typed, revised draft is due for a second peer review on Tuesday, 2/11
- Complete the Unit 2 vocabulary activities on Sadlier Connect on Sun. 2/9 by 11:59 p.m. (word list here)
- With your partner, complete the online research for background context on Things Fall Apart; one partner must bring in a PRINTED copy of your research on Tuesday, 2/11. (Copy the document from here.)
- Continue to revise your Antigone essay based on peer feedback (packet here) - a revised draft is due for a second peer review Tuesday, 2/11