Tuesday, 2/5 - 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).
Friday, 2/8 - Complete the NoRedInk quiz on Embedding Quotations during class; Lab day to type revisions for Antigone essay. (Students who are exempt from this assessment have already demonstrated mastery.)
Sunday, 2/10 - Complete all Unit 2 activities on Sadlier Connect before midnight.
Upcoming Due Dates:
Monday, 2/11 - Bring in a revised draft of your Antigone essay for our second peer review.
Tuesday, 2/12 - Complete partner online research for TFA, one partner must bring in a PRINTED copy of your research. (Copy the document from here.)
Thursday, 2/14 - Antigone essay final draft due to TurnItIn.com before midnight.
Friday, 2/15 - Vocabulary Unit 2 assessment
Friday, 3/1 - Complete the reading of your first independent novel!
Resources:
Click HERE for a works cited page for your Antigone paper!
The full text of Antigone can be found here.
Monday, 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.
Targeted Standards: 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:
- PSAT Monday!
- Analyze paintings for their portrayal of characters/scenes from Oedipus/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.
- Continue working through your Antigone: Embedded Assessment 2 packet (packet here). If you have not yet done so, 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 TOMORROW!!
- Complete all Unit 2 activities on Sadlier Connect before midnight on Sunday, 2/10
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 1st.
Tuesday, February 5
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).
- Ponder and Respond: In your IAN, please answer the reflection questions on page 383 of your SpringBoard book.
- If time, continue reading your independent reading novel!
- Continue to revise your Antigone essay based on peer feedback (packet here) - a revised draft is due for a second peer review Monday, February 11th
- Complete all Unit 2 activities on Sadlier Connect before midnight on Sunday, 2/10
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 1st.
Wednesday, February 6
Learning Goal(s): 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.
Agenda:
- 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!).
- If time, work with a partner to write a short narrative based on an urn.
- Continue to revise your Antigone essay based on peer feedback (packet here) - a revised draft is due for a second peer review Monday, February 11th
- Complete all Unit 2 activities on Sadlier Connect before midnight on Sunday, 2/10
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 1st.
Thursday, February 7
Learning Goal(s): Consider thematic concepts for Things Fall Apart unit.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail 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:
- Introduction to Magic Lens Level 2 - take notes on parts of the sentence!
- 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 12th: (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!
- As a class, add the literary terms from SpringBoard page 218 to a QHT chart.
- For your "Q" terms, look up and define each term in the Ponder and Respond section of your IAN
- Answer the “Essential Questions” on page 220 of the Introduction to Things Fall Apart in your SpringBoard textbook.
- Begin activities with Things Fall Apart in Springboard textbook - complete activity 3.2 on proverbs and folktales; read, discuss, and analyze the Nigerian folktales “Why the Bat Flies at Night” and “The Lucky Fisherman.”
- Complete the culture wheel activity on pages 226-7, and create your Ibo pronunciation bookmark.
- Continue to revise your Antigone essay based on peer feedback (packet here) - a revised draft is due for a second peer review Monday, February 11th
- Complete all Unit 2 activities on Sadlier Connect before midnight on Sunday, 2/10
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 1st.
Friday, February 8
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)
- In the lab, take the NoRedInk quiz on embedding quotations - students who have shown mastery, who were exempt from the practice are also exempt from this quiz.
- 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, 2/12. (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 Monday, 2/11.
- Continue to revise your Antigone essay based on peer feedback (packet here) - a revised draft is due for a second peer review Monday, February 11th
- 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, 2/12. (Copy the document from here.)
- Complete all Unit 2 activities on Sadlier Connect before midnight on Sunday, 2/10
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 1st.