Sunday, 2/5 - 45 minutes of Membean practice due before midnight
Monday, 2/6 - Last day of Antigone performances - annotated scripts and guided reading questions due
Tuesday, 2/7 - Literary analysis article annotations due - finish reading and annotating assigned article and come to class prepared to discuss. (Oedipus article; Antigone article)
Sunday, 2/12 - 45 minutes of Membean practice due before midnight
Monday, February 6
LG: Perform scenes from Oedipus/Antigone to “teach” the rest of the class your assigned play. 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.) ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Agenda:
- Complete performances of Antigone
- Add Oedipus/Antigone character archetypes to chart on IAN pg.15
- Add Tragic Hero notes (PPT) to IAN & analyze Oedipus and Creon as a tragic hero (tragic hero graphic organizer)
- Homework: Compose typed reflections to be submitted in class Tuesday, Feb. 7th. (assignment sheet/rubric); have assigned article read and annotated (Oedipus article; Antigone article); come to class prepared to discuss important quotations from the text.
Tuesday, February 7
LG: Conduct critical discussions with peers on informational texts; practice analyzing various forms of art through the Feldman Model; Practice description in narrative writing. 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:
- In IAN, list examples and nonexamples of tragic heroes
- Small group discussions of literary analysis articles on Oedipus/Antigone (Oedipus article; Antigone article); Use Final View strategy (handout) to discuss significant excerpts from the article.
- Ponder & Respond (IAN) - What is the relationship between art and literature?
- Analyze paintings for their portrayal of Oedipus/Antigone characters and scenes using the Feldman method (PPT)
Wednesday, February 8
LG: Apply skills for close reading, gathering evidence, and making inferences to poems. 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:
- Magic Lens - Level 2 notes; identifying subjects and predicates
- Read/analyze Keats's “Ode to a Grecian Urn” (poem); draw scenes from the poem on your urn (handout) as you listen to the poem
- Use the TPFASSTT model (IAN) to analyze the poem
- Gallery walk of urns, mini-lesson on “show, don’t tell,” write a short narrative based on an urn.
Thursday, February 9
LG: Practice identifying types of irony; consider the use of archetypes in medieval British literature.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.)
Agenda:
- Magic Lens - Level 2 practice; identifying subjects and predicates in sample sentences
- Ponder & Respond - Notes on the archetype of 3 and death
- Read “The Pardoner’s Tale” & analyze for different types of irony (handout) IAN; continue to analyze archetypes and patterns in literature.
Friday, February 10
LG: Analyze the pattern of "three" in literature & make connections.Standards: ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Agenda:
- Magic Lens - Level 2 practice; identifying subjects and predicates in sample sentences
- Read & watch “The Tale of Three Brothers” (story; video); make connections to “The Pardoner’s Tale”
- Read "Three is a Magic Number" (article) in partners & conduct Analyze This! analysis (handout)
- Examine the role of three in Harry Potter; brainstorm other sets of three protagonists.
- Discuss insights and observations.