Sunday, 9/1 - Complete all Unit 1 activities on Sadlier Connect before midnight. ALSO: Complete the NoRedInk practice and quiz on Embedding Quotations. (Students who have shown mastery on this skill are exempt from this assignment and, therefore, have not been assigned.)
Wednesday, 9/4 - 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).
Thursday, 9/5 - Vocab Quiz 1
Friday, 9/6 - Lab Day
Upcoming Due Dates:
Monday, 9/9 - Bring in a revised draft of your Antigone essay for our second peer review.
Tuesday, 9/10 - With your partner, complete the online research for background context on Things Fall Apart; one partner must bring in a PRINTED copy (Copy the document from here.)
Thursday, 9/12 - Antigone essay final draft due to TurnItIn.com before midnight.
Friday, 9/20 - Complete your IR novel and bring in your still life items to present (handout here)
Resources:
Antigone - full-text PDF from SpringBoard (here)
SpringBoard Direct Login (here)
Antigone Works Cited page (here)
Antigone Essay Packet (here)
Things Fall Apart Researching Context (Copy the document from here.)
Monday, September 2 (No School - Labor Day)
Tuesday, September 3 - “All American Pride” - Red, White, and Blue
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:
- 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 TOMORROW!!
- Review Sadlier Unit 1 vocabulary words for quiz Thursday!
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th.
Wednesday, September 4 - “Western Wear Wednesday”
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.
- Begin introduction to Magic Lens Level 2 - take notes on parts of the sentence!
- 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, September 9th
- Review Sadlier Unit 1 vocabulary words for quiz Thursday!
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th.
Thursday, September 5 - “The Stars of Hollywood”
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:
- Take Sadlier Unit 1 Vocabulary Quiz
- Complete Magic Lens Level 2 notes if needed
- 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, September 10th: (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, September 9th
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th..
Friday, September 6 - “Rep Your Class!” (Class Color Day - sophomores wear green)
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 (Riley 9129; 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, 9/10. (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, 9/9.
- Continue to revise your Antigone essay based on peer feedback (packet here) - a revised draft is due for a second peer review Monday, September 9th
- 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, 9/10. (Copy the document from here.)
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th.