Planning Your Week:
Sun 9/9 - Antigone final essay due to TurnItIn.com by 11:59 p.m.; Also: Take the NoRedInk Embedded Quotations assessment* before midnight. *Students who were exempt from practice are also exempt from quiz.
Tues 9/11 - Present group projects on chapters 1-8 of TFA and lead discussion (assignment/rubric here)
Thurs 9/13 - All Sadlier Connect Unit 3 vocabulary activities due before midnight
Fri 9/14 - Independent reading one-pager assignment and presentation due (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Upcoming Due Dates:
Fri 9/21 - Unit 3 vocabulary assessment; Magic Lens level 2 assessment
Mon 10/8 - EA1 presentations and annotated bibliographies due today (annotated bibliography instructions here; assignment instructions on page 239 - 242 in SB, or access the assignment online here)
Monday, September 10 - “Shhhh!”- Dress up like a mime/stripes
Learning Goal: Participate in a discussion using textual evidence to support analysis. Analyze how the introduction of a new character affects the development of the story.
Targeted Standards: ELAGSE9-10W2b.: b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ELAGSE9-10W2e. Establish and maintain an appropriate style and objective 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.
Agenda:
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Meet with your presentation groups to collect your thoughts and put finishing touches on your poster.
- Groups present and lead discussion (8-10 minutes). All students must participate in the discussion; points off for disruptions or off-task behavior. (assignment/rubric here)
- Catch up on reading Things Fall Apart as needed
- Continue Unit 3 practice activities on Sadlier Connect - due Thurs, 9/13 before midnight
- Continue reading your independent novel; Independent reading one-pager assignment and presentation (calendar here; assignment here; sample one-pagers here) due Fri, 9/14
- Study your Unit 3 vocabulary words for a quiz on Friday, 9/21
- Continue tracking evidence of your chosen Igbo cultural element for your presentation
Tuesday, September 11- “Our pride cannot be tamed”- Dress up like a circus animal
Learning Goal: Demonstrate your understanding of the parts of sentence through a Magic Lens quiz.
Targeted Standards: 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. ELAGSE9-10W7: 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. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “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]”).
Agenda:
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Complete yesterday’s presentations as needed: Groups present and lead discussion (8-10 minutes). All students must participate in the discussion; points off for disruptions or off-task behavior.
- (Use link for the following activities) Write a journal response to a Ponder and Respond question: what do you know about September 11th?
- View historical footage of a national event, and analyze emotional reactions
- After watching the videos, respond to your previous P&R entry: what is your reaction to watching the event take place?
- Read George W. Bush’s 9/11 speech (speech here); annotate for main claim, ethos, pathos, logos. If you were delivering this speech, how would you do it? Consider vocal tone, pacing, emphasis, body language/use of gestures, etc.
- View the speech and analyze his use of vocal expression, pacing, facial expression, gestures/body language - after viewing, answer the following Think Pair Share question: How does Bush’s delivery compare with what you expected based on the text alone?
- Closer: View images of 9/11 Memorial
- Catch up on reading Things Fall Apart as needed
- Continue Unit 3 practice activities on Sadlier Connect - due Thurs, 9/13 before midnight
- Continue reading your independent novel; Independent reading one-pager assignment and presentation (calendar here; assignment here; sample one-pagers here) due Fri, 9/14
- Study your Unit 3 vocabulary words for a quiz on Friday, 9/21
- Continue tracking evidence of your chosen Igbo cultural element for your presentation
Wednesday, September 12 - “Clowning Around”- Wacky Tacky day
Learning Goal: Create a narrative based on a text as a stimulus.
Targeted Standards: ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
Agenda:
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Read chapter 9; answer questions about Ikemefuna on page 239 in SpringBoard - what is this character’s role in the novel?
- In partners, read “Life is Sweet at Kumansenu.” With your partner, discuss literary elements of the short story. How can reading an additional text from the same part of the world help us to understand elements from a primary text?
- Read chapter 10 for homework by Monday!
- Catch up on reading Things Fall Apart as needed (read chapter 10 before Monday, 9/17)
- Continue Unit 3 practice activities on Sadlier Connect - due Thurs, 9/13 before midnight
- Continue reading your independent novel; Independent reading one-pager assignment and presentation (calendar here; assignment here; sample one-pagers here) due Fri, 9/14
- Study your Unit 3 vocabulary words for a quiz on Friday, 9/21
- Continue tracking evidence of your chosen Igbo cultural element for your presentation
Thursday, September 13 - “2 for the price of 1”- Twin Day
Learning Goal: Predict, question, and begin to research how colonization might affect an aspect of the Ibo culture.
Targeted Standards: 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. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Begin working in the computer lab (208 - Vanbo; 9234 - Riley/Tatum) to plan your presentation for Embedded Assessment 1 (use page 239 - 242 in SB, or access the assignment online here). We will present these Monday, October 8th.
- Catch up on reading Things Fall Apart as needed (read chapter 10 before Monday, 9/17)
- Continue Unit 3 practice activities on Sadlier Connect - due TODAY before midnight
- Continue reading your independent novel; Independent reading one-pager assignment and presentation (calendar here; assignment here; sample one-pagers here) due TOMORROW
- Study your Unit 3 vocabulary words for a quiz on Friday, 9/21
- Continue tracking evidence of your chosen Igbo cultural element for your presentation
Friday, September 14 - Class Colors Day (Pep Rally Day)
Learning Goal(s): Present a detailed analysis of your IR book!
Targeted 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.)ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL4: 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.
Agenda:
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Complete one-pager presentations on independent reading; pick your next IR book, due next Friday!
- Catch up on reading Things Fall Apart as needed (read chapter 10 before Monday, 9/17)
- Pick your next IR novel, due next Friday, 9/21
- Study your Unit 3 vocabulary words for a quiz on Friday, 9/21
- Continue tracking evidence of your chosen Igbo cultural element for your presentation