Tuesday, 3/3 - Things Fall Apart Chapters 10-12 Quiz
Friday, 3/6 - Unit 3 vocabulary quiz (word list here)
Upcoming Due Dates:
Wednesday, 3/11 and Thursday 3/12 - Ibo Cultural Presentations
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Resources:
Things Fall Apart - novel PDF (here).
Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times)
SpringBoard Things Fall Apart Unit PDF (here)
Things Fall Apart Ibo Cultural Presentations (here)
Monday, March 2
Learning Goal(s): Compose an EOC-style narrative from the point of view of a character from Things Fall Apart.
Targeted Standards: 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:
- Complete a Four Square Concept Map on “bias”.
- Ponder and Respond: When speaking or writing about a culture that is different from our own, what can we do to minimize bias?
- Review “Language and Writer’s Craft: Using Precise Language and Domain-Specific Vocabulary” activity (pg. 246 in SpringBoard). Then return to your Ponder and Respond - How does using precise and objective language minimize bias?
- Whole class discussion/brainstorm: What are the qualities of engaging narrative? (What do YOU enjoy as a reader?)
- Mini-lesson on “show, don’t tell” for narrative writing and formatting dialogue. (presentation here)
- Complete the “Narrative Writing Prompt” on page 240 in SpringBoard - use sensory language and properly format your dialogue; be sure to include details from the text to develop your text. You must use 5 vocabulary words from this unit in your narrative.
- Continue reading chapters 10-12 and prepare for a reading quiz tomorrow.
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Catch up on reading TFA as needed to keep up with class - Chapters 10-12 quiz tomorrow!!
- Study Unit 3 vocabulary words to prepare for a quiz Friday!
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Tuesday, March 3
Learning Goal(s): Consider how conflict affects plot.
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. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
- Take the chapters 10-12 reading quiz.
- Read chapter 13 and complete the following Ponder and Respond prompt: write a well-developed paragraph to explain how Okonkwo’s acts of violence throughout the course of the novel advance the plot or develop the theme. Be sure to provide supporting details and textual evidence from different chapters. Use at least 2 vocabulary words from this unit.
- Read chapter 14 and compare and contrast the gender views between part 1 (chapters 1-13) and chapter 14. Create and complete a graphic organizer (t-chart, venn diagram) to track differences.
- Read through chapter 19 in TFA and complete the “Key Events” graphic organizer on page 255. (Part 2)
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Study Unit 3 vocabulary words to prepare for a quiz Friday!
- Catch up on reading TFA - Chapters 13-19 due by the start of class Friday, 3/6
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Wednesday, March 4
Learning Goal: Predict, question, and 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. 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:
- Meet in the computer lab to begin research for your Igbo cultural presentations (here). We will present these on March 11!
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Study Unit 3 vocabulary words to prepare for a quiz Friday!
- Catch up on reading TFA - Chapters 13-19 due by the start of class Friday, 3/6
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Thursday, March 5
Learning Goal: Predict, question, and 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. 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:
- Meet in the computer lab to begin research for your Igbo cultural presentations (here). We will present these on March 11!
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Study Unit 3 vocabulary words to prepare for a quiz tomorrow!
- Catch up on reading TFA - Chapters 13-19 due by the start of class Friday, 3/6
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Friday, March 6
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills. Analyze how different characters and conflicts advance the plot. Make connections to the cultural misunderstandings in the novel.
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. ELAGSE9-10RL3: 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. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:
- Take Sadlier Unit 3 Vocabulary Quiz.
- Whole class discussion/review: What is the function/purpose of Part 2 of Things Fall Apart? Which events are the most important and why?
- Begin reading chapters 20 - 22, and complete question 3 as you read (compare and contrast the two missionaries, Mr. Brown and Mr. Smith). What determines what makes an outsider “good” or “bad”? How do the two missionaries respond differently to cultural misunderstandings?
- Ponder and Respond: Can one culture be “right” and another culture “wrong”? Explain.
- Discuss your P&R with a partner, then be ready to discuss as a class.
- Continue reading your independent reading novel - you need to have your novel read by Friday, March 13th. Plan the items you will bring for your Still Life project (handout here).
- Catch up on reading TFA as needed to keep up with class.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.