Sunday, 3/3 - Complete all Unit 3 activities on Sadlier Connect before midnight.
Monday, 3/4 - Complete the reading of your first independent novel and prepare for your literary still life (assignment here)!
Tuesday, 3/5 - Work day in the computer lab for cultural research project
Friday, 3/8 - Vocabulary Unit 3 assessment
Friday, 3/8 - bring in a copy of your next IR book! (See your teacher’s recommendations here; or visit Goodreads’ “Books Every Teen Should Read”)
Upcoming Due Dates:
Wednesday, 3/6 - Read up to chapter 13 in Things Fall Apart; be prepared for a reading quiz
Thursday, 3/14 - Ibo cultural presentations and annotated bibliographies due
Tuesday, 3/19 - Acquire a copy of Amy Tan’s The Joy Luck Club before class today
Friday, 4/12 - Complete your reading your IR #2 by today
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)
Monday, March 4
Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts.
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. ELAGSE9-10SL4: 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. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Agenda:
- Move in groups to present your reading still life and view your peers’ projects! Complete your scavenger hunt as you move around to different classrooms. (Scavenger hunt here)
- After you’re finished, complete the reflection on the back of your scavenger hunt.
- Continue reading TFA - you should have read to page 119 (through chapter 12) by Wednesday, March 6th.
- Select and acquire your second independent reading book - bring a copy to class on Friday, March 8th for a book check!
- Prepare for your unit 3 vocabulary quiz on Friday, March 8th
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography, due Thursday, March 14th
- Obtain your own copy of Amy Tan’s The Joy Luck Club and bring to class by Tuesday, March 19th
Tuesday, March 5
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:
- Work in the computer lab (9234 - Vanbo; 9129 - Riley) to plan your presentation for Embedded Assessment 1 (assignment here). We will present these Thursday, March 14th.
- Continue reading TFA - you should have read to page 119 (through chapter 12) by Wednesday, March 6th.
- Select and acquire your second independent reading book - bring a copy to class on Friday, March 8th for a book check!
- Prepare for your unit 3 vocabulary quiz on Friday, March 8th
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography, due Thursday, March 14th
- Obtain your own copy of Amy Tan’s The Joy Luck Club and bring to class by Tuesday, March 19th
Wednesday, March 6
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
- Label the Magic Lens sentence for levels one and two.
- 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)
- Begin 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.
- 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.
- Continue reading TFA!
- Select and acquire your second independent reading book - bring a copy to class on Friday, March 8th for a book check!
- Prepare for your unit 3 vocabulary quiz on Friday, March 8th
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography, due Thursday, March 14th
- Obtain your own copy of Amy Tan’s The Joy Luck Club and bring to class by Tuesday, March 19th
Thursday, March 7
Learning Goal(s): Analyze how key plot events develop a theme related to cultural conflict.
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:
- Label the Magic Lens sentence for levels one and two.
- 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?
- With a partner, in a well-developed paragraph, compare some element of Things Fall Apart to an element of American culture. Use at least two pieces of text evidence (with lead-ins and proper MLA documentation). Remember to use “precise language” and “domain-specific vocabulary” to minimize bias. You are functioning as an observer, not a judge. Use at least two NEW vocabulary words from Unit 3.
- Read through chapter 19 in TFA by Monday, March 11th, and complete the “Key Events” graphic organizer on page 255. (Part 2).
- Continue reading TFA - read through chapter 19th by Monday, March 11th.
- Select and acquire your second independent reading book - bring a copy to class on Friday, March 8th for a book check!
- Prepare for your unit 3 vocabulary quiz on Friday, March 8th
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography, due Thursday, March 14th
- Obtain your own copy of Amy Tan’s The Joy Luck Club and bring to class by Tuesday, March 19th
Friday, March 8
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills.
Targeted Standards: 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:
- Complete course registration through guidance.
- Take the Sadlier vocabulary Unit 3 assessment.
- Show your new independent novel to your teacher! Begin reading book #2, or catch up on reading Things Fall Apart as needed - read through chapter 19th by Monday, March 11th.
- Continue reading TFA - read through chapter 19th by Monday, March 11th.
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography, due Thursday, March 14th
- Begin reading your IR #2 - this book must be completed by Friday, April 12th.