Friday, 9/20 - Complete your IR novel and bring in your still life items to present (handout here)
Upcoming Due Dates:
Tuesday, 10/1 - Select and bring in your second IR book for a book check! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Resources:
Sadlier Unit 2 vocabulary words (here)
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.)
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, September 16
Learning Goal(s): Analyze how a complex character interacts with other characters. Write a short expository essay to compare and contrast.
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. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Label the Magic Lens sentence for levels one and two.
- Read chapters 5-6 of Things Fall Apart; track character relationships on a chart (use SB, page 233 to model the graphic organizer you create in your IAN).
- Create a written response to the “Writing to Sources: Explanatory Text” on SB page 234 in the Ponder and Respond section of your IAN. Based on your response, be prepared to have a mini-debate to explain your position.
- As a class, participate in a debate on the following question: How do Okonkwo’s family relationships make him a sympathetic or unsympathetic character?
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th. Plan the items you will bring for your Still Life project (handout here).
- Begin looking for your second IR book - book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Tuesday, September 17
Learning Goal(s): Analyze how a complex character interacts with other characters. Write a short expository essay to compare and contrast.
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. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Label the Magic Lens sentence for levels one and two.
- PSAT Practice - Take notes on strategies for completing the writing section; practice by reading a passage and completing questions.
- As needed, complete yesterday’s mini-debate on the following question: How do Okonkwo’s family relationships make him a sympathetic or an unsympathetic character?
- On page 235 in SB, answer question 1 on foreshadowing.
- Read chapters 7-8 in Things Fall Apart - be ready to discuss each chapter in small groups.
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th. Plan the items you will bring for your Still Life project (handout here).
- Begin looking for your second IR book - book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Wednesday, September 18
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 Magic Lens sentence for levels one and two.
- Assign groups to analyze, present, and lead a discussion on an assigned chapter (1-8) from Things Fall Apart. Use the instructions listed here to produce an informative poster on butcher paper. We will present tomorrow!
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th. Plan the items you will bring for your Still Life project (handout here).
- Begin looking for your second IR book - book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Thursday, September 19
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:
- Take the Unit 2 vocabulary quiz! When you’re finished, enjoy your independent reading time.
- PSAT Practice - Take notes on strategies for completing the writing section; practice by reading a passage and completing questions.
- As time allows, work with your group to complete your work on assigned chapter (1-8) from Things Fall Apart (instructions here).
- Continue reading your independent reading novel - you need to have your novel read by Friday, September 20th. Plan the items you will bring for your Still Life project (handout here).
- Begin looking for your second IR book - book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)
Friday, September 20
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 your independent reading novel - you need to have your novel read by Friday, September 20th. Plan the items you will bring for your Still Life project (handout here).