Thurs. 10/4 - Complete all Unit 4 Sadlier Connect activities by 11:59pm
Upcoming Due Dates:
Mon. 10/8 - Ibo Culture presentations
Mon. 10/8 - annotated bibliography due by 11:59pm
Mon. 10/15 - Acquire a copy of Amy Tan’s The Joy Luck Club before class today.
Resources:
Things Fall Apart - PDF (here).
Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times)
Monday, October 1
Learning Goal: 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:
- Introduce Unit 4 vocabulary words
- Whole class discussion/review: What is the function/purpose of Part 2 of Things Fall Apart? Which events are the most important and why?
- Read 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.
- Complete Unit 4 Sadlier Connect activates by Thursday at 11:59pm
Tuesday, October 2
Learning Goals: Complete your reading of Things Fall Apart. Analyze the use of irony in the novel. Make connections between the author’s life and literary work.
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.)
Agenda:
- Van Bohemen - Hearing/Vision Screening
- Magic Lens Level 3 introduction notes and practice
- Discuss your previous Ponder & Respond: can one culture be “good” and another “bad”? Explain.
- Complete reading the novel (chapters 23-25), and complete SpringBoard activities on irony. (Answer questions 1-4 on pages 264-265 - Activity 3.19) Use your IAN resource on the three types of irony as needed.
- Complete Unit 4 Sadlier Connect activates by Thursday at 11:59pm
Wednesday, October 3
Learning Goal: Complete your reading of Things Fall Apart. Analyze the use of irony in the novel. Make connections between the author’s life and literary work.
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.)
Agenda:
- Complete reading/discussing Things Fall Apart
- Watch Adichie’s “The Danger of a Single Story” on TED
- Begin reading “An African Voice” (an interview with Chinua Achebe) - pg. 268 answer the "Check Your Understanding" on an index card.
- Complete Unit 4 Sadlier Connect activates by Thursday at 11:59pm
Thursday, October 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 computer lab (Vanbo: 816; Riley/Tatum: 9129)
- Complete Unit 4 Sadlier Connect activates by tonight at 11:59pm
- Complete Ibo cultural presentations and annotated bibliography by Monday, 10/8.
Friday, October 5
Learning Goal: Conduct a comparative analysis between texts with similar themes. Present an oral interpretation of a poem.
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. ELAGSE9-10RL4: 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.) ELAGSE9-10RL9: 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:
- Consider the use of diction to convey tone (answer question 1 on page 259, Activity 3.18 in SpringBoard).
- In small groups, on butcher paper, analyze your assigned poem. Annotate your poem, complete TPFASSTT, and answer all associated questions in SpringBoard.
- “Prayer to the Masks,” page 260 - questions 1-3
- “The Second Coming,” page 262 - questions 4-6
- Once you have analyzed your poem, you will prepare a dramatic reading of the poem. Consider who from your group will read which lines, and which lines or specific words you will read together. Plan your pacing, style, and use of physical presence.
Homework: Complete Ibo cultural presentations and annotated bibliography by Monday, 10/8.