Planning Your Week:
Sunday, March 4 - Complete 45 minutes of Membean practice before midnight
Friday, March 9 - Magic Lens Level 2 Quiz (For extra help on Magic Lens, visit Mrs. Riley’s Hoya Block on Wednesday or Thursday this week in room 9105.)
Sunday, March 11 - Complete “Combining Clauses” practice on NoRedInk and 45 minutes of Membean before midnight.
Upcoming Due Dates:
Tuesday, March 13 - Ibo Pre- and Post-Colonial Research presentations and annotated bibliographies due in class (annotated bibliography handout here)
Friday, Mar. 16 - Extra Credit Opportunity (10 points, Reading category): find a recipe for a traditional Ibo dish; prepare the dish; bring in your printed recipe.
Monday, Mar. 19 - Obtain a copy of The Joy Luck Club by Amy Tan (find it here).
Access a digital copy of Things Fall Apart here.
Access an audio version of Things Fall Apart here.
Monday, March 5
Learning Goal: 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:
- PSAT Mondays (writing practice)
- Magic Lens Level 2 practice sentence - QUIZ FRIDAY!
- Read chapters 13-19 and complete the “Key Events” graphic organizer on page 255. (Part 2)
- Homework: 45 minutes of Membean practice and No Red Ink Connecting Clauses Practice due before midnight, Sunday, March 11th. Continue working on EA1 presentations, due Tuesday, March 13th.
Tuesday, March 6
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:
- Magic Lens Level 2 practice
- Whole class discussion/review: What is the function/purpose of Part 2 of Things Fall Apart? Which events are the most important and why? Compare and contrast how gender is represented in Umuofia and Mbanta.
- 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.
Wednesday, March 7
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:
- 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.
- Begin reading “An African Voice” (an interview with Chinua Achebe) - pg. 268 (Activity 3.20)
Thursday, March 8
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:
- Discuss part 2 of the novel.
- View Adichie's TED Talk: "The Danger of a Single Story" (here)
Friday, March 9
Learning Goal: Plan to write a literary analytical essay about Things Fall Apart in which you examine a character’s response to the cultural collision caused by the introduction of Western ideas into Ibo culture.
Targeted Standards: 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. 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. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain an appropriate style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Agenda:
- Take the Magic Lens Quiz!
- Complete reading/discussing Things Fall Apart
- Read "An African Voice" in SpringBoard and answer the "Check Your Understanding" on an index card.
- Review the Embedded Assessment 2 assignment details and rubric from SpringBoard (see pages 279-80).
- Using the same skills you utilized for the Antigone essay, break down the prompt, make an outline of major points, draft a thesis statement, compile evidence, write topic sentences, and plan an introduction and conclusion. You will actually compose this essay next Thursday in class, but today is your only day for planning. Any additional planning must be completed outside of class.