Monday 3/9 and Tuesday 3/10 - meet in computer lab 9234 to work on Ibo Cultural Presentations
Wednesday, 3/11 - Have TFA finished by today!
Thursday, 3/12 - Things Fall Apart essay in class
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Sunday, 3/15 - Unit 4 Sadlier Connect Activities due by 11:59pm
Upcoming Due Dates:
Monday, 3/16 - finish TFA essay
Tuesday, 3/17 and Wednesday, 3/18 - Ibo Cultural Presentations
Thursday, 3/19 - Acquire a copy of Amy Tan’s The Joy Luck Club before class 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)
Things Fall Apart Ibo Cultural Presentations (here)
Monday, March 9
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 16!
Homework:
- Catch up on TFA as needed to keep up with class.
- Unit 4 Sadlier Connect activities due Sun. 3/15 by 11:59pm
- Continue reading your IR book - Plan the items you will bring for your Still Life project (handout here) due Friday!
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Tuesday, March 10
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 16!
Homework:
- Catch up on TFA as needed to keep up with class.
- Unit 4 Sadlier Connect activities due Sun. 3/15 by 11:59pm
- Continue reading your IR book - Plan the items you will bring for your Still Life project (handout here) due Friday!
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography.
Wednesday, March 11 - Early Release
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:
- Discuss the conclusion and show your teacher your work on parts 2 and 3 of Things Fall Apart.
- Watch Adichie’s “The Danger of a Single Story” on TED. Discuss!
- Read “An African Voice” (an interview with Chinua Achebe) - pg. 268 answer the "Check Your Understanding" on an index card
- Unit 4 Sadlier Connect activities due Sun. 3/15 by 11:59pm
- Continue reading your IR book - Plan the items you will bring for your Still Life project (handout here) due Friday!
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography
Thursday, March 12
Learning Goal:
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:
- Compose an essay on Things Fall Apart!
- Unit 4 Sadlier Connect activities due Sun. 3/15 by 11:59pm
- Continue reading your IR book - Plan the items you will bring for your Still Life project (handout here) due Friday!
- Continue tracking your cultural element as you read TFA; work with your partner to prepare your presentation and annotated bibliography
Friday, March 13
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.
- Unit 4 Sadlier Connect activities due Sun. 3/15 by 11:59pm