Planning Your Week:
Friday, 1/31 - Take the Unit 1 vocabulary quiz
Upcoming Due Dates:
Thursday, 2/6 - Bring a typed, printed, double-spaced draft of your Narrative Assignment (here) for peer review
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Resources:
Narrative Assignment (here)
“Two Kinds” (SB PDF here; pages 21-29)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
Monday, January 27
Learning Goal(s): Study narrative structure; consider how a writer creates surprise.
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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:
Tuesday, January 28
Learning Goal(s): Compose a narrative with effective technique and well-chosen details.
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. 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:
Wednesday, January 29
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
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.
Agenda:
Thursday, January 30
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
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.
Agenda:
Friday, January 31
Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessments.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 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:
Friday, 1/31 - Take the Unit 1 vocabulary quiz
Upcoming Due Dates:
Thursday, 2/6 - Bring a typed, printed, double-spaced draft of your Narrative Assignment (here) for peer review
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Resources:
Narrative Assignment (here)
“Two Kinds” (SB PDF here; pages 21-29)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
Monday, January 27
Learning Goal(s): Study narrative structure; consider how a writer creates surprise.
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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 level 1 (parts of speech).
- In your vocabulary book, complete Synonyms and Antonyms on pages 18-19.
- IR time - Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Ponder & Respond: Draw out the typical narrative structure of a short story. Share with your group; add features as needed based on your discussion with peers. Then, compare your drawing with the model (here). (Teacher can set a 2 minute timer with this to see who can create the most complete illustration in the time allowed!)
- In groups, read “Life is Sweet at Kumansenu” by Abioseh Nicol (text here). As you read, annotate for plot structure. Identify each stage of the plot as it unfolds.
- In groups, create a poster to demonstrate the plot structure of the short story.
- Discussion: How have Nicol’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise?
- Ponder & Respond: What elements of Nigerian culture can you discover in the short story? List as many examples as you can find.
- Watch “The Danger of a Single Story” and follow the lessons embedded in the presentation (here).
- Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Tuesday, January 28
Learning Goal(s): Compose a narrative with effective technique and well-chosen details.
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. 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 level 1 (parts of speech).
- IR time - Spend 20 - 30 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Finish activities with “Life is Sweet at Kumansenu” as needed.
- Writing Day: Begin working on your narrative project (here)!
- Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Wednesday, January 29
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
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.
Agenda:
- Ms. Vanbo’s class in lab 9234 to continue working on your narrative project (here)! Your teacher will assist you as needed with setting up proper MLA formatting. Bring a typed, printed draft of your completed essay on Thursday, February 6th for peer review. (Peer review will count as a grade!)
- While you’re in the lab, please also take the ZINC reading inventory assessment and begin the NoRedInk diagnostic assessment.
- Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Thursday, January 30
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
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.
Agenda:
- Ms. Vanbo’s class in lab 9234 to continue working on your narrative project (here)!
- While you’re in the lab, please also take the ZINC reading inventory assessment and begin the NoRedInk diagnostic assessment.
- Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Friday, January 31
Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessments.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 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:
- Take the unit 1 vocabulary assessment.
- Enjoy your IR time!
- Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.