Fri 9/7 - Vocabulary Unit 2 assessment; Magic Lens quiz
Upcoming Due Dates:
Fri 9/14 - Independent reading one-pager assignment and presentation due (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Monday, September 3 - Labor Day (no school)
Tuesday, September 4
Learning Goal(s): Consider how character conflict may contribute to plot.
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.
Agenda:
- Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
- Review Unit 2 vocabulary words; complete the “synonyms” and “antonyms” sections in your book.
- Complete our work on “Enter the King” from last week (SB pg. 326):
- As needed, complete reading section, “Enter the King”. As you continue reading Antigone, mark the text by highlighting evidence of Creon’s attitude or emotions, especially as they change throughout the scene.
- In groups, answer text-dependent questions 1-10. Participate in class discussion on figurative language, characterization, and plot development in the text.
- SB pg. 335: Review Antigone’s and Creon’s underlying motivations. Complete chart and text-dependent questions 2-4.
- Study vocabulary and Magic Lens to prepare for a language assessment this Friday, 9/7
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.
Wednesday, September 5
Learning Goal(s): Analyze different characters’ conflicting motivations. Evaluate how the interaction of complex characters advances a plot or develops a theme.
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.
Agenda:
- Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
- As you read the next scene of Antigone, mark the text for evidence of each character’s motivations and beliefs.
- SB 4:12: Complete the reading; as you read, stop periodically to answer text-dependent questions 5-14. (Pause at line 533 and answer 5-8; page at 601 and answer 9-12; complete reading and answer 13-14)
- SB (pg. 345) Working from the Text: Complete the chart while compiling textual evidence and analyzing what motivates the character.
- Study vocabulary and Magic Lens to prepare for a language assessment this Friday, 9/7
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.
Thursday, September 6
Learning Goal(s): Analyze how a minor character can serve as a foil to a major character. Create a working outline for an essay analyzing a character foil.
Targeted Standards: 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.
Agenda:
- Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
- Review Unit 2 vocabulary words; complete the “words in context” section in your book.
- SB 4:13: Review the literary term, “foil.” Consider the three characters who have interacted with Creon so far. How was each one different from Creon? Jot down your responses. Which character do you think has served as the strongest foil for Creon? How did this foil help develop and highlight Creon’s character? Respond in the “My Notes” column.
- Complete the reading. As you read, highlight in one color evidence of Haemon’s character as it is revealed by thoughts, words, and actions. Use another color to highlight Creon’s character traits that are revealed or emphasized through his interactions with Haemon.
- Answer the text-dependent questions (3-7).
- Craft a thesis statement on how Haemon acts as a character foil for Creon; share thesis statements with the class. Revise your statements.
- Fill out the outline of an essay analyzing character interaction.
- Study vocabulary and Magic Lens to prepare for a language assessment TOMORROW
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.
Friday, September 7
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills.
Targeted Standards: 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. 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.
Agenda:
- Demonstrate your knowledge of Unit 2 vocabulary words and parts of speech by taking the language quiz.
- Independently read your chosen novel. Begin working on one-pager if ready.
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.