Planning Your Week:
Fri 9/21 - Unit 3 vocabulary assessment; Magic Lens level 2 assessment (NO NOTES); IR book #2 due in class (5 points)
Need help picking your next book? Check out our presentation here; or visit Goodreads’ “Books Every Teen Should Read”
Upcoming Due Dates:
Monday, 10/1 - NoRedInk practice due; take the NoRedInk quiz on “Embedded Quotations”; lab day to work on Antigone essays
Tuesday, 10/2 - Peer review of Antigone essay in class; completed packet due (packet here)
Friday, 10/5 - “Book Talk #2” due (handout here)
Sunday, 10/7 - Antigone essay final draft due to TurnItIn.com before midnight
Monday, 10/8 - Antigone essay final draft paper copy due in class
Monday, September 17
Learning Goal(s): Analyze the development of a tragic hero over the course of a play. Write a character analysis incorporating textual support.
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:
Tuesday, September 18
Learning Goal(s): Outline and draft a literary analysis essay; practice embedding quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
Wednesday, September 19
Learning Goal(s): Outline and draft a literary analysis essay; practice embedding quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
Thursday, September 20
Learning Goal(s): Outline and draft a literary analysis essay; practice embedding quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
Friday, September 21
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:
Fri 9/21 - Unit 3 vocabulary assessment; Magic Lens level 2 assessment (NO NOTES); IR book #2 due in class (5 points)
Need help picking your next book? Check out our presentation here; or visit Goodreads’ “Books Every Teen Should Read”
Upcoming Due Dates:
Monday, 10/1 - NoRedInk practice due; take the NoRedInk quiz on “Embedded Quotations”; lab day to work on Antigone essays
Tuesday, 10/2 - Peer review of Antigone essay in class; completed packet due (packet here)
Friday, 10/5 - “Book Talk #2” due (handout here)
Sunday, 10/7 - Antigone essay final draft due to TurnItIn.com before midnight
Monday, 10/8 - Antigone essay final draft paper copy due in class
Monday, September 17
Learning Goal(s): Analyze the development of a tragic hero over the course of a play. Write a character analysis incorporating textual support.
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 practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence) - get ready for Friday’s quiz (NO NOTES)
- Complete the “Choosing the Right Word” activity for Unit 3 vocabulary.
- Complete questions #1-13 after “Tragic Hero” as needed. In a class discussion, go over questions highlighting plot and character development, elements of the tragic hero, and figurative language devices used to emphasize a specific idea.
- Assemble into groups of 4; using the chart on pg. 381, create a visual on butcher paper highlighting Creon’s characteristics as the tragic hero and textual evidence illustrating these traits.
- In your SpringBoard book, read and consider the bullet points listed under “Planning and Prewriting: Take time to make a plan for your essay” on page 383. Jot down notes beside bullet points that help you to generate ideas.
- If time permits, craft a claim statement. Share claim statements aloud to the class. Use sample claim statements to revise and edit; share aloud.
- Select and acquire your new IR book, due Friday 9/21 (recommendations here; or visit Goodreads’ “Books Every Teen Should Read”
- Study Magic Lens level 2 and your Unit 3 vocabulary words for quizzes on Friday, 9/21
- Prepare your Antigone essay for peer review on Tuesday, 10/2 (packet here)
Tuesday, September 18
Learning Goal(s): Outline and draft a literary analysis essay; practice embedding quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence) - get ready for Friday’s quiz (NO NOTES)
- Continue planning and begin outlining your Embedded Assessment for Antigone (packet here). We’ll be in the LAB tomorrow and Thursday to type your drafts!
- Select and acquire your new IR book, due Friday 9/21 (recommendations here; or visit Goodreads’ “Books Every Teen Should Read”
- Study Magic Lens level 2 and your Unit 3 vocabulary words for quizzes on Friday, 9/21
- Prepare your Antigone essay for peer review on Tuesday, 10/2 (packet here)
Wednesday, September 19
Learning Goal(s): Outline and draft a literary analysis essay; practice embedding quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Meet in the computer lab (Vanbo: 9234; Charrette/Kirkley: 113)
- Complete the synonyms and antonyms for unit 3 vocabulary words; check your answers against the teacher’s key when ready.
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence) - get ready for Friday’s quiz (NO NOTES)
- Log in to NoRedInk.com; begin assigned practice on “Embedding Quotations.” (Spend no more than 30 minutes on this.) Your practice and quiz will be due Monday, 10/1.
- Continue planning, outlining, and drafting your essay (packet here).
- Select and acquire your new IR book, due Friday 9/21 (recommendations here; or visit Goodreads’ “Books Every Teen Should Read”
- Study Magic Lens level 2 and your Unit 3 vocabulary words for quizzes on Friday, 9/21
- Prepare your Antigone essay for peer review on Tuesday, 10/2 (packet here)
Thursday, September 20
Learning Goal(s): Outline and draft a literary analysis essay; practice embedding quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Meet in the computer lab (Vanbo: 9234; Charrette: 421; Kirkley: 113)
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence) - get ready for Friday’s quiz (NO NOTES)
- If not completed yesterday, complete the synonyms and antonyms for unit 3 vocabulary words; check your answers against the teacher’s key when ready.
- Log in to NoRedInk.com; continue assigned practice on “Embedding Quotations.” (Spend no more than 30 minutes on this.)Your practice and quiz will be due Monday, 10/1.
- Continue planning, outlining, and drafting your essay (packet here).
- Select and acquire your new IR book, due Friday 9/21 (recommendations here; or visit Goodreads’ “Books Every Teen Should Read”
- Study Magic Lens level 2 and your Unit 3 vocabulary words for quizzes on Friday, 9/21
- Prepare your Antigone essay for peer review on Tuesday, 10/2 (packet here)
Friday, September 21
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 3 vocabulary words and parts of speech/parts of the sentence by taking the language quizzes.
- Show your new IR book to your teacher (5 points), and independently read your chosen novel. Begin thinking about Book Talk, #2, due the Friday after Sept. break! (handout here)
- Continue reading your new IR book; Book Talk #2 due Friday 10/5 (This is the week we get back!!)
- Prepare your Antigone essay for peer review on Tuesday, 10/2 (packet here)