Monday, 1/6 - First day back to school!!!
Friday, 1/10 - Signed syllabus due, vocab money due (bring cash or a check made out to Harrison High School)
Upcoming Due Dates:
Monday, 1/13 - Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)
Friday, 1/17 - Pre-Course assignment (here) due in class
Resources:
Class Syllabus (here)
Pre-Course Assignment (here)
SpringBoard Unit 1 PDF (here)
Selfie Assignment (here)
Monday, January 6 - Welcome to World Literature!!!
Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new World Lit community; understand class policies and procedures.
Targeted Standards(s): 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. ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Agenda:
Tuesday, January 7
Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.
Targeted Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Agenda:
Wednesday, January 8
Learning Goal(s): Consider your reading preferences and make a plan to complete Independent Reading requirements this semester.
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:
Thursday, January 19
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.
Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10L6: 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, January 20
Learning Goal(s): Explore the concept of culture and the role it plays in personal perceptions; compose a short explanatory text
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
Agenda:
Friday, 1/10 - Signed syllabus due, vocab money due (bring cash or a check made out to Harrison High School)
Upcoming Due Dates:
Monday, 1/13 - Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)
Friday, 1/17 - Pre-Course assignment (here) due in class
Resources:
Class Syllabus (here)
Pre-Course Assignment (here)
SpringBoard Unit 1 PDF (here)
Selfie Assignment (here)
Monday, January 6 - Welcome to World Literature!!!
Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new World Lit community; understand class policies and procedures.
Targeted Standards(s): 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. ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Agenda:
- Complete welcome sheet (handout here); complete TRSS process. (PPT here)
- Discuss the syllabus and review class procedures.
- Discuss the pre-course assignment (here) and due date (January 17th).
- Participate in the Class Norms poster activity.
- Read The Day You Begin by Jaqueline Woodson (video read-aloud here)
- Ponder and Respond (PPT here): Jaqueline Woodson’s The Day You Begin explores the power we gain when we take pride in the characteristics that make us who we are, different from anyone else. Choose one of the prompts below to respond to in a short piece of writing:
- Write about a time you felt nervous about sharing something about yourself that made you feel different. Did you end up sharing? How did it go? Would you do anything differently if the situation presented itself again?
- Write about a time you met someone who was different from you in an interesting way. How did you feel? What did you learn or gain from the experience?
- Write about a time you learned something surprising from a friend. How did learning more about this person affect your relationship? Why do you think this information surprised you?
- Syllabus: Read the syllabus and have parent/guardian sign - due Friday, January 10th
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, January 10th
- Interactive Notebook Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, January 13th
- Pre-Course Assignment (here): due Friday, January 17th
Tuesday, January 7
Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.
Targeted Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Agenda:
- Submit signed syllabus & vocabulary money.
- Compose a response to the timed writing baseline assessment prompt. (One hour only!)
- Complete yesterday’s Ponder and Respond (PPT here): Jaqueline Woodson’s The Day You Begin explores the power we gain when we take pride in the characteristics that make us who we are, different from anyone else. Choose one of the prompts below to respond to in a short piece of writing:
- Write about a time you felt nervous about sharing something about yourself that made you feel different. Did you end up sharing? How did it go? Would you do anything differently if the situation presented itself again?
- Write about a time you met someone who was different from you in an interesting way. How did you feel? What did you learn or gain from the experience?
- Write about a time you learned something surprising from a friend. How did learning more about this person affect your relationship? Why do you think this information surprised you?
- Icebreaker activity:
- Underline your most important sentence
- [Bracket] your most important phrase
- Circle most important word
- Share your word with the class!
- Class Challenge: Who can memorize every classmate’s name and word?
- Syllabus: Read the syllabus and have parent/guardian sign - due Friday, January 10th
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, January 10th
- Interactive Notebook Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, January 13th
- Pre-Course Assignment (here): due Friday, January 17th
Wednesday, January 8
Learning Goal(s): Consider your reading preferences and make a plan to complete Independent Reading requirements this semester.
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:
- Submit signed syllabus and vocab money if you have it (due Friday).
- Independent Reading Introduction
- Participate as a class in the “Epic First Paragraphs” activity.
- View the John Green “hype” video to get you excited about reading!
- Discovering Your Textual Lineage (here): In your IAN, reflect back on your elementary, middle school, and 9th grade years. List any books that you remember making an impact on you.
- Reading Inventory (here): Choose a partner that you have never met before this class. Interview your partner while filling out THEIR survey for them. Answer the questions truthfully. This survey is very important in reflecting on your own reading history and interests. We will revisit this at the end of the semester.
- Learn about books that aren’t boring; go through the “books that won’t fly” list.
- Discuss due date for first book (Wednesday, January 15th).
- Jot down a list of books you are interested in reading. Research three novels using goodreads.com, amazon.com, barnesandnoble.com, etc.
- Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here).
- If time, review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (ppt). How will the archetypal color symbolism knowledge you’ve just gained help you to analyze text and film?
- Take and score the Heroic Myth Assessment (quiz here) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type?
- Add both personality types to an index card for your teacher!
- Ponder and Respond: Do you agree with your results? Why/why not?
- Syllabus: Read the syllabus and have parent/guardian sign - due Friday, January 10th
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, January 10th
- Interactive Notebook Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, January 13th
- Pre-Course Assignment (here): due Friday, January 17th
- Independent Reading: Select and acquire your first independent reading novel, due in class on Wednesday, January 15th.
Thursday, January 19
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.
Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10L6: 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:
- Submit signed syllabus and vocab money if you have it (due tomorrow!).
- Finish yesterday’s introduction to archetypes as needed:
- Review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (ppt). How will the archetypal color symbolism knowledge you’ve just gained help you to analyze text and film?
- Take and score the Heroic Myth Assessment (quiz here) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type?
- Add both personality types to an index card for your teacher!
- Ponder and Respond: Do you agree with your results? Why/why not?
- Introduce Archetype Selfie with Instagram caption - due Friday, 8/16 (assignment here). Begin planning your assignment!
- Sign out SpringBoard books!
- In your SpringBoard book, explore the term “culture” with the class in a word web (page 5). As a class, continue to work through “Defining Culture,” #1-6.
- Think about items that are important in your culture - you can select any culture you feel you’re a part of: Harrison High School’s culture, the United States’ culture, Southern culture, etc. On the Wiki template (here), create a Wikipedia entry for this item for someone who is unfamiliar with the item and its significance. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture. Be sure to:
- Describe the object clearly using vivid and concrete language.
- Explain how the object connects to your culture.
- Explain the significance of the object.
- Use a professional tone, complete sentences, and proper grammar and mechanics.
- Syllabus: Read the syllabus and have parent/guardian sign - due Friday, January 10th
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, January 10th
- Interactive Notebook Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, January 13th
- Pre-Course Assignment (here): due Friday, January 17th
- Independent Reading: Select and acquire your first independent reading novel, due in class on Wednesday, January 15th.
- Archetype Selfie (assignment here): Begin planning your visual text, due Friday, January 17th
Friday, January 20
Learning Goal(s): Explore the concept of culture and the role it plays in personal perceptions; compose a short explanatory text
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
Agenda:
- Submit signed syllabus and vocab money - due today!
- In pairs, turn to page 9 in your SpringBoard text (pdf here). Set a purpose for reading: Underline or highlight information that helps you define the concept of cultural identity. Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
- Read “What is Cultural Identity” by Elise Trumbull and Maria Pacheco (pdf here). Use underlining and circling from the “Setting a Purpose for Reading” instructions as you read aloud with a partner. (One partner reads odd paragraphs, one partner reads evens.)
- As a pair, discuss THEN respond in writing to each of the following questions after the text: #2, #3, #5, #7-9.
- Sensory Imagery mini-lesson: visual (sight), auditory (hearing), touch (tactile), taste (gustatory), and smell (olfactory).
- In SpringBoard, turn to page 113 (pdf here) and read the poem. Use a different color of highlighter to annotate the poem for each type of sensory imagery. As you read, circle unknown words and phrases, and try to determine the meaning of the words by using context clues, word parts, the definitions in your SB book, or a dictionary.
- Share examples of each type of imagery with the class to complete the chart on page 115 (pdf here).
- Ponder and Respond (“Check Your Understanding” on page 115): How would you describe the culture reflected in Lyon’s poem? What clues from the poem helped you to form your description?
- Begin prewriting activities for your own “Where I’m From” poem (handout here).
- Interactive Notebook Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Monday, January 13th
- Pre-Course Assignment (here): due Friday, January 17th
- Independent Reading: Select and acquire your first independent reading novel, due in class on Wednesday, January 15th.