Planning Your Week:
Monday, 10/14 - Present your group’s Levels of Hell project (assignment here)
Tuesday, 10/15 - Seminar on Dante and issues in modern justice (bring your article, Analyze This, your 5 seminar questions, and be prepared to discuss the text See the resources below!)
Upcoming Due Dates:
Friday, 10/25 - Unit 4 vocabulary quiz
Friday, 11/1 - IR #2 due
Resources:
Text: Dante’s Inferno Class Text
Instructions for finding articles here
Seminar Assignment & Rubric here
Levels of Hell Assignment & Rubric here
Analyze This here
CRAAP graphic organizer (required for articles NOT from CDL) here
Writing Seminar Questions handout here
Monday, October 14
Learning Goal(s): Share your ideas in the form of a presentation, utilizing public speaking skills; Learn new SAT vocabulary and practice using unfamiliar words in context
Targeted Standards: 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentationsto enhance understanding of findings, reasoning, and evidence and to add interest. 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:
Tuesday, October 15
Learning Goal(s): Demonstrate your verbal communication skills by propelling a discussion forward!
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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives,summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Wednesday, October 16
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: 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. 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, October 17
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts.
Targeted Standards: 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:
Friday, October 18
Learning Goal(s): Examine context clues to determine word meanings; comprehend challenging text from a different country and time period
Targeted Standards: 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. ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Agenda:
Monday, 10/14 - Present your group’s Levels of Hell project (assignment here)
Tuesday, 10/15 - Seminar on Dante and issues in modern justice (bring your article, Analyze This, your 5 seminar questions, and be prepared to discuss the text See the resources below!)
Upcoming Due Dates:
Friday, 10/25 - Unit 4 vocabulary quiz
Friday, 11/1 - IR #2 due
Resources:
Text: Dante’s Inferno Class Text
Instructions for finding articles here
Seminar Assignment & Rubric here
Levels of Hell Assignment & Rubric here
Analyze This here
CRAAP graphic organizer (required for articles NOT from CDL) here
Writing Seminar Questions handout here
Monday, October 14
Learning Goal(s): Share your ideas in the form of a presentation, utilizing public speaking skills; Learn new SAT vocabulary and practice using unfamiliar words in context
Targeted Standards: 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentationsto enhance understanding of findings, reasoning, and evidence and to add interest. 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:
- Complete the introduction to Unit 4 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only . #1, 2, 6, 7, 8, 10, 16, 17, 19, 20.)
- Present Dante's Inferno "Levels of Hell" projects!
- If time, review seminar expectations and prepare for tomorrow.
- Continue preparing for the seminar tomorrow: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, write five open-ended discussion questions).
- Continue reading your second IR book!
Tuesday, October 15
Learning Goal(s): Demonstrate your verbal communication skills by propelling a discussion forward!
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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives,summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Introduction to seminar expectations.
- Use your article, Analyze This, your 5 seminar questions, and a copy of Dante’s Inferno to actively participate in the Socratic seminar!
- Submit your deliverables and complete your seminar reflection handout - this is due tomorrow when you walk in the door if not completed already.
- Continue reading your second IR book!
Wednesday, October 16
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: 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. 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 your seminar reflection if not turned in yesterday.
- Label the Magic Lens sentence for levels 1 and 2.
- Complete the introduction to Unit 4 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only # 3, 4, 5, 9, 11, 12, 13, 14, 15, 18.)
- Finish Levels of Hell presentations as needed.
- Class Discussion: When you hear “Shakespeare,” what is the first thing that comes to mind? What do you already know about Shakespeare?
- Introduction to Shakespeare with guided notes! View accompanying videos.
- Shakespeare’s background
- The Globe Theatre
- Plays and language
- Continue reading your second IR book!
Thursday, October 17
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts.
Targeted Standards: 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 levels 1 and 2.
- Enjoy your IR time!
- Finish introduction to Shakespeare as needed:
- Class Discussion: When you hear “Shakespeare,” what is the first thing that comes to mind? What do you already know about Shakespeare?
- Introduction to Shakespeare with guided notes! View accompanying videos.
- Shakespeare’s background
- The Globe Theatre
- Plays and language
- Listen to the History of the English Language podcast Episode 1 (starting at 8:37 ending at 16:00)
- Review Shakespeare's language with OP video; What Shakespeare Sounded Like video
- Participate in tone activity as a class.
- Continue reading your second IR book!
Friday, October 18
Learning Goal(s): Examine context clues to determine word meanings; comprehend challenging text from a different country and time period
Targeted Standards: 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. ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Agenda:
- Label the Magic Lens sentence for levels 1 and 2.
- Complete the “Choosing the Right Word” activity for Unit 4 words.
- Complete introduction to Shakespeare as needed.
- Begin reading A Midsummer Night’s Dream.
- Continue reading your second IR book!