Planning Your Week:
Friday, 11/15 - IR #2 due - complete your reading of your IR book and submit your Flipgrid! (assignment here)
Upcoming Due Dates:
Thursday, 11/21 - Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) - your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.
Friday, 11/22 - Vocab Quiz on Unit 6
Tuesday, 12/3 - Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) - This is our third IR book!
Resources:
A Midsummer Night’s Dream - Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)
Elizabethan Research Presentation and Annotated Bibliography assignment packet here
FlipGrid IR #2 Project (assignment here)
Monday, November 11
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
Tuesday, November 12
Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts.
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:
Wednesday, November 13
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
Thursday, November 14
Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts. Begin to produce your presentation!
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:
Friday, November 15
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
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. ELAGSE9-10W4: 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.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
Friday, 11/15 - IR #2 due - complete your reading of your IR book and submit your Flipgrid! (assignment here)
Upcoming Due Dates:
Thursday, 11/21 - Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) - your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.
Friday, 11/22 - Vocab Quiz on Unit 6
Tuesday, 12/3 - Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) - This is our third IR book!
Resources:
A Midsummer Night’s Dream - Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)
Elizabethan Research Presentation and Annotated Bibliography assignment packet here
FlipGrid IR #2 Project (assignment here)
Monday, November 11
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Label the Magic Lens practice sentence.
- Complete the introduction to Unit 6 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 77-78. (Answer only #1, 3, 4, 5, 7, 8, 11, 12, 15, 18.)
- Enjoy your IR time! Remember to be working on your IR#2 project on Flipgrid! (assignment here)
- Complete the introduction to writing an annotated bibliography (we’ll read over page 3 in your Shakespeare research packet, here, and then highlight the sample on page 4 for its different components. We’ll also take notes on formatting).
- Get back to A Midsummer Night’s Dream! Begin reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments? Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
- Fill out the plot map periodically through the reading.
- Discus how the “love map” changes; adjust on your original illustrations!
- Complete the plot paragraph (fill-in-the-blank) for act IV.
- Prepare for the act IV quiz.
- View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.
- Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
- Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
- Acquire a copy of American Born Chinese for after the break!
Tuesday, November 12
Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts.
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:
- Ms. Vanbo’s class meets in 9129 to continue research and to construct an annotated bibliography. (Turn to pages 3-4 in your Shakespeare research packet, here, to make sure you’re meeting all requirements).
- Follow the model your teacher creates to set up your own annotated bibliography. Then, work independently to include ALL of the sources you are using in your presentation on the five most interesting facts about your research topic. Your presentation and annotated bibliography must match - they will both have the same sources! Remember that you must provide a minimum of three sources for this project.
- Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
- Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
- Acquire a copy of American Born Chinese for after the break!
Wednesday, November 13
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Label the Magic Lens practice sentence.
- Complete the introduction to Unit 6 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 77-78. (Answer only # 2, 6, 9, 10, 13, 14, 16, 17, 19, 20.)
- Enjoy your IR time! Remember to be working on your IR#2 project on Flipgrid! (assignment here)
- Finish act IV as needed of AMND: finish reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments? Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
- Fill out the plot map periodically through the reading.
- Discus how the “love map” changes; adjust on your original illustrations!
- Complete the plot paragraph (fill-in-the-blank) for act IV.
- View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.
- Take the act IV quiz (multiple choice).
- Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
- Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
- Acquire a copy of American Born Chinese for after the break!
Thursday, November 14
Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts. Begin to produce your presentation!
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.) ELAGSE9-10L3: write and edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:
- Ms. Vanbo’s classes meet in 9234 to continue developing Elizabethan research projects. Your teacher will review presentation expectations on page 5 of your packet. Make sure to use your Shakespeare research packet, here, to make sure you’re meeting all requirements.
- Take time as needed to review expectations for the IR#2 project on Flipgrid, due tomorrow! (assignment here)
- Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
- Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
- Acquire a copy of American Born Chinese for after the break!
Friday, November 15
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
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. ELAGSE9-10W4: 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.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Label the Magic Lens practice sentence.
- Complete the “Choosing the Right Word” practice for your Unit 6 vocabulary words.
- Take time as needed to review expectations for the IR#2 project on Flipgrid, due tonight before midnight!(assignment here)
- Get back to A Midsummer Night’s Dream! We’ll read act V of the play with the graphic novel and audiobook, then discuss the resolution of the play.
- Fill out the plot map periodically through the reading.
- Complete the plot paragraph (fill-in-the-blank) for act V.
- Prepare for the act V quiz.
- View 1999 film adaptation of A Midsummer Night’s Dream through the end of act V; compare the text to the film.
- Submit your IR#2 Flipgrid video before midnight today! (assignment here)
- Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
- Acquire a copy of American Born Chinese for after the break!