Planning Your Week:
Monday, 1/13 - Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)
Wednesday, 1/15 - “Where I’m From” Poem due in class for peer review AND first IR book due in class for a book check
Thursday, 1/16 - Meet in lab 208!
Friday, 1/17 - Pre-Course assignment (here) due in class AND Archetype Selfie due in class (assignment here)
Upcoming Due Dates:
Wednesday, 1/22 - “Where I’m From” Poem final draft due in class
Resources:
Pre-Course assignment (here)
Archetype Selfie (assignment here)
“Where I’m From” Poem (assignment here)
“Two Kinds” (SB PDF here; pages 21-29)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
Monday, January 13
Learning Goal(s): Continue identifying and analyzing patterns in literature. Construct an Interactive Notebook!
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.
Agenda:
Tuesday, January 14
Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely 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.ELAGSE9-10RL3: 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:
Wednesday, January 15 - PSAT DAY!
Learning Goal(s): Analyze how an author uses setting to create mood.
Targeted Standards: ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.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:
Thursday, January 16
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly discussion
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. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely 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. ELAGSE9-10SL1: 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:
Friday, January 17
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype. Continue reading your chosen independent reading text.
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. 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:
Monday, 1/13 - Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)
Wednesday, 1/15 - “Where I’m From” Poem due in class for peer review AND first IR book due in class for a book check
Thursday, 1/16 - Meet in lab 208!
Friday, 1/17 - Pre-Course assignment (here) due in class AND Archetype Selfie due in class (assignment here)
Upcoming Due Dates:
Wednesday, 1/22 - “Where I’m From” Poem final draft due in class
Resources:
Pre-Course assignment (here)
Archetype Selfie (assignment here)
“Where I’m From” Poem (assignment here)
“Two Kinds” (SB PDF here; pages 21-29)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
Monday, January 13
Learning Goal(s): Continue identifying and analyzing patterns in literature. Construct an Interactive Notebook!
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.
Agenda:
- Set up your Interactive Notebook! (Show your teacher your composition book for a grade!)
- Finish Friday’s activities on culture from SpringBoard as needed:
- 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?
- Continue planning and drafting your “Where I’m From” poem.
- Independent Reading: Select and acquire your first independent reading novel, due in class Wednesday.
- “Where I’m From” Poem (assignment here): Bring your completed, typed, poem to class Wednesday for peer review!
- Archetype Selfie (assignment here): Continue planning your visual text, due Friday, January 17th.
- Pre-Course assignment (here): due Friday, 1/17.
Tuesday, January 14
Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely 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.ELAGSE9-10RL3: 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:
- Take the grammar baseline diagnostic assessment.
- Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes here; presentation here) - (Stop at prepositions for today.)
- Ponder & Respond (Narrative Writing): Why is conflict important in a story? What does it do to help build character or plot?
- Begin reading and analyzing “Two Kinds.”
- Review internal vs. external conflict (“Literary Terms” box on page 21)
- On page 21 in your SpringBoard book, read the “Setting a Purpose for Reading.”
- Class read-along (recording is 29 minutes): “Two Kinds” by Amy Tan - As your teacher plays the audio, be sure to mark for conflict. At each chunk, your teacher will pause the recording to allow you time to identify whether each instance you located is an example of internal or external conflict. Pick two different colors to highlight the different types!
- Partner Discussion: Examine your color ratios between internal and external conflict. Is the internal or external conflict more important to the story? Make a claim statement. Then find the THREE most effective pieces of evidence. Create lead-ins and citations for each. Provide INTERPRETATION for each piece of evidence. Remember that your interpretation should clearly explain how your piece of evidence proves your claim! Provide a CONCLUDING statement.
- Submit your group CEI paragraph.
- Ponder & Respond: What does the conflict reveal about the differences in the mother’s and daughter’s cultures? Provide evidence.
- Independent Reading: Select and acquire your first independent reading novel, due in class tomorrow.
- “Where I’m From” Poem (assignment here): Bring your completed, typed, poem to class tomorrow for peer review!
- Archetype Selfie (assignment here): Continue planning your visual text, due Friday, January 17th.
- Pre-Course assignment (here): due Friday, 1/17.
Wednesday, January 15 - PSAT DAY!
Learning Goal(s): Analyze how an author uses setting to create mood.
Targeted Standards: ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.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:
- Independent Reading book due today for a book check! Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Finish Magic Lens (level 1) notes in IAN; take notes from the Magic Lens presentation (guided notes here; presentation here).
- “Where I’m From” Poem due today for peer review - evaluate a partner’s poem based on the rubric and provide one glow and one grow comment.
- Finish yesterday’s plans with “Two Kinds” as needed.
- Cultural Connection: A visit to Colombia!
- Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
- Then, read the following article: https://www.theatlantic.com/entertainment/archive/2014/04/the-origins-of-gabriel-garcia-marquezs-magical-realism/360861/.
- Discuss your observations with the class.
- Begin reading and annotations for “A Very Old Man with Enormous Wings” (text here).
- Ponder & Respond (Narrative): With as much detail as possible, describe a beach. Use setting details to make your reader feel like he/she is actually present there.
- As a class, begin reading “A Very Old Man with Enormous Wings” (text here) and annotate for the following:
1. Highlight setting details - what images help us understand the setting of the short story?
2. Write two questions you have about the text. (These can be comprehension questions or discussion questions - up to you!)
- Add the Tone/Mood documents (here) to IAN.
- Look back over your ponder and respond: how does your beach compare with the one in the story? Decide on a “Mood” word for your beach setting. Then decide on a mood word for Marquez’s. Consider: How do the setting details create mood in “A Very Old Man With Enormous Wings”?
- Independent Reading: continue reading your first independent reading novel.
- “Where I’m From” Poem (assignment here): Continue revising your draft; final draft due Wednesday, 1/22.
- Archetype Selfie (assignment here): Continue planning your visual text, due Friday, January 17th.
- Pre-Course assignment (here): due Friday, 1/17.
Thursday, January 16
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly discussion
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. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely 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. ELAGSE9-10SL1: 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:
- Meet in Lab 208 to take the student survey and complete the PSAT Webquest! (here)
- Label the Magic Lens sentence for level 1 (parts of speech).
- IR time - Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Finish“A Very Old Man With Enormous Wings” as needed:
- Cultural Connection: A visit to Colombia!
- Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
- Then, read the following article: https://www.theatlantic.com/entertainment/archive/2014/04/the-origins-of-gabriel-garcia-marquezs-magical-realism/360861/.
- Discuss your observations with the class.
- Begin reading and annotations for “A Very Old Man with Enormous Wings” (text here).
- Ponder & Respond (Narrative): With as much detail as possible, describe a beach. Use setting details to make your reader feel like he/she is actually present there.
- As a class, begin reading “A Very Old Man with Enormous Wings” (text here) and annotate for the following:
1. Highlight setting details - what images help us understand the setting of the short story?
2. Write two questions you have about the text. (These can be comprehension questions or discussion questions - up to you!)
- Add the Tone/Mood documents (here) to IAN.
- Look back over your ponder and respond: how does your beach compare with the one in the story? Decide on a “Mood” word for your beach setting. Then decide on a mood word for Marquez’s. Consider: How do the setting details create mood in “A Very Old Man With Enormous Wings”?
- Cultural Connection: A visit to Colombia!
- Participate in a silent discussion for “A Very Old Man with Enormous Wings.” On a piece of computer paper, write your name and one question you have about the text (you should have two already written from our reading). Follow your teacher’s instructions for passing!
- Whole Class discussion: examine the symbolism of the first paragraph; discuss questions we still have
- Ponder & Respond: What elements of Columbian culture can you discover in the short story? List as many examples as you can find.
- Archetype Selfie (assignment here): Continue planning your visual text, due TOMORROW!
- Pre-Course assignment (here): due TOMORROW!
- Independent Reading: continue reading your first independent reading novel.
- “Where I’m From” Poem (assignment here): Continue revising your draft; final draft due Wednesday, 1/22.
Friday, January 17
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype. Continue reading your chosen independent reading text.
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. 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:
- Submit your completed pre-course assignment (here), if not already submitted.
- Label the Magic Lens sentence for level 1 (parts of speech).
- Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete this activity!
- PICK UP a piece of butcher paper and markers.
- On your butcher paper, WRITE your archetype’s name and DECORATE the paper with appropriate symbols to represent the archetype. (You may cut down the butcher paper as needed)
- TAPE/GLUE all group members’ selfies/captions onto the paper.
- WRITE each group member’s name (first name & last initial) on the front of the poster, next to his/her selfie.
- WRITE your class period number.
- TAPE your poster to the wall.
- WRITE your name on your Archetype Selfie assignment sheet/rubric and SUBMIT to the inbox for grading
- When it’s time, your group will share their selfies with the class! Be prepared to present a brief description of how your selfie and caption relate to your archetype.
- Finish activities with “A Very Old Man With Enormous Wings” as needed.
- IR time - Spend remaining class time reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Independent Reading: continue reading your first independent reading novel.
- “Where I’m From” Poem (assignment here): Continue revising your draft; final draft due Wednesday, 1/22.