Planning Your Week:
Friday, 8/9 - Signed syllabus due, vocab money due (bring cash or a check made out to Harrison High School), Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)
Upcoming Due Dates:
Monday, 8/12 - Pre-Course assignment (here) due in class
Tuesday, 8/13 - First Independent Reading (IR) book due in class (Need help? See our recommendations here, or visit Goodreads’ “Books Every Teen Should Read.”)
Tuesday, 8/13 - “Where I’m From” Poem due in class - must be typed and polished!
Friday, 8/16 - Archetype Selfie due in class (assignment here)
Resources:
Class Syllabus (here)
Pre-Course Assignment (here)
Monday, August 5
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:
Tuesday, August 6
Learning Goal(s): Become familiar with archetypes, and brainstorm ways to use symbolism to create a visual text
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. ELAGSE9-10W10: 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. 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:
Wednesday, August 7
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:
Thursday, August 8
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, August 9
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:
Friday, 8/9 - Signed syllabus due, vocab money due (bring cash or a check made out to Harrison High School), Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)
Upcoming Due Dates:
Monday, 8/12 - Pre-Course assignment (here) due in class
Tuesday, 8/13 - First Independent Reading (IR) book due in class (Need help? See our recommendations here, or visit Goodreads’ “Books Every Teen Should Read.”)
Tuesday, 8/13 - “Where I’m From” Poem due in class - must be typed and polished!
Friday, 8/16 - Archetype Selfie due in class (assignment here)
Resources:
Class Syllabus (here)
Pre-Course Assignment (here)
Monday, August 5
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: 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: 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 (August 13th).
- 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).
- Syllabus: Read the syllabus and have parent/guardian sign - due Friday, Aug. 9
- Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Friday, Aug. 9
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Aug. 9
- Pre-Course Assignment (here): due Monday, August 12
- Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
Tuesday, August 6
Learning Goal(s): Become familiar with archetypes, and brainstorm ways to use symbolism to create a visual text
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. ELAGSE9-10W10: 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. 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).
- 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, include at least 3 hashtags assignment- due Friday, 8/16 (assignment here). Begin planning your assignment!
- Syllabus: Read the syllabus and have parent/guardian sign - due Friday, Aug. 9
- Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Friday, Aug. 9
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Aug. 9
- Pre-Course Assignment (here): due Monday, August 12
- Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
- Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16
Wednesday, August 7
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 if you have it (due Friday).
- Sign our 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, Aug. 9
- Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Friday, Aug. 9
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Aug. 9
- Pre-Course Assignment (here): due Monday, August 12
- Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
- Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16
Thursday, August 8
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).
- In pairs, turn to page 9 in your SpringBoard text. 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. 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 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.
- 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.
- Syllabus: Read the syllabus and have parent/guardian sign - due Friday, Aug. 9
- Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Friday, Aug. 9
- Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) - due Friday, Aug. 9
- Pre-Course Assignment (here): due Monday, August 12
- “Where I’m From”: Compose your own “Where I’m From” poem; bring your typed, printed, polished, final draft to class on Tuesday, August 13
- Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
- Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16
Friday, August 9
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:
- Submit signed syllabus and vocab money (due TODAY).
- Set up your Interactive Notebook! (Show your teacher your composition book for a grade!)
- Continue planning and drafting your “Where I’m From” poem.
- Pre-Course Assignment (here): due Monday, August 12
- “Where I’m From”: Compose your own “Where I’m From” poem; bring your typed, printed, polished, final draft to class on Tuesday, August 13
- Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
- Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16