Planning Your Week:
Mon. 8/6 - Return signed syllabus by today; Bring $10 for vocabulary (cash or check made out to Harrison High School)
Tues 8/7 - Complete your “Green Knight” CEI paragraph if not completed in class (See Monday’s lesson plan below for details)
Thur 8/9 - Bring in Interactive Notebook supplies for set up! (100+ sheet composition book, glue stick, scissors)
Fri 8/10 - First independent reading book due today!
Upcoming Due Dates:
Fri 8/17 - Archetype Selfie (with captions) due today (assignment here)
Monday, August 6
Learning Goal(s): Apply a knowledge of symbolism to a reading of a text; construct a CEI paragraph
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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 7
Learning Goal(s): Become familiar with archetypes, and brainstorm ways to use symbolizm 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 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, 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, August 10
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:
Mon. 8/6 - Return signed syllabus by today; Bring $10 for vocabulary (cash or check made out to Harrison High School)
Tues 8/7 - Complete your “Green Knight” CEI paragraph if not completed in class (See Monday’s lesson plan below for details)
Thur 8/9 - Bring in Interactive Notebook supplies for set up! (100+ sheet composition book, glue stick, scissors)
Fri 8/10 - First independent reading book due today!
Upcoming Due Dates:
Fri 8/17 - Archetype Selfie (with captions) due today (assignment here)
Monday, August 6
Learning Goal(s): Apply a knowledge of symbolism to a reading of a text; construct a CEI paragraph
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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:
- Textbook distribution - TBA
- Submit signed syllabus and vocab money (due today!!)
- Complete the class reading of “Sir Gawain and the Green Knight,” translated by Marie Borroff (text here). Begin to complete the graphic organizer to document your analysis of the quest (organizer here).
- Class Discussion: What themes emerge from this text? (What does the author of this piece want us to understand about human nature or life by reading this text?) Why do you think the Green Knight is GREEN? What might the color green represent?
- Complete the color wheel activity
- Ponder & Respond (CEI paragraph): Based on the symbolic meaning of the color green, why is this an appropriate color for the knight? Provide appropriate text evidence and interpretation for your claim!
- Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here).
- Complete your CEI paragraph for homework if not compleded in class - due TOMORROW
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Thurs., 8/9
- Begin Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Tuesday, August 7
Learning Goal(s): Become familiar with archetypes, and brainstorm ways to use symbolizm 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:
- Textbook distribution - TBA
- 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, 8/17 (assignment here). Begin planning your assignment!
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due Thurs., 8/9
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Wednesday, August 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:
- Using the first page of the summer assignment (assignment here), highlight each literary term, then give this paper to your teacher
- green = I know this easily and could explain it to a classmate;
- yellow = I know I’ve heard this, but I’m a little less comfortable with applying it;
- pink = I don’t know this word at all
- 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 alternative book report options with rubric.
- Jot down a list of books you are interested in reading. Research three novels using goodreads.com, amazon.com, barnesandnoble.com, etc.
- Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) - due TOMORROW
- Bring in your first independent reading book this FRIDAY, 8/10
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Thursday, 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:
- Set up IAN - review Prezi & add Table of Contents (handout here); paste IR schedule in IAN
- Add “Every Trip is a Quest” notes to IAN
- Add Archetypes handouts to IAN; Analyze character archetypes from “Sir Gawain and the Green Knight” & The Bee Tree
- Add Color Wheel resource - ponder and respond: if you were a “Colorful Knight,” what color would you be, based on your knowledge of the color wheel? Explain!
- Add Intro to Theme Statements; Review theme Statements for “Sir Gawain and the Green Knight” & evaluate/revise your original theme statements based on mini-lesson
- Add textual lineage to IAN
- Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes here; presentation here)
- Sign out SpringBoard books.
- Bring in your first independent reading book - Due TOMORROW
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Friday, August 10
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:
- Complete Magic Lens (level 1) notes in IAN; take notes from the Magic Lens presentation (guided notes here; presentation here)
- Independent reading time! Show your book to your teacher!
- In your SpringBoard book, explore the term “culture” (page 5). Work through “Defining Culture,” #1-6.
- From the table you completed for #6, pick one of your items. On a blank piece of computer paper, create a Wikipedia entry for this item for someone who has never seen anything like it before. 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 (and personally to you). 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 to you.
- Use a professional tone, complete sentences, and proper grammar and mechanics.
- Continue reading your Independent Reading selection - book needs to be completed before Fri, 9/13
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17