Planning Your Week:
Wednesday, 1/22 - “Where I’m From” Poem final draft due in class
Friday, 1/24 - PSAT Webquest (here) or Alternate Assignment (here) due.
Upcoming Due Dates:
Friday, 1/31 - Take the Unit 1 vocabulary quiz and a Magic Lens level 1 quiz
Resources:
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)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
Monday, January 20 - No School in observance of Martin Luther King, Jr. Day
Tuesday, January 21
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:
Wednesday, January 22
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:
Thursday, January 23
Learning Goal(s): Study narrative structure; consider how a writer creates surprise.
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. ELAGSE9-10RL5: 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:
Friday, January 24
Learning Goal(s): Compose a narrative with effective technique and well-chosen details.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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:
Wednesday, 1/22 - “Where I’m From” Poem final draft due in class
Friday, 1/24 - PSAT Webquest (here) or Alternate Assignment (here) due.
Upcoming Due Dates:
Friday, 1/31 - Take the Unit 1 vocabulary quiz and a Magic Lens level 1 quiz
Resources:
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)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
Monday, January 20 - No School in observance of Martin Luther King, Jr. Day
Tuesday, January 21
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:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to unit 1 vocabulary words, #1-10 on pages 14-15. 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 19-20. (Answer only #1, 2, 3, 6, 7, 8, 10, 14, 16, 20.)
- IR time - Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Finish activities 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. In a separate color, highlight for elements of the fantastic.
- Add the Tone/Mood documents (here) to IAN.
- As a class, reread the first paragraph of the story. In your groups, decide on a mood word in the list to describe the introduction of the story. Write the mood word next to the introductory paragraph. Then, underline at least two examples of text evidence that convey that mood word. Each group will share, plugging your information into the claim formula: The short story “A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez conveys a __(mood word)__ mood through the use of imagery such as __(evidence 1)______, and ___(evidence 2)_____.
- Look back over your own ponder and respond: Decide on a “mood” word for your beach setting. Then write it beside your paragraph. Then, underline or highlight 2-3 word choices (words or phrases) that convey that tone.
- Independent Reading: continue reading your first independent reading novel
Wednesday, January 22
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:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to unit 1 vocabulary words, #11-20 on pages 14-15. 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 19-20. (Answer only #4, 5, 9, 11, 12, 13, 15, 17, 18, 19.)
- IR time - Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Finish activities with “A Very Old Man with Enormous Wings” as needed.
- Review the IAN resources: lead-in guide, citation guide, & theme statements (you will use all three of these for the silent discussion).
- Participate in a silent discussion for “A Very Old Man with Enormous Wings.” (discussion questions here)
- Whole Class discussion: examine the symbolism of the first paragraph; discuss questions we still have
- Ponder & Respond: What elements of Colombian culture can you discover in the short story? List as many examples as you can find.
- Independent Reading: continue reading your first independent reading novel
Thursday, January 23
Learning Goal(s): Study narrative structure; consider how a writer creates surprise.
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. ELAGSE9-10RL5: 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:
- 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 activities with “A Very Old Man with Enormous Wings” as needed.
- Ponder & Respond: Draw out the typical narrative structure of a short story. Share with your group; add features as needed based on your discussion with peers. Then, compare your drawing with the model (here).
- In groups, read “Life is Sweet at Kumansenu” by Abioseh Nicol (text here). As you read, annotate for plot structure. Identify each stage of the plot as it unfolds.
- In groups, create a poster to demonstrate the plot structure of the short story.
- Discussion: How have Nicol’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?
- Ponder & Respond: What elements of Nigerian culture can you discover in the short story? List as many examples as you can find.
- Watch “The Danger of a Single Story” and follow the lessons embedded in the presentation (here).
- Independent Reading: continue reading your first independent reading novel
Friday, January 24
Learning Goal(s): Compose a narrative with effective technique and well-chosen details.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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 level 1 (parts of speech).
- In your vocabulary book, complete #1-25 of “Choosing the Right Word” on pages 17-18.
- IR time - Spend 20 - 30 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Finish activities with “Life is Sweet at Kumansenu” as needed.
- Begin working on your narrative project (here)!
- Independent Reading: continue reading your first independent reading novel
- Begin working on your narrative (here)!