Planning Your Week:
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 (assignment here) - must be typed and polished!
Friday, 8/16 - Archetype Selfie due in class (assignment here)
Resources:
Pre-Course assignment (here)
Archetype Selfie (assignment here)
“Where I’m From” Poem (assignment here)
Monday, August 12
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:
Tuesday, August 13
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, August 14
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, August 15
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, August 16
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 to work towards completing your one-pager!
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, 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 (assignment here) - must be typed and polished!
Friday, 8/16 - Archetype Selfie due in class (assignment here)
Resources:
Pre-Course assignment (here)
Archetype Selfie (assignment here)
“Where I’m From” Poem (assignment here)
Monday, August 12
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:
- Submit your completed pre-course assignment (here), if not already submitted.
- 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!
- Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external? Move to one side of the room for INTERNAL, the other side of the room for EXTERNAL. Bring your book!
- Now that you’ve moved, speak with various people on your side of the room. Group into smaller sections (no more than three per group) and, on a piece of paper, collectively write a CLAIM STATEMENT that argues your side (that the conflict is primarily external/internal). 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.
- Share out 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, proofread poem to class tomorrow!
- Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.
Tuesday, August 13
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:
- Finish Magic Lens (level 1) notes in IAN; take notes from the Magic Lens presentation (guided notes here; presentation here).
- Show your teacher your first independent reading book for a book check grade today - take 10 minutes to begin reading.
- “Where I’m From” Poem due today - share your poem in a small group.
- Submitting your poem: tear the last page off your packet (rubric); staple items in the following order:
- Top: Rubric (with your name on it)
- Middle: Poem (final draft)
- Bottom: Your completed pre-writing packet
- Submit to the inbox!
- Continue 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!
- Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external? Move to one side of the room for INTERNAL, the other side of the room for EXTERNAL. Bring your book!
- Complete the CEI highlighting activity in IAN.
- Now that you’ve moved, speak with various people on your side of the room. Group into smaller sections (no more than three per group) and, on a piece of paper, collectively write a CLAIM STATEMENT that argues your side (that the conflict is primarily external/internal). 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.
- Share out your group CEI paragraph.
- Ponder & Respond: What does the conflict in the story reveal about the differences in the mother’s and daughter’s cultures? Provide evidence.
- Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.
- Continue reading your first independent novel.
Wednesday, August 14
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:
- SGM
- IR time - Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- Label the Magic Lens sentence for level 1 (parts of speech).
- 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”?
- Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.
- Continue reading your first independent novel.
Thursday, August 15
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).
- 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.
- 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!
- Continue reading your first independent novel.
Friday, August 16
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 to work towards completing your one-pager!
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:
- 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!
- 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.
- Ponder & Respond: Draw out the typical narrative structure of a short story.
- Whole class - Read “Life is Sweet at Kumansenu” by Abioseh Nicol. Complete the story outline to examine the plot of the 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 discuss.
- Continue reading your first independent novel.