Friday, 8/23 - Technology form due today - show your initialed document (here) to your teacher. You should be enrolled in all digital systems, and have completed your diagnostic assessment on NoRedInk and the reading inventory on Zinc.
Resources:
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
Technology Signup Instructions (here)
Monday, August 19
Learning Goal(s): Make strategic use of digital media to share work, find resources, learn vocabulary and skills, and demonstrate your knowledge of language standards.
Targeted Standards: ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
Agenda:
- Meet in the Computer Lab for Technology Systems setup! (Vanbo 9234)
- Complete the Instructions for Technological Information Acknowledgement Assignment, and initial on your Acknowledgement form after you follow each set of instructions. (instructions here)
- Once you finish your systems setup (including taking the NoRedInk diagnostic assessment and the reading inventory on Zinc) please continue to read your independent novel.
- Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.
- Continue reading your first independent novel.
Tuesday, August 20
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).
- IR time - Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
- 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”?
- Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.
- Continue reading your first independent novel.
Wednesday, August 21
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 Colombian culture can you discover in the short story? List as many examples as you can find.
- Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.
- Continue reading your first independent novel.
Thursday, August 22
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!
- Ponder & Respond: Draw out the typical narrative structure of a short story.
- Whole class - Read “Life is Sweet at Kumansenu” by Abioseh Nicol (text here). 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.
- Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.
- Continue reading your first independent novel.
Friday, August 23
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).
- Show your completed and initialed technology packet to your teacher (due today).
- IR time - Spend 20 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!
- Continue reading your first independent novel.
- Continue working on your narrative!