Planning Your Week:
Thursday, 2/6 - Bring a typed, printed, double-spaced draft of your Narrative Assignment (here) for peer review
Upcoming Due Dates:
Wednesday, 2/12 - Bring a typed, printed, double-spaced final draft of your Narrative Assignment (here)
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Resources:
Narrative 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)
Text: Dante’s Inferno Class Text
Dante Guided Reading Questions (Canto 1, 3, 5, 33, 34)
Instructions for finding articles here
Seminar Assignment & Rubric here
Monday, February 3
Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.
Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:
Tuesday, February 4
Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.
Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:
Wednesday, February 5
Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.
Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:
Thursday, February 6
Learning Goal(s): Work as a peer editor to revise a piece of writing.
Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
Friday, February 7
Learning Goal(s): Put polishing touches on a draft to work through the writing process; set up digital systems to support learning.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Agenda:
Thursday, 2/6 - Bring a typed, printed, double-spaced draft of your Narrative Assignment (here) for peer review
Upcoming Due Dates:
Wednesday, 2/12 - Bring a typed, printed, double-spaced final draft of your Narrative Assignment (here)
Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here)
Resources:
Narrative 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)
Text: Dante’s Inferno Class Text
Dante Guided Reading Questions (Canto 1, 3, 5, 33, 34)
Instructions for finding articles here
Seminar Assignment & Rubric here
Monday, February 3
Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.
Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to unit 2 vocabulary words #1-10 on pages 24-16. 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 29-30. (Answer only #1, 5, 6, 7, 9, 12, 13, 16, 19, 20.)
- Independent reading time!
- Preview for Dante’s Inferno:
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Tuesday, February 4
Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.
Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Independent reading time!
- Complete the introductory notes on Dante:
- Introduce Summative Assessment for Cultural Justice (assignment here)
- As time permits, begin reading Canto 1 of Dante’s Inferno and work in groups to answer guided reading questions. Be ready for a comprehension quiz on each canto! (Guided reading questions here)
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Wednesday, February 5
Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.
Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to unit 2 vocabulary words #11-20 on pages 24-16. 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 29-30. (Answer only # 2, 3, 4, 8, 10, 11, 14, 15, 17, 18.)
- Begin/Continue reading Canto 1 of Dante’s Inferno and work in groups to answer guided reading questions. Be ready for a comprehension quiz on each canto! (Guided reading questions here)
- If ready, take the Canto 1 quiz!
- Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Thursday, February 6
Learning Goal(s): Work as a peer editor to revise a piece of writing.
Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to the Still Life assignment for your first independent reading book (assignment here), due on Friday, March 13th.
- If ready, take the Canto 1 quiz!
- Complete the round robin peer review activity for your narrative draft.
- If you have time left after peer review, continue reading your independent reading book. Remember that if you don’t love your book, you can make a switch (but please do so sooner rather than later)!
- As the class finishes peer review, continue reading Dante’s Inferno and answering guided reading questions.
- Revise your narrative (assignment here); final draft due Wednesday, February 12th
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.
Friday, February 7
Learning Goal(s): Put polishing touches on a draft to work through the writing process; set up digital systems to support learning.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Agenda:
- Work in the computer lab (Vanbo in 9234) to revise your narrative draft, take the Zinc reading assessment, and set up TurnItIn.com.
- Complete the “Choosing the Right Word” vocabulary practice for Unit 2 words (pages 27-28).
- Revise your narrative (assignment here); final draft due Wednesday, February 12th
- Continue reading your first independent novel - you must have the entire text finished by Friday, March 13th.