Upcoming Due Dates:
Fri 9/7 - Vocabulary Unit 2 assessment; Magic Lens quiz
Fri 9/14 - Independent reading one-pager assignment and presentation due (calendar here; assignment here) - Continue to read your independent novel!
Monday, August 27
Learning Goals: Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech.
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. ELAGSE9-10RL3: 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 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 28
Learning Goal(s): Consider and analyze methods of direct and indirect characterization.
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. ELAGSE9-10L6: 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:
Wednesday, August 29 - Early Release Day (alternate bell schedule)
Learning Goal(s): Analyze a literary text to examine changes in a dynamic character.
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.)
Agenda:
Thursday, August 30
Learning Goal(s): Write a compare/contrast response to a literary text.
Targeted Standards: 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:
Friday, August 31
Learning Goal(s): Consider how character conflict may contribute to plot.
Targeted Standards: 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:
Fri 9/7 - Vocabulary Unit 2 assessment; Magic Lens quiz
Fri 9/14 - Independent reading one-pager assignment and presentation due (calendar here; assignment here) - Continue to read your independent novel!
Monday, August 27
Learning Goals: Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech.
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. ELAGSE9-10RL3: 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 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:
- Complete lesson on Magic Lens level 2 with fill-in notes.
- Learn Unit 2 Vocabulary words 1-10; “Completing the Sentence” #’s 1, 5-7, 9, 12-13, 16, 19-20
- SB pg. 311: Analyze character motivations by reading brief descriptions and filling out the chart with an elbow partner; class discussion on characters’ feelings and responses to situations.
- As a class, read sections entitled “Tragedy and the Tragic Hero” and “Antigone and Her Family Background.”
- Students close their SB books; teacher conducts a “Memory Trivia” game on background information of Antigone. Winners get candy!
- Go over pronunciation guide for the play.
- Begin reading opening scene between Antigone and Ismene. Discussion Question: Do you feel as if Ismene is responding appropriately to her sister’s plan? Why or why not?
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.
Tuesday, August 28
Learning Goal(s): Consider and analyze methods of direct and indirect characterization.
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. ELAGSE9-10L6: 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:
- SB pg. 320: Answer text-dependent questions #1, 2, & 4 on yesterday’s reading.
- Review indirect and direct characterization; analyze characterization of opening scene.
- As you read the next excerpt of the play, annotate the text (Underline words that show a comparison or a contrast, star lines that show the conflict between the two sisters, draw an arrow between issues the sisters have different opinions about, and circle unknown words and phrases.)
- Complete reading as a class.
- In small groups, discuss the four following questions. Jot down responses in your SB books.
- View video on the purpose of the Chorus in Greek Drama; in small groups, read the following section featuring the chorus. If time permits, answer text-dependent questions.
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.
Wednesday, August 29 - Early Release Day (alternate bell schedule)
Learning Goal(s): Analyze a literary text to examine changes in a dynamic character.
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.)
Agenda:
- Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
- Learn Unit 2 Vocabulary words 11-20; then complete the “Completing the Sentence” activity, #’s 2-4,8, 10-11, 14-15, 17-18
- If not completed yesterday, answer the text-dependent questions on yesterday’s reading.
- SB pg. 326: Read section, “Enter the King”. As you continue reading Antigone, mark the text by highlighting evidence of Creon’s attitude or emotions, especially as they change throughout the scene.
- In groups, answer text-dependent questions 1-10. Participate in class discussion on figurative language, characterization, and plot development in the text.
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.
Thursday, August 30
Learning Goal(s): Write a compare/contrast response to a literary text.
Targeted Standards: 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 parts of speech (level 1), and parts of the sentence (level 2).
- All 10th grade classes participate in the hearing/vision screening - time TBA
- SB pp. 333-334: Brief review of characterization; reviewing the reading from yesterday’s lesson, complete chart on Creon’s character.
- Complete CEI Response: Compare and contrast the development of Creon’s character from the beginning to the end of this scene. Explain whether he is a dynamic or a static character, and why you think so. Explain whether there is a static character. Be sure to:
- Begin with a clear thesis that states your position.
- Include textual evidence and commentary in a well-organized manner.
- Use comparison/contrast transitions to link ideas and details.
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.
Friday, August 31
Learning Goal(s): Consider how character conflict may contribute to plot.
Targeted Standards: 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 parts of speech (level 1), and parts of the sentence (level 2).
- Complete the “Choosing the Right Word” activity with all 20 of the Unit 2 vocabulary words.
- SB pg. 335: Review Antigone’s and Creon’s underlying motivations. Complete chart and text-dependent questions 2-4.
- As you read the next scene of Antigone, mark the text for evidence of each character’s motivations and beliefs.
- Independently read your chosen novel. Begin working on one-pager if ready.
- Continue to read your independent novel to prepare for your one-pager (assignment here) - due Friday, 9/14.