Planning Your Week:
Tues 9/11 - Extra Credit assignment due today (assignment here); THIS WILL NOT BE ACCEPTED LATE
Fri 9/14 - Independent reading one-pager assignment and presentation due (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Upcoming Due Dates:
Fri. 9/21 - Vocab Unit 3 and Magic Lens quiz
Fri. 9/21 - Independent Reading Book #2 due in class
Tues. 10/2 - Peer review for Antigone essay; bring a printed copy of your work
Fri. 10/5 - Book Talk for IR#2 due
Monday, September 10 - “Shhhh!”- Dress up like a mime/stripes
Learning Goal(s): Analyze how a minor character can serve as a foil to a major character; review the stages of the writing process
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. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
Tuesday, September 11- “Our pride cannot be tamed”- Dress up like a circus animal
Learning Goal(s): Analyze choral odes for author’s purpose, literary elements, and theme.
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.
Agenda:
Wednesday, September 12 - “Clowning Around”- Wacky Tacky day
Learning Goal(s): Analyze the development of a tragic hero over the course of a play. Write a character analysis incorporating textual support.
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. ELAGSE9-10RL3: 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:
Thursday, September 13 - “2 for the price of 1”- Twin Day
Learning Goal(s): Analyze the development of a tragic hero over the course of a play. Write a character analysis incorporating textual support.
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. ELAGSE9-10RL3: 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:
Homework:
Friday, September 14 - Class Colors Day
Learning Goal(s): Present a detailed analysis of your IR book!
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.) ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task.
Agenda:
Tues 9/11 - Extra Credit assignment due today (assignment here); THIS WILL NOT BE ACCEPTED LATE
Fri 9/14 - Independent reading one-pager assignment and presentation due (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Upcoming Due Dates:
Fri. 9/21 - Vocab Unit 3 and Magic Lens quiz
Fri. 9/21 - Independent Reading Book #2 due in class
Tues. 10/2 - Peer review for Antigone essay; bring a printed copy of your work
Fri. 10/5 - Book Talk for IR#2 due
Monday, September 10 - “Shhhh!”- Dress up like a mime/stripes
Learning Goal(s): Analyze how a minor character can serve as a foil to a major character; review the stages of the writing process
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. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Familiarize yourself with unit 3 vocabulary terms 1-10; fill in “Completing the Sentence” #s 1-3, 5, 10, 13-14,16,18-19
- Revisit Thursday’s reading; participate in class discussion on how Haemon serves as a character foil to Creon.
- Quiz on Antigone lines 1-893.
- Go over the Antigone outline provided: complete preliminary steps by highlighting and breaking down the prompt. Summarize the assignment in your own words.
- Familiarize yourself with the outline structure; on the handout provided, fill in relevant textual evidence for Creon and your chosen character foil. Keep the prompt in mind as you are finding appropriate evidence.
- Complete extra credit assignment (assignment here) - due TOMORROW (no late work accepted)
- Continue to read your independent novel and prepare your one-pager (assignment here) - due Friday, 9/14.
Tuesday, September 11- “Our pride cannot be tamed”- Dress up like a circus animal
Learning Goal(s): Analyze choral odes for author’s purpose, literary elements, and theme.
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.
Agenda:
- Submit your extra credit assignment!
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- SB pg. 359: Review the Introduction to Greek Drama notes in 4.7. List the various purposes of choral odes.
- Review terms: diction, allusions, figurative language. In the next section of the play, the power of love (Eros) is juxtaposed against Antigone’s impending death. As you read, mark the text for the literary elements previously discussed.
- Complete the reading--SB 4:14 “Odes to Love and Death” (lines 894-1097). Answer text-dependent questions 3-9.
- Continue to read your independent novel and prepare your one-pager (assignment here) - due Friday, 9/14.
Wednesday, September 12 - “Clowning Around”- Wacky Tacky day
Learning Goal(s): Analyze the development of a tragic hero over the course of a play. Write a character analysis incorporating textual support.
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. ELAGSE9-10RL3: 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 practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Familiarize yourself with unit 3 vocabulary terms 11-20; fill in “Completing the Sentence” #s 4, 6-9, 11-12, 15, 17, 20.
- SB 4.15: “Tragic Hero” As you read the next section, mark the text for evidence of the following: Creon’s further development as a tragic hero, traits and action that portray Tiresias as a foil for Creon, and content and purpose of the sixth choral ode. Complete the reading.
- SB pg. 378: Complete the text-dependent questions 1-13. In a class discussion, go over questions highlighting plot and character development, elements of the tragic hero, and figurative language devices used to emphasize a specific idea.
- Continue to read your independent novel and prepare your one-pager (assignment here) - due Friday, 9/14.
Thursday, September 13 - “2 for the price of 1”- Twin Day
Learning Goal(s): Analyze the development of a tragic hero over the course of a play. Write a character analysis incorporating textual support.
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. ELAGSE9-10RL3: 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 practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Assemble into groups of 4; using the chart on pg. 381, create a visual on butcher paper highlighting Creon’s characteristics as the tragic hero and textual evidence illustrating these traits.
- In your SpringBoard book, read and consider the bullet points listed under “Planning and Prewriting: Take time to make a plan for your essay” on page 383. Jot down notes beside bullet points that help you to generate ideas.
- If time permits, craft a claim statement. Share claim statements aloud to the class. Use sample claim statements to revise and edit; share aloud.
Homework:
- Continue to read your independent novel and prepare your one-pager (assignment here) - TOMORROW
Friday, September 14 - Class Colors Day
Learning Goal(s): Present a detailed analysis of your IR book!
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.) ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task.
Agenda:
- Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
- Start planning your Antigone analytical essays.
- Complete one-pager presentations on independent reading; pick your next IR book, due next Friday!
- Pick your second IR novel! Novel due in class Friday, September 21.