Planning Your Week:
Tuesday, 10/2 - Bring a typed, double-spaced, printed copy of your Antigone draft so far - go home and make changes to your digital copy based on today’s instruction. Bring a REVISED, printed copy for tomorrow. (packet here)
Wednesday, 10/3 - Bring a REVISED printed copy of your Antigone draft for another in-class revision. (packet here)
Thursday, 10/4 - Lab day to work on more revisions!
Friday, 10/5 - Book Talk assignment due for IR Book #2 due (handout here)
Sunday, 10/7 - Antigone essay FINAL DRAFT due to TurnItIn.com before midnight! (packet here)
Upcoming Due Dates:
Friday, 10/26 - Independent reading one-pager assignment and presentation due for IR #2 (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Monday, October 1
Learning Goal(s): Continue to develop your Antigone essay, based on your planned outline. Remember to use MLA format and to provide lead-ins and citations for all required quotations.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
Tuesday, October 2
Learning Goal(s): Practice role as an “editor” to improve revision skills and help create polished pieces.
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.) ELAGSE9-10RL3: 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, October 3
Learning Goal(s): Practice role as a “peer editor” to improve revision skills and help create polished pieces.
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.) ELAGSE9-10RL3: 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, October 4
Learning Goal(s): Revise and edit your literary analysis essay; Remember to embed quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
Friday, October 5
Learning Goal(s): Present a book talk on your IR book; consider phrases and their functions.
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:
Tuesday, 10/2 - Bring a typed, double-spaced, printed copy of your Antigone draft so far - go home and make changes to your digital copy based on today’s instruction. Bring a REVISED, printed copy for tomorrow. (packet here)
Wednesday, 10/3 - Bring a REVISED printed copy of your Antigone draft for another in-class revision. (packet here)
Thursday, 10/4 - Lab day to work on more revisions!
Friday, 10/5 - Book Talk assignment due for IR Book #2 due (handout here)
Sunday, 10/7 - Antigone essay FINAL DRAFT due to TurnItIn.com before midnight! (packet here)
Upcoming Due Dates:
Friday, 10/26 - Independent reading one-pager assignment and presentation due for IR #2 (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Monday, October 1
Learning Goal(s): Continue to develop your Antigone essay, based on your planned outline. Remember to use MLA format and to provide lead-ins and citations for all required quotations.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Meet in lab (Vanbo: 9234; Charrette/Kirkley: 113) to draft your Antigone essay. A TYPED, PRINTED, and DOUBLE-SPACED copy is due tomorrow when you walk in (5 points)
- If you complete your draft before the end of the period, continue reading your IR book and working on the Book Talk assignment (handout here), due Friday.
- Antigone Essay - Bring a typed, double-spaced printed copy of your essay to class TOMORROW.
- Book Talk - Complete the Book Talk assignment (handout here), due Friday, 10/5
Tuesday, October 2
Learning Goal(s): Practice role as an “editor” to improve revision skills and help create polished pieces.
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.) ELAGSE9-10RL3: 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:
- Vanbo’s classes attend the Hearing/Vision Screening in the Harrison Room
- Introduce vocabulary words 1-10 of Unit 4 and complete #1, 2, 6, 7, 8, 10, 16, 17, 19, 20 of “Completing the Sentence” on pages 57-58.
- Bring a typed, double-spaced, printed copy of your Antigone essay to class today. (This is a 5 point grade in the writing category!) All students will work through a review process on their own essays.
- Mini-lessons on introductions and conclusions
- Focused work on lead-ins and citations for all quotations
- On your digital copy, make corrections TONIGHT and bring a fresh copy tomorrow (Your teacher WILL check for updates, so bring BOTH copies to class - the marked up one from today and the new, clean one.)
- If you complete your revisions before the end of the period, continue reading your IR book and working on the Book Talk assignment (handout here), due Friday.
- Antigone Essay - MAKE CHANGES to your digital draft based on today’s lessons. Then print your new draft to class TOMORROW. Please make sure to bring both copies - the one you marked up yesterday and the new one for today. You need to show your teacher evidence of REVISIONS to earn your 5 points. COMPLETE the outline in your packet (including intro and conclusion) for your teacher to check (10 points) by tomorrow.
- Book Talk - Complete the Book Talk assignment (handout here), due Friday, 10/5
Wednesday, October 3
Learning Goal(s): Practice role as a “peer editor” to improve revision skills and help create polished pieces.
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.) ELAGSE9-10RL3: 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:
- Introduce vocabulary words 11-20 of Unit 4 and complete #3, 4, 5, 9, 11, 12, 13, 14, 15, 18 of “Completing the Sentence” on pages 57-58.
- Complete the peer review in class with a partner. Your clean, revised draft counts for another 5 points in the writing category.
- Show your completed outline to your teacher for a 10 point grade. Your introduction and conclusions should be completed as well as all body paragraphs (with quotations, lead-ins, and citations).
- If you complete your revisions before the end of the period, continue reading your IR book and working on the Book Talk assignment (handout here), due Friday.
- Antigone Essay - Continue to revise your draft - final draft due Sunday, 10/7 before midnight to TurnItIn.com.
- Book Talk - Complete the Book Talk assignment (handout here), due Friday, 10/5
Thursday, October 4
Learning Goal(s): Revise and edit your literary analysis essay; Remember to embed quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Meet in computer lab (Vanbo: 816; Charrette/Kirkley: 113) to complete revisions. Final draft due Sunday before midnight to TurnItIn.com!
- If you complete your essay before the end of the period, continue reading your IR book and working on the Book Talk assignment (handout here), due TOMORROW.
- Antigone Essay - Continue to revise your draft - final draft due Sunday, 10/7 before midnight to TurnItIn.com.
- Book Talk - Complete the Book Talk assignment (handout here), due Friday, 10/5
Friday, October 5
Learning Goal(s): Present a book talk on your IR book; consider phrases and their functions.
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:
- Take notes on Magic Lens level 3, phrases and label the practice sentences for all three levels.
- In small groups, complete the Book Talk assignment.
- Continue reading your independent reading book.
- Antigone Essay - Continue to revise your draft, then SUBMIT to TurnItIn.com! Your final draft is due Sunday, 10/7 before midnight to TurnItIn.com.
- Independent Reading - Continue to read your IR book. Pace yourself to finish the book by Friday, 10/25