Planning Your Week:
By Monday’s Class (3/29): Read “Life is Sweet at Kumansenu,” construct a theme statement (theme statement resource), and compose a written response to the following question: How can reading an additional text from the same part of the world help us to understand elements from a primary text? Connect “Life is Sweet at Kumansenu” to Things Fall Apart. Be prepared to upload your work in class Friday, 4/2 by 11:59 PM: Compose your Things Fall Apart narrative assignment and submit to TurnItIn.com. Upcoming Due Dates: Friday, 4/23 by 11:59 PM: TFA annotated bibliography due to TurnItIn.com; presentation emailed to your teacher Monday, 4/26 and Friday 4/27: Cultural Presentations Links to This Week’s Resources: Things Fall Apart - novel PDF (here). Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times) SpringBoard TFA Unit PDF TFA annotated bibliography “Life is Sweet at Kumansenu” Things Fall Apart narrative assignment This Week’s Learning Goals: Students will continue to conduct character analysis to 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. Students will also focus on analyzing 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. Students will compose objective summaries of parts of a large text. Students will compose narratives based on a source text that utilize character, dialogue, description, and appropriate pacing to engage a reader. Monday, March 29 Agenda: Opener
Tuesday, March 30 Agenda: Opener:
Wednesday, March 31 (Asynchronous) Student Action Items:
Thursday, April 1 - Mrs. Riley is out today! Virtual Students are Asynchronous. Agenda: Work Session:
Friday, April 2 - Mrs. Riley is out today! Virtual Students are Asynchronous. Agenda: Work Session:
This Week’s 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. ELAGSE9-10RL5: 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. ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
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ITS HOMECOMING WEEK!!
Planning Your Week: Sunday, 3/21 by 5PM: Complete a peer review in Turnitin.com for a friend’s Gandhi rhetorical analysis essay. Tuesday, 3/23 @ 11:59 PM - Submit your revised rhetorical analysis essay for Gandhi to Turnitin.com. Tuesday, 3/24 by class time: Sign up for a topic for the TFA annotated bibliography Thursday, 3/25 by class time: Read chapters 7-9 in Things Fall Apart. Then, examine #1-4 (under the heading “Ikemefuna”) on page 149 in SpringBoard. Pick one of the four questions to analyze in depth independently. Take notes on the right side of the page in your textbook and be prepared to share your ideas with the class. Upcoming Due Dates: By Monday’s Class (3/29): Read “Life is Sweet at Kumansenu,” construct a theme statement (theme statement resource), and compose a written response to the following question: How can reading an additional text from the same part of the world help us to understand elements from a primary text? Connect “Life is Sweet at Kumansenu” to Things Fall Apart. Be prepared to upload your work in class Friday, 4/2 by 11:59 PM: Compose your Things Fall Apart narrative assignment and submit to TurnItIn.com. Friday, 4/23 by 11:59 PM: TFA annotated bibliography due to TurnItIn.com; presentation emailed to your teacher Monday, 4/26 and Friday 4/27: Cultural Presentations Links to This Week’s Resources: Rhetorical Analysis Essay for Gandhi Things Fall Apart - novel PDF (here). Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times) SpringBoard TFA Unit PDF TFA annotated bibliography “Life is Sweet at Kumansenu” Things Fall Apart narrative assignment This Week’s Learning Goals: Students will plan, outline, draft, revise, and edit a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.” Students will also examine peers’ writing. Use provided resources to answer research questions. Analyze speakers’ uses of rhetoric to argue claims and address counterclaims. Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. Monday, March 22 - Cowboys vs. Aliens (sophomores are cowboys!) Agenda Opener
Tuesday, March 23 - Neon Day! Agenda Opener
Wednesday, March 24 - Intergalactic Day! Agenda Opener
Thursday, March 25 - Class Colors Day! (sophomores are GREEN!) Agenda Opener
Friday, March 26 (Asynchronous) Student Action Items
This Week’s 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. ELAGSE9-10RL5: 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. Planning Your Week:
Monday 3/15 by class time - Have the introduction to the rhetorical analysis essay for Gandhi completed when you come to class. We will work in class today to finish the draft. Wednesday 3/17 @ 11:59 PM (Feel free to submit before) - Submit your first draft of rhetorical analysis essay for Gandhi to TurnItIn.com Tuesday, 3/16 and Wednesday, 3/17 - Individual conference with your teacher on your essay Sunday, 3/21 @ 5:00 PM - Complete a peer review for a friend’s Gandhi rhetorical analysis essay. We will work today to revise the draft in class. Upcoming Due Dates: Sunday, 3/23 @ 11:59 PM - Submit your revised rhetorical analysis essay for Gandhi to Turnitin.com. Links to This Week’s Resources: Rhetorical Analysis Essay for Gandhi Things Fall Apart - novel PDF (here). Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times) SpringBoard TFA Unit PDF This Week’s Learning Goals: Students will plan, outline, draft, revise, and edit a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.” Students will also examine peers’ writing. Use provided resources to answer research questions. Analyze speakers’ uses of rhetoric to argue claims and address counterclaims. Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. Monday, March 15 Agenda Opener
Tuesday, March 16 Agenda Opener
Wednesday, March 17 Agenda Opener
Thursday, March 18 Agenda Opener
Friday, March 19 Asynchronous Student Action Items
This Week’s Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Planning Your Week:
Sunday, 3/7 @ 11:59 PM - NoRedInk “MLA Citations” practice and quiz Thursday 3/11 @11:59 PM - Submit SAMPLED rhetorical analysis for Antigone for an excerpt of Antigone to Turnitin.com Upcoming Due Dates: Monday 3/15 by class time - Have the introduction to the rhetorical analysis essay for Gandhi completed and in your Google folder when you come to class. We will work in class today to finish the draft. Tuesday, 3/16 @ 8:00 AM - Submit your first draft of rhetorical analysis essay for Gandhi to TurnItIn.com Thursday, 3/18 @ 8:00 AM - Complete a peer review for a friend’s Gandhi rhetorical analysis essay. We will work today to revise the draft in class. Sunday, 3/21 @ 11:59 PM - Submit your revised rhetorical analysis essay for Gandhi to Turnitin.com. Links to This Week’s Resources: SOAPSTone analysis SAMPLED rhetorical analysis for Antigone Malala’s Speech to the United Nation - Discussion and Responses Rhetorical Analysis Essay for Gandhi This Week’s Learning Goals: Students will examine the rhetorical situation of informational texts; students will also examine rhetoric delivered by characters in Antigone. Students will use the SOAPSTone and SAMPLED methods to examine speakers’ use of rhetoric. Monday, September 14 Agenda Opener
Tuesday, September 15 Agenda Opener
Wednesday, September 16 Asynchronous Student Action Items
Thursday, September 17 Agenda Opener
Friday, September 18 Agenda Opener
This Week’s Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. |