Planning your week:
Wednes. 9/22 - Meet in the lab to work on Ibo Cultural Presentation/Annotated Bibliography (day 1); Vocabulary List #2 check Upcoming Due Dates: Mon. 10/4 - Have all of Chinua Achebe’s Things Fall Apart read; Meet in the lab to work on Ibo Cultural Presentation/Annotated Bibliography (day 2) Tues. 10/5 and Wednes. 10/6 - Ibo Cultural Presentations begin! Tues. 10/5 - Ibo Annotated Bibliography due to Turnitin.com by 11:59 p.m.; 2nd IR book check! Mon. 10/11 - Bring your own copy of Amy Tan’s The Joy Luck Club Link’s 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 Monday, September 20 Learning Goal(s): Consider how conflict affects plot; Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender. 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. ELAGSE9-10RL6: 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. Agenda: Opener
Tuesday, September 21 Learning Goal(s): Analyze cultural views of gender reflected in the novel; make connections among different cultures’ ideas about gender. Analyze how key plot events develop a theme related to cultural conflict. 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. ELAGSE9-10RL6: 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. Agenda: Opener
Wednesday, September 22 Learning Goal: Predict, question, and research how colonization might affect an aspect of the Ibo culture. Targeted Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). Agenda: Opener
Thursday, September 23 Learning Goal: Analyze how different characters and conflicts advance the plot. Make connections to the cultural misunderstandings in the novel. 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. 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. Agenda: Opener
Friday, September 24 Learning Goals: Complete your reading of Things Fall Apart. Analyze the use of irony in the novel. Make connections between the author’s life and literary work. Targeted Standards: 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. 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: Opener
**Remember to work on your Ibo Cultural Presentation with Annotated Bibliography, obtain your own copy of The Joy Luck Club, and select your next Independent Reading Book! Enjoy your break, and see you in October!
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IT’S RALLY WEEK!
Planning your week: Mon. 9/13 - Rough draft of your argument essay due for a peer review Thurs. 9/16 - Final draft of your argument essay due to Turnitin.com by 11:59pm Link’s 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 Monday, September 13 - Pajama Day! Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. 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. 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. Agenda: Opener
Tuesday, September 14 - Children’s Character/Disney Day! Learning Goal(s): Compose an EOC-style narrative from the point of view of a character from Things Fall Apart. 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. 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 Agenda: Opener
Wednesday, September 15 - Superhero Day! Learning Goal(s): Consider how bias can be minimized in speech and writing. 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. ELAGSE9-10RL6: 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. Agenda: Opener
Thursday, September 16 - Kindergarten Day! Learning Goal(s): Consider how conflict affects plot. 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. ELAGSE9-10RL6: 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. Agenda: Opener
Friday, September 17 - Rally Shirt Day! Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts. 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. ELAGSE9-10SL4: 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. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) Agenda: Opener
Planning your week:
Tues. 9/7 - Final draft of your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience by 11:59 p.m. to Turnitin.com Upcoming Due Dates: Mon. 9/13 - Rough draft of your argument essay due for a peer review Link’s 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 Monday, September 6 - NO SCHOOL for observance of Labor Day! Homework:
Tuesday, September 7 Learning Goals: 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. Targeted Standards: 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. Agenda: Opener
Wednesday, September 8 Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. 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. 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. Agenda: Opener
Thursday, September 9 Learning Goals: Students will plan, outline, draft, revise, and edit an argument essay. Find resources to answer research questions. Analyze speakers’ uses of rhetoric to argue claims and address counterclaims. Targeted Standards: 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. Agenda: Opener
Friday, September 10 Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. 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. 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. Agenda: Opener
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