Planning your week:
Mon. Nov. 1 - Assignment D due for peer review Thurs. Nov. 4 - Final draft of Assignment D due to Turnitin.com by 11:59 p.m. Links to This Week’s Resources The Joy Luck Club Unit Packet Monday, November 1 Learning Goal(s): Make sense of literature by making connections with real life; understand a work’s historical context and how it influences the text. 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.) ELAGSE9-10RL4: 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
Tuesday, November 2 - NO SCHOOL: Election Day Wednesday, November 3 Learning Goal(s): Summarize main points; select only relevant information to answer questions; understand elements of a story. 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. Agenda: Opener
Thursday, November 4 Learning Goal(s): Make connections with the characters in the play; understand the elements of fiction from the work. 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: Opener
Friday, November 5 Learning Goal(s): Understand the author’s use of figures of speech and stylistic devices in a work; recognize author’s style of writing Targeted Standards: 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. Agenda: Opener
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Planning your week:
Wednes. 10/27 and Thurs. 10/28 - Socratic Seminar Thurs. 10/28 - Assignments A and B due to Turnitin.com by 11:59 p.m. Upcoming Due Dates: Mon. Nov. 1 - Assignment D due for peer review Thurs. Nov. 4 - Final draft of Assignment D due to Turnitin.com by 11:59 p.m. Links to This Week’s Resources: The Joy Luck Club Unit Packet The Joy Luck Club Motif Journal Shell (here) To-Do List for Socratic Seminar preparation (here) Monday, October 25 Learning Goal(s): Use text evidence to analyze Tan’s use of setting/mood and theme. Targeted Standards: 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, October 26 Learning Goal(s): Use text evidence to analyze Tan’s use of setting/mood and theme. Targeted Standards: 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, October 27 Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club. Targeted Standards: 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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Agenda: Opener
Thursday, October 28 Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club. Targeted Standards: 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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Agenda: Opener
Friday, October 29 Learning Goal(s): Complete note taking on introductory materials; examine how tone and inflection impact meaning. Targeted Standards: 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. ELAGSE9-10RL3: 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. ELAGSE9-10RL4: 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
Planning your week:
Mon. 10/18 - Read Chapter 4 “The Moon Lady” by class time Tues. 10/19 - Read your family’s Part 2 and 3 chapters by class time Wednes. 10/20 - Read your family’s Part 4 chapter by class time Thurs. 10/21 and Fri. 10/22 - Family Chapter presentations Fri. 10/22 - Magic Lens Level 2 Quiz Upcoming Due Dates: Wednes. 10/27 and Thurs. 10/28 - Socratic Seminar Thurs. 10/28 - Assignments A and B due to Turnitin.com by 11:59 p.m. Mon. Nov. 1 - Assignment D due for peer review Thurs. Nov. 4 - Final draft of Assignment D due to Turnitin.com by 11:59 p.m. Links to This Week’s Resources: The Joy Luck Club Unit Packet Family Chapter Presentations Note Sheet (linked here) Monday, October 18 - Early Release Learning Goal(s): Consider the same event told from different mediums and explore the relationship between author's choices and audience. Consider global perspectives on a social issue; consider how an author creates character and cultural perspective. Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. 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: Opener
Tuesday, October 19 Learning Goal(s): Complete an in-depth analysis of a chapter in The Joy Luck Club. Collaborate with peers to enrich your interpretation of the author’s purpose. Targeted Standards: 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. Agenda: Opener
Wednesday, October 20 Learning Goal(s): Complete an in-depth analysis of a chapter in The Joy Luck Club. Collaborate with peers to enrich your interpretation of the author’s purpose. Targeted Standards: 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. Agenda: Opener
Thursday, October 21 Learning Goal(s): Students complete the jigsaw activity of The Joy Luck Club by presenting their analyses of assigned families. Targeted Standards: 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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Agenda: Opener
Friday, October 22 Learning Goal(s): Students complete the jigsaw activity of The Joy Luck Club by presenting their analyses of assigned families. Targeted Standards: 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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Agenda: Opener
It’s Homecoming Week!
Planning your week: Tues. 10/12 - Bring JLC to class Wednes. 10/13 - Read Chapter 1 “The Joy Luck Club” by class time Thurs. 10/14 - Read Chapter 2 “Scar” by class time Fri. 10/15 - Read Chapter 3 “The Red Candle” by class time Upcoming Due Dates: Mon. 10/18 - Read Chapter 4 “The Moon Lady” by class time Tues. 10/19 - Read your family’s Part 2 and 3 chapters by class time Wednes. 10/20 - Read your family’s Part 4 chapter by class time Thurs. 10/21 and Fri. 10/22 - Family Chapter presentations Links to This Week’s Resources: The Joy Luck Club Unit Packet Monday, October 11 - 20s/30s attire Learning Goal(s): Apply an understanding of postcolonial analysis to a film; compose a constructed response. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain an appropriate style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Agenda: Opener
Tuesday, October 12 - 40s/50s attire Learning Goal(s): Analyze for symbolism; consider how authors create mood through the use of imagery and setting through an analysis of Amy Tan's The Joy Luck Club. Targeted Standards: 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 Agenda: Opener
Wednesday, October 13 - 60s/70s attire (PSAT DAY!) Bell Schedule: Advisement and Testing 8:20 – 12:25 3rd Period 12:29 – 2:21 A 12:29 – 12:54 B 12:58 – 1:23 C 1:27 – 1:52 D 1:56 – 2:21 4th Period 2:27 – 3:30 Learning Goal(s): Examine Tan’s use of juxtaposition and connect to author’s purpose. 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.) ELAGSE9-10RL5: 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. Agenda: Opener
Thursday, October 14 - 80s/90s attire Learning Goal(s): Analyze a chapter for symbolism and contribute to a classroom discussion. Targeted Standards: 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 Agenda: Opener
Friday, October 15 - Class Colors (Sophomores are green!) Learning Goal(s): Consider global perspectives on a social issue; consider how an author creates character and cultural perspective. Targeted Standards: 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. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Agenda: Opener
Planning your week:
Mon. 10/4 - Have all of Chinua Achebe’s Things Fall Apart read; Meet in the lab 9129 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! Upcoming Due Dates: Mon. 10/11 - Bring your own copy of Amy Tan’s The Joy Luck Club Thurs. 11/18 - Second IR book project due 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, October 4 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
Tuesday, October 5 Learning Goal(s): Present your research findings with the class. Targeted Standards: ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.) ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Agenda: Opener:
Wednesday, October 6 Learning Goal(s): Submit your annotated bibliography and present your research findings with the class. Targeted Standards: ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.) ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Agenda: Opener:
Thursday, October 7 Learning Goal(s): Plan and write a literary analytical essay about Things Fall Apart in which you examine a character’s response to the cultural collision caused by the introduction of Western ideas into Ibo culture. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain an appropriate style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Agenda: Opener
Friday, October 8 Learning Goal(s): Plan and write a literary analytical essay about Things Fall Apart in which you examine a character’s response to the cultural collision caused by the introduction of Western ideas into Ibo culture. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain an appropriate style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Agenda: Opener
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