Planning your week:
Mon. 3/28 - Read your family’s Part 2 chapter by class time Tues. 3/29 - Read your family’s Part 3 chapter by class time Wednes. 3/30 - Read your family’s Part 4 chapter by class time Thurs. 3/31 and Fri. 4/1 - Family Chapter presentations Upcoming Due Dates: Wednes. 4/13 and Thurs. 4/14 - Socratic Seminar Thurs. 4/14 - Assignments A and B due to Turnitin.com by 11:59pm Mon. 4/18 - Peer review for Assignment D Thurs. 4/21 - Assignment D due to Turnitin.com by 11:59pm Monday, March 28 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
Tuesday, March 29 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, March 30 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, March 31 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, April 1 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
HAPPY SPRING BREAK!! See you April 11!
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