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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