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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