Planning Your Week: February 29-March 4 M 2/29: Due: reading of The Tempest Act II Scenes 1-2 with character tracker & completed questions T 3/1: Quiz on The Night Circus Part I p. 1-116. Th 3/3: Registration (bring your documents to class) F 3/4: Vocab. Unit 5 Quiz Learning Goal: Draw connections between the characters and themes of The Tempest and those of The Night Circus; develop literary analysis skills. Focus Standards: ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Monday, February 29
Tuesday, March 1
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Thursday, March 3
Friday, March 4
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Planning Your Week: February 22-26
F 2/26: Finish PSAT Language Practice assignment on USA Test Prep; Vocab. Unit 4 quiz. M 2/29: Quiz on The Night Circus Part I p. 1-116. Monday, February 22 LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: 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.)
Tuesday, February 23—PSAT Review Day LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: 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.)
Wednesday, February 24 LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: 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.)
Thursday, February 25 LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10W5: 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.)
Friday, February 26 LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: 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.)
Planning Your Week: February 8-12 M 2/8: Bring a copy of your two famous pieces for your portfolio (excerpt from your nonfiction book, Poetry Out Loud poem, or another passage/poem you choose); bring a printed article for comparison to your nonfiction book (consult Cobb Digital Library databases to find an article; MAS Ultra or any of the history databases are good places to start). W 2/10: Bring a rough draft of your nonfiction book assignment (3 paragraphs); read Act I.i of The Tempest Th 2/11: Portfolio Check #1 F 2/12: Nonfiction book assignment due After the break, we will begin reading The Night Circus by Erin Morgenstern; please obtain a copy soon! Monday, February 8
Tuesday, February 9 Learning Goal: Become acclimated to Shakespeare’s language by exploring words and phrases from the play and using them to represent an image.
Learning Goal: Define the elements of drama, explain the difference between comedies and tragedies, and understand how to analyze a play. Wednesday, February 10
Learning Goal: Develop skills for analyzing the poetry of Shakespeare. Thursday, February 11
Learning Goal: Develop skills for analyzing the poetry of Shakespeare. Friday, February 12
Learning Goal: Collaborate with peers to analyze a scene and develop a performance. |
AuthorMrs. Walter adores 9th graders. She loves the enthusiasm they bring to the study of literature as they explore new and challenging texts. Archives
November 2019
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