9th Lit Honors                                   
 Planning Your Week: March 28-April 1

M 3/29--Night Circus final essay due (TNC Part V narrative essay rubric)
                Portfolio check

Th & F 3/31 & 4/1--Night Circus presentations

Each student should finish his or her role’s responsibilities (below) by Wednesday. Designer, Concessionaire, and Editorialist should make sure the Ring Master has their materials by Wednesday, so the Ring Master can compile everything to turn in Thursday.

• Designer’s Rationale: two page long justification for why you made the design choices that you did and how those choices connect with the text. Must contain research from outside sources.
• Concessionaire’s Recipes & Rationales: Recipes for each food item, decorated to blend with the design aesthetic; two-page rationale that justifies your food choices and cites the sources that served as your inspiration.
• Editorialist/Rêveur’s Analyses & Review: Three rhetorical analyses (1.5—2 pages each) of Thiessen’s reviews (see extra handout on these); two-page (minimum) review of your group’s tent, written in the perspective of an outsider; completed NORM forms for every group meeting.

• Ring Master’s Binder: Tent plan with cited references to text; printed slides or CD of multimedia presentation; check with other group members and assist them in completing their portions.

Focus Standards: LG: Collaborate with peers to develop an engaging presentation. 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, March 28 

1. Computer Lab: Collaborate with circus groups to plan and develop presentation.

• RINGMASTERS: Confirm with me a list of requirements for your project. What do you need? (Laptops, carts, overhead projectors, extension cords, speakers, etc.). Also, make sure you talk with the other groups so you all agree on which part of the classroom you will use.
• Binder: Ring Masters – make sure your team has everything in place for the binder. All deliverables must be typed and in the binder to turn in
• Editing: Each member of the team should edit deliverables for grammar, typos, MLA, etc. Remember that you need quotes from outside sources as well as from your novel.
• Multi–Media: Practice how you are going to present your multi-media. Are you going to narrate as you move through slides/pictures? Are you going to explain your tent plan?
• Checks & Balances: Each person should check quality of other team members’ work. Make suggestions for improvement. One weak link diminishes the overall quality of the project.

Tuesday, March 29 

1. Read the articles related to the themes of Trees in Fantasy Fiction and Thoughts on Naming and Names in literature.  Answer this question:  How has Erin Morgenstern borrowed from old literary traditions involving trees and names? Magic and the circus?  Cite textual evidence from at least two articles (4 quotes) and from The Night Circus (2 quotes).  Include three vocab unit 8 words. Turn in.
2. Portfolio check #2

Wednesday, March 30

1. Review EOC skills; understand how to identify author’s purpose in a short text, explaining how the author develops his claim.
2. Read/analyze the reviews of The Night Circus; compare/contrast the claims and diction.
3. • Be aware of the time and stay focused. You must understand the main point as best as you can in one reading. Underline or highlight topic sentences.
   • Answer the question in the prompt; how does the author develop his claim (use the ARCH method, identify what you need to know as well as textual evidence; write a thesis statement).

Thursday, March 31

1. Present circus tents; students not presenting will evaluate other tents.
2. Reflect on your own performance: Each member of the group will write a reflection answering the following questions:

• How do you think your group did overall? What grade do you deserve and why?
• How well did your group work together?
• Did everyone pull his or her own weight? What issues did you encounter in your groups?

Friday, April 1

1. Present circus tents; students not presenting will evaluate other tents.
2. Reflect on your own performance: Each member of the group will write a reflection answering the following questions:

• How do you think your group did overall? What grade do you deserve and why?
• How well did your group work together?
• Did everyone pull his or her own weight? What issues did you encounter in your groups?

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.
Focus Standards: ELACC9-10SL1: 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.


Monday, March 21

1. Computer Lab: Work on TNC projects & portfolios.

Tuesday, March 22

1. Computer Lab: Work on TNC projects & portfolios.

Wednesday, March 23

1. Media Center: Work on TNC projects & portfolios.

 
Thursday, March 24

1. Review Vocab. Unit 8
2. Discuss/analyze The Night Circus 

 
Friday, March 25​

1. Media Center: Work on TNC projects & portfolios.

Planning Your Week
M 3/14: Tent flyer for The Night Circus due at the end of class Gallery Walk, Competition, and Discussion
W 3/16: Pinwheel Discussion for The Tempest (unit test).
TH 3/17: Lab 113 for project work on TNC flyers and tents
F 3/18: Quiz on The Night Circus Part III; answers to 2 of the Part III questions due at beginning of class.
F 3/25: Poetry Coffee House tonight for extra credit
 
Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.


Focus Standards: ELACC9-10SL1: 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.
 
 
Monday, March 14

1. Vocabulary Unit 7 Introduction
2. Ready your Pinwheel notes for feedback.  I will conference with you to evaluate your ideas.

1. Collaborate with circus groups to establish roles and communication: select an attraction and plan the project; find key quotes that describe your attraction; establish roles and communication, reflection on your work style (leader, worker bee, slacker, procrastinator, hard worker with drama/extra-curricular activities, organized, disorganized, pet peeves)
2. LAB 9129: Groups will design their flyer for the Night Circus. Flyer Competition will be Wednesday, March 16. Group leader should email me the color flyer, in a JPG. Format, no later than Monday night. I will print them in color and display them on our gallery walk! Use Google Docs.

 
Tuesday, March 15: 
Individuals will prepare for their Pinwheel Assessment tomorrow! Use your class time wisely. 

1. Vocabulary Unit 7 synonyms and antonyms
2. Review elements of characterization Art & Reading ppt; compose a character sketch of your assigned The Tempest character using STEAL method. Use three additional words from Unit 7 vocabulary.
3. Compose sample questions and answers for tomorrow’s Pinwheel discussion; synthesize understanding of the play focusing on Shakespeare’s purpose.
4. Have your quotes ready for the discussion. Remember, you ARE your character and must make a convincing case for your rhetorical decisions.

 
Wednesday, March 16

1. Vocabulary Unit 7 Completing the Sentences
2. The Tempest Pinwheel Final Assessment!

Thursday, March 17

1. Lab 113: Start Multi-Media and research for project
2. Each member of the group should research his or her part and should create a working bibliography and Google docs folder for TNC project. ​

​Friday, March 18

1. Vocabulary 7 Assessment
2. Turn in TNC Literary analysis for Part III.
3. Quiz TNC Part II & III
4. Gallery Walk/Flyer Competition
   1. Students will view and vote on their top three flyers
   2. After the voting, we will constructively critique/discuss each flyer for effectiveness. Group designers will take notes and remember what “works” and what doesn’t work for their future night circus projects.
5. TNC groups, plan project design, props, layout; plan for next week's lab time; complete norm forms.

Planning Your Week: March 7-11
T 3/8: Ferdinand & Miranda paragraph due
W 3/9: Finish reading The Night Circus Part II p. 117-239; Literary Analysis Part II due.
Th 3/10: Pinwheel Discussion for The Tempest (unit test); you must turn in completed character tracker, theme tracker, discussion questions, and prepared quotes and questions (7 quotes for your character and 2 questions for each of the other characters—7 quotes; 20 questions).


Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.
Focus Standards: ELACC9-10SL1: 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.


Monday, March 7 

1. Explore vocabulary unit 6; complete book exercises (“Choosing the Right Word” and “Words in Context”) and compose a response to the prompt.
2. Read/analyze The Tempest.

*Homework: Begin Ferdinand & Miranda paragraph for tomorrow. Read Part II of The Night Circusand work on literary analysis Part II due Wednesday. Review The Tempest and complete theme/character trackers and quotes/questions to prepare for pinwheel discussion Thursday.
 
Tuesday, March 8

1. Review The Night Circus readings and literary analysis assignment.
2. View “The Betrayed Duke Prospero,” “Prospero and Miranda,” “Parenting and Gender Roles inThe Tempest,” and “Miranda’s Disobedience” (PBS)
3. Respond to the following:
4. How do you think having a woman play Prospera impacts the relationship between the main character and Miranda?
5. In “Miranda’s Disobedience” Professor Marjorie Garber says, “If Miranda didn’t have her moment of disobedience, I would feel much less enthusiastic about her.” Why do you think Garber says that? Do you share Garber’s view? Why or why not?
6. View Act IV of The Tempest and review characterization and thematic concepts for pinwheel discussion (Thursday).
7. Revisit Prospero’s character (PBS video) “Prospero’s Power”; trace the development of the character over the course of the play & connect to theme

*Homework: Read Part II of The Night Circus and work on literary analysis Part II due Wednesday.Review The Tempest and complete theme/character trackers and quotes/questions to prepare for pinwheel discussion Thursday.
 
Wednesday, March 9

1. Assess The Night Circus Part II; turn in Literary Analysis Part II.
2. Review elements of characterization Art & Reading ppt; compose a character sketch using STEAL method.
3. Read/analyze The Tempest Act V; compare/contrast with film adaptation.
4. Review elements of characterization and theme in The Tempest; compose questions and quotes for tomorrow’s discussion; synthesize understanding of the play focusing on Shakespeare’s purpose.

*Homework: Review The Tempest and complete theme/character trackers to prepare for pinwheel discussion tomorrow.
 
Thursday, March 10

1. Review elements of characterization Art & Reading ppt; compose a character sketch using STEAL method.
2. Read/analyze The Tempest Act V; compare/contrast with film adaptation.

Friday, March 11
 

1. Review elements of characterization and theme in The Tempest; compose questions and quotes for pinwheel discussion; synthesize understanding of the play focusing on Shakespeare’s purpose.