Sun. 8/28—Membean practice due (When you log in, you will have a 15 question assessment; please complete this to mark your current progress).
Tues. 8/30—Narrative based on a Grecian urn due
Wed. 8/31--Oedipus skills test (citing evidence to support analysis; understanding irony, archetypes, tragic hero, motifs, and other patterns in literature)
Thurs. 9/1—Print 2 poems from the Poetry Out Loud site and bring them to class.
**Our next unit is on The Joy Luck Club, a novel by Amy Tan. Please obtain a copy (Amazon or Barnes and Noble are similarly priced at $9.52). Contact me if you have any issues with obtaining the book.**
*Vocab. Study Plan: Complete Membean practice in 15 minute increments or less.
Monday, August 29
LG: Apply skills for close reading, gathering evidence, and making inferences to poems. 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. ELAGSE9-19RL2: 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. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- IAN: View the collage of pottery (well-known art pieces). Compose a response to the following questions: Why do artists create? Why do people appreciate art?
- Introduce Poetry Out Loud; read the NEA interview with 2016 champion Ahkei Togun and watch his performance and “Why Poetry Out Loud?”.
- Read/analyze “Ode to a Grecian Urn”; use TPFASSTT model and compose a theme statement.
- Ticket-out-the-door: Why is Oedipus considered a work of art? Why do people continue to read it millennia after it was written and performed?
Tuesday, August 30
LG: Analyze the pattern of 3 and the motif of cheating death in “The Pardoner’s Tale”; compare/contrast with Oedipus. ELAGSE9-10RL9: 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).
- IAN: Brainstorm other works that include references to the number 3 or the idea of cheating death, fate, or prophecy.
- Review the concept of irony (the 3 types); read “The Pardoner’s Tale” analyzing the irony and patterns similar to those in Oedipus.
- Read & annotate “Three Is a Magic Number”; discuss insights and observations that connect to patterns in “The Pardoner’s Tale,” Oedipus, and other works from your brainstorming.
- Ticket-out-the-door: Summarize your findings about how Chaucer draws on earlier literary motifs and themes.
Wednesday, August 31
LG: Synthesize understanding of how authors draw from source texts and use similar patterns (archetypes, motifs, themes). ELAGSEL9-10W16: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10RL9: 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).
- Read “The Appointment in Samarra”; view Hermione’s telling of “The Tale of the Three Brothers.”
- Oedipus skills assessment: Compose an essay response to the following prompt: How do authors across time draw on source materials to create patterns which deepen our understanding of texts? Cite evidence from at least three of the texts to support your response.
Thursday, September 1
LG: Revise your synthesis essay, adding sophisticated vocabulary and sentence structures. ELAGSE9-10W1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone.
- IAN: Compose 3 sentences, each using a Membean vocabulary word. One sentence should use a verbal phrase, one should be compound with a comma and coordinating conjunction, and one should use three or more items in a series.
- Grammar boot camp: review concepts with punctuating clauses, positioning verbal phrases, and maintaining parallelism.
- Revise synthesis essays for mechanical errors; analyze cohesion between claims and supporting details, using transitions and repositioning details as needed to improve essay structure.
Friday, September 2
LG: Experience the immigrant experience and the idea of game play. 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.
- Farewell to your Greek family! Conduct a round of positive notes for your family and share.
- Meet your new Chinese family and play a card game.
- Discuss the implications of the card game in terms of immigration (how was your experience similar to being an immigrant in a new country?); discuss the social and cultural importance of games.