Monday - August 28, 2017 Standard(s): 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 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. Essential Question(s): What strategies can we learn from stories? How do characters solve problems? What are their methods and thinking? How can you apply that to Research, Grand Challenge, and other courses? How does literature reveal the multi-faceted aspects of characters and humanity? Warm-up:
2. Based on your memory from reading, answer the questions below. Only reference the book if necessary.
Work Session: Students will review and evaluate their partner’s work for journal #2. Students will then turn in a self-assessment for Journal #2, explaining a strength and weakness in their journal. Students will turn in their self-assessment by the end of class. The teacher will Introduce the Odyssey Map. Closing: What key events are important to include on your map? Homework: Get a good night’s rest. MAP testing tomorrow!
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Friday - August 25, 2017
Standard(s): 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 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. Essential Question(s): What strategies can we learn from stories? How do characters solve problems? What are their methods and thinking? How can you apply that to Research, Grand Challenge, and other courses? How does literature reveal the multi-faceted aspects of characters and humanity? Warm-up: IMPORTANT REMINDER: If you have submitted a late assignment to your regular Google Classroom, you MUST add it to the Raven Rescue folder for 9th Grade Comp Lit AND sign the log (whether the assignment is turned in on paper or on Google Classroom. Raven Rescue Google Classroom Code: i4i6el8. If you have not turned your assignment to the Raven Rescue folder (pink folder above the purple turn-in bin for paper copies or assignment folder in Raven Rescue GC for all electronic copies), DO THAT NOW. Don’t forget to sign the log (blue binder above purple turn-in bin).
Work Session: The entire class will finish reading "Cattle of the Sun Gods". Students who missed class presentations last Monday will present small topics to the class (3-5 mins). Students will spend the class period working on their journals. Closing: Please remember to submit Journal #2. Due at the end of class. Homework: None Thursday - August 24, 2017
Standard(s): ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What strategies can we learn from stories? How do characters solve problems? What are their methods and thinking? How can you apply that to Research, Grand Challenge, and other courses? How does literature reveal the multi-faceted aspects of characters and humanity? Warm-up: Using your device, look up and record the definition of a demigod and the hero’s journey. You may write this in your warm-up or in your notes. If you do not have a device, please ask to look on with your neighbor. Work Session: Students will watch the trailer for Moana. https://www.youtube.com/watch?v=LKFuXETZUsI In their notes, students will explain how the concept of the demigod and the hero’s journey appears in the trailer. The class will share their notes. What characteristics of Maui and Moana do we see in Odysseus? Students will read “The Sirens” and “Scylla and Charybdis”. The teacher will begin “Cattle of the Sun God” with the whole group. Students will then finish reading independently or in groups. Closing: Flip back through the readings we’ve done for this week. Write down three quotes you feel are significant in your notes. Be sure to cite line numbers. Homework: Begin working on Journal #2. Due at the end of class tomorrow! Wednesday - August 23, 2017
Standard(s): 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. Essential Question(s): What strategies can we learn from stories? How do characters solve problems? What are their methods and thinking? How can you apply that to Research, Grand Challenge, and other courses? How does literature reveal the multi-faceted aspects of characters and humanity? Warm-up: Create a list of pros and cons for Odysseus. Think about his problem solving techniques, the actions he has taken as well as the decisions he has made. Work Session: The teacher will review the “Review and Assess” questions with students for the sections “The Cyclops” and “Land of the Dead”. The teacher will show the anti-hero video. https://ed.ted.com/lessons/an-anti-hero-of-one-s-own-tim-adams Students will write the definition of the anti-hero in their own words. In small groups, students will discuss how Odysseus embodies the characteristics of the antihero. Refer to warm-up. The entire class will share their ideas. Students will continue reading “Land of the Dead” Students will begin reading “Sirens” and “Scylla and Charybdis”. Closing: Resistance to temptation appears many times in the text. Provide examples. Homework: Review your reading notes from today. Begin thinking about what you may want to include in Journal #2. Tuesday - August 22, 2017
Standard(s): ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Essential Question(s): What strategies can we learn from stories? How do characters solve problems? What are their methods and thinking? How can you apply that to Research, Grand Challenge, and other courses? How do I differentiate between summary and analysis? How should I engage in the process of reading and close reading? Warm-up: 1. Flip back through “Lotus Eaters,” “Sailing from Troy”, and “The Cyclops”. Write a 3-5 sentence summary, describing the events from that section of the text. 2. Make sure your journal is turned in. 3. HR only: Go to my Google Classroom or click on the link below to choose your club. https://goo.gl/6TnZd8 Work Session: In small groups, students will share their journal discussion questions with their groups. After small groups discuss, each table will share their group’s best discussion question and ideas with the class. Students will go to pg. 998 in their Literature books and answer the “Critical Viewing” question at the bottom: What can you infer about ancient Greek beliefs concerning death and the afterlife from the text and this illustration? The teacher will read the intro section before reading “Land of the Dead”. Students will begin reading “Land of the Dead.” Closing: Students will watch a short Ted-ed video entitled “The science behind the myth: Homer's ‘Odyssey’” by Matt Kaplan. https://www.youtube.com/watch?v=CVo225pUaSA How does science play a role in the mythology found in Odyssey? Homework: Review your reading notes from today. Begin thinking about what you may want to include in Journal #2. Monday - August 21, 2017 ***No School - Solar Eclipse***
Remember, your journal #1 is due on Tuesday, August 22 at 3 pm. You will not have time to work on it in class. Friday - August 18, 2017
Standard(s): 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. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What strategies can I use to read and comprehend the lines of poetry in Odyssey? How do I determine what is significant to annotate in a text? Warm-up: Click on the link below. Exit the video and read the passage. Stop reading once you reach the subtitle “Greek Mythology: The Olympians”. Answer the question below: Give an example of how Greek gods play a role in the behaviors and attitudes of the characters in Odyssey? http://www.history.com/topics/ancient-history/greek-mythology In a few moments, the video on Greek Gods will be played for the entire class. Work Session: The teacher will ask students to give a concise oral summary of the events that occurred in “The Cyclops”. The teacher will review literary analysis strategies. Students will spend class time close reading this week’s assigned texts (“Sailing from Troy”, “Lotus Eaters”, “The Cyclops”) and recording quotes of significance. Students will analyze the texts listed above and record their analysis in their journals. Closing: Students will share examples of their analysis. Homework: Journal #1 should be complete and submitted before you get to class on Tuesday. Thursday - August 17, 2017
Standard(s): 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. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What strategies can I use to read and comprehend the lines of poetry in Odyssey? How do I determine what is significant to annotate in a text? Warm-up: Read back through your notes. Identify 2-3 quotations that seem significant so far. Discuss why they are significant in your groups. This will help prepare you for your journals. Work Session: Students work independently to continue summarizing sections in Odyssey: “Sailing from Troy” “Lotus-Eaters” “The Cyclops” “Land of the Dead” (may not finish this section this week) As students take notes, they will analyze the text in their journals. Closing: How do puns play into the Cyclops chapter? How is humor a problem solving strategy? Homework: Summer Reading due tomorrow at midnight! Journal #1 - Odyssey due Tuesday beginning of class. Wednesday - August 16, 2017
Standard(s): 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. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What strategies can I use to read and comprehend the lines of poetry in Odyssey? How do I determine what is significant to annotate in a text? Warm-up:
3rd block: zievrw 4th block: lpvepwz 5th block: r54c31c 6th block: di33pn 7th block: 2pambx Raven Rescue: i4i6el8 3. Create the following folders and documents on your iPads: Folder: 9th Grade Comp Lit Inside the Comp Lit folder, create the following documents:
If you don’t have an iPad, be sure that your notes on paper have titles and dates. Work Session: -The teacher will review the “Review and Assess” questions with students on p.985 as well as ask students to summarize “Sailing from Troy” and “Lotus Eaters” The teacher will model how to recognize and record quotations of significance. -Students will continue reading: “The Cyclops” -Students who finish early will work on their journals or continue reading “Land of the Dead” Closing: What significant quotes did you record in your notes? Why were they significant? Homework: Summer reading due Friday, August 18th at midnight. Journals due next Tues (beginning of class). Tuesday -August 15, 2016 Standard(s): 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. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What strategies can I use to read and comprehend the lines of poetry in Odyssey? How do I determine what is significant to annotate in a text? Warm-up: 1. Write a 2-3 sentence summary of the introduction on pg. 981 in your Literature book. 2. Homeroom Only: Turn in your signed Code of Conduct sheet. Work Session: Review the Balanced Literacy Book Challenge Incentive The teacher will continue guiding students through the introduction of Odyssey. Students will put the introduction in their own words. The teacher will announce the due date for Journal #1 and hand back the practice Journal assignment. Students will read the introduction, “Sailing from Troy” and “The Lotus Eaters.” As they read:
Closing: What have we learned about Odysseus’ character so far? Homework: Summer Reading due Friday - August 18th at midnight. Journal #1 due Monday. |
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