October 4

Honors World Literature October 3-7

 

Honors World Literature                                             October 3-7       

 

Planning Your Week:

Mon. 10/3—The Joy Luck Club Scholars’ Journal entries (15 entries from 10 chapters) if you did not participate in early turn-in.

Sun. 10/9–Membean vocabulary practice due.

 

Monday, October 3

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they create meaning/tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” with Brueghel’s painting Landscape with the Fall of Icarus, including what is emphasized or absent in each treatment).

 

  1. IAN: PSAT skills review: what have we learned so far? How can we apply it to PSAT multiple choice questions? Complete sample critical reading passage.
  2. With your Chinese family, discuss the following question: The Garden of Marriage—Tan uses garden and weed imagery to show the condition of Ted and Rose’s marriage in “Without Wood.” Even Mr. Chou is incorporated into the image pattern. Trace the images through Rose’s story and decide what each images represents and how it fits into the pattern. Consider what the former condition of the garden shows about Ted; what the present condition reveals about Rose; what the imagery suggests about the future of their marriage. Explain how hulihuda connects to the imagery. What is the significance of Rose’s final dream? Her name?
  3. Using butcher paper, create a group response that answers the questions about “Without Wood”, provide text evidence to justify your group’s thinking. You may also add symbolic illustrations to enhance your response.
  4. Closer—How does the text structure employ parallel elements? What impact does this grammatical and stylistic feature have on the reader?

 

*Homework: Bring a copy of your literary analysis Part II responses for peer editing.

 

Tuesday, October 4

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail 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 theme.

 

  1. IAN: PSAT skills review—parallelism
  2. In your groups, read over the rubric for the responses. Decide what elements must be included in a top response. Peer review the responses among your Chinese family, making suggestions for content and style improvements. Consider such aspects as parallelism, sentence boundaries, coordination of complex ideas, etc.
  3. Meet with the teacher for writing conferences individually for specific concerns.

 

*Homework: Even in short responses, writer’s need to employ strong verbs, vivid text details with appropriate lead-ins, citations, and rich, stylistically strong commentary. Use this as a chance to improve your final response without a late penalty. Final responses will be due tomorrow.

 

 

Wednesday, October 5

LG: Research to deepen understanding of a topic depicted in a literary work, gathering evidence to use in scholarly discussions. 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. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

  1. IAN: PSAT skills review (membean words and modifiers to create beauty/clarity)
  2. Complete researching an article to complement your scholars’ journal; annotate and prepare questions/comments to use in the Socratic discussion next week. In your article, find and label a modifier we’ve covered or a membean word and note its impact on meaning.
  3. Complete bibliography entries for Works Cited page

 

*Homework:

 

Thursday, October 6

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail 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 theme.

 

  1. Opener–IAN: An-mei’s mother tells her about the turtle that eats tears and knows a person’s misery. The tears produce magpies, birds of joy. She says, “Your tears do not wash away your sorrows. They feed someone else’s joy. And that is why you must learn to swallow your own tears.” Pick from one of the following women in the novel to explain how they “swallow their tears”: Suyuan, Taitai, An-mei, Lindo, Ying-ying, Lena, Rose, or Waverly.
  2. Pick your two favorite chapters of JLC and construct practice questions for a mini-fishbowl discussion in your group. 2 openers, 5 interpretive, and 3 evaluative level questions per chapter.

 

Friday, October 7

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail 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 theme.

  1. Opener—IAN: Construct a theme statement about the Joy Luck Club.
  2. Participate in the mini-fish bowl discussion.
    1. You will unite with a second Chinese family to form a group of 8-12 members.
    2. Four members will participate at a time.
    3. The remaining group members will watch and take notes over the discussion.
    4. For 10-15 minute rotations, the fishbowl group will conduct a conversation in the style of a mah jong game.
    5. The person in the east chair will ask a question to begin.
    6. The participant in the south chair will respond to the question.
    7. Once the answer has been given by the student in the south chair, any further discussion can be followed by the participant in the west chair and then the north chair.
    8. After the question is successfully completed for the first question, the east chair participant will ask the next question. Discussion will follow through the same path as before until all participants have asked and answered questions.
  3. Closer—exit ticket—answer in writing one of the questions discussed in today’ fishbowls.

 

 

 

 


Posted October 4, 2016 by Rachael Sanford in category Honors World Literature

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