Honors 9th Literature July 31 – August 4
Honors 9th Literature Week 1: 7/31—8/4
Planning Your Week:
Friday, 8/4: Mini-me due; it should be colored and cut out.
Friday, 8/4: Bring an independent reading text (print only).
Monday, July 31
- Introduce syllabus and semester overview (independent reading notebook, IAN).
- IAN—analyze the picture on p.1 in the textbook (access online or copy for students to paste in IAN or use Power Point); Part I: What do you see? “Tell the story” of the picture. Part II: Respond to the visual prompt (What comes to mind when you hear the phrase “coming of age”?)
- Discuss responses (whole group/record responses on the board); then discuss the EQ: What does it mean to come of age? (Review the concept of an EQ and how it is revisited throughout a unit.)
- IAN—brainstorm coming of age milestones; discuss how these milestones contribute to the growing responsibilities and privileges adulthood brings. Brainstorm novels and films with this thematic focus.
- Practice annotation (access online or copy for students to paste in IAN or use Power Point)—ask about previous experiences and feelings about the technique (quick irespond poll?); explain purpose and hope for it to become natural and helpful; mark the text (unit overview) by highlighting words and phrases that help them predict what the unit will be about (connect to standards).
- Introduce mini-me with a focus on building character and voice with the STEAL method along with the idea of coming of age/self-defining incidents. Watch VIA Character Strengths/Growth Mindset video: https://www.youtube.com/watch?v=kq-rOelLciE .
- Complete VIA survey at http://www.viacharacter.org/www/.
Tuesday, August 1 (Walter; Charrette & Sanford use plan for Wednesday)
- Computer Lab: SRI
- Complete VIA character strengths survey for mini-me assignment.
- Complete syllabus questionnaire: https://goo.gl/forms/0WE95EMYNCrNbBO03
Wednesday, August 2 (Walter; Charrette & Sanford use plan for Tuesday)
- Review coming of age—brainstorm self-defining moments in your life thus far; freewrite a narrative on one single moment. Exchange with your partner; mark/highlight elements of the STEAL method of characterization. https://www.youtube.com/watch?v=kHt8RjkFs98 . IAN: STEAL handout.
- Read goals on p.2; mark unfamiliar words. Share and list on the board.
- Preview the unit:
- Read Learning Targets (these are goals just for today’s preview, not the entire unit) and Making Connections; highlight unknown words and discuss meanings)
- Review EQ #1 briefly, then answer EQ #2 in My Notes (we’ll discuss later).
- Self-assess vocabulary knowledge with QHT chart for Academic Vocabulary and Literary Terms p.2.
- Unpack Embedded Assessment 1; create web or stoplight as we analyze the scoring guide p. 55. What do you have to do? What strategies will you use? What knowledge and skills do you need?
- IAN: Plan independent reading p. 5—(skip Q4 referencing literary theory)
- Work on mini-me.
- Read aloud from the selected autobiography, biography, or memoir or a Scholastic Classroom Library text.
Homework: Select an independent reading text and make sure you have it with you in class by Friday. This should be a print text (no digital texts for this reading purpose). You may select from the classroom library if you wish.
Thursday, August 3
- IAN: Quickwrite pizza prompt
- Read aloud the sample pizza prompt:
- Read monotone; ask what is wrong with the reading they heard.
- Volunteers read aloud until we create a voice.
- Close read: model annotation on the board, focusing on diction, syntax, and imagery that contribute to voice
- Model completing the graphic organizer with inferences and evidence about tone and the speaker
- Rank inferences; which are most convincing/most supportable?
- Partner: Read, annotate, and make inferences with supporting evidence for the 3 additional samples.
- Read aloud group discussion norms, marking the text for keywords. Brainstorm rules for collegial discussion (on chart paper in groups).
- Group discussion:
- Share inferences, compare them, and evaluate which is most supportable and why
- Discuss why they have positive, negative, and neutral responses to each speaker—identify where these opinions are shaped by factors other than the text and reinforce the need for solid evidence from the text (connect back to web or stoplight standard/skill)
- Partner: Exchange quick writes; annotate for diction, imagery, and syntax; make inferences and discuss a few responses with your partner. (You can repeat with a new partner as needed.)
FORMATIVE ASSESSMENT: Examine writing; analyze group discussion for ability to cite textual evidence.
- Revisit web or stoplight/QHT
- IR: Read aloud from autobiography, biography, memoir or Scholastic classroom library; identify diction, imagery, syntax; make inferences about voice.
Friday, August 3
- Share mini-mes, focusing on VIA character strengths and textual lineage (collaborate in groups to make a poster and present).
- IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.