September 29

Honors 9th Literature Week 9 10/2 – 10/6

Honors 9th Lit. Week 9

Planning Your Week

T 10/3 – Turn in TPFASST for BOTH Poetry Out Loud poems; include a copy of each poem with annotations. Recite ONE of your poems in class.

Th 10/5 – Finish No Red Ink quiz for verbals, parallelism, embedded quotations, and active/passive voice.

F 10/6 – Read through Part I of The Night Circus; use the Night Circus Study Guide Part I to prepare for the in class reading quiz; finish ZINC for this quarter.

M 10/9 – Complete SAT Reading & Writing Domain Tests on USA Test Prep.

W 10/11 – All 9th graders take the PSAT.

Continue practicing grammar/EOC/PSAT concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website. Use the ZINC, No Red Ink, USA Test Prep Checklist to keep up with due dates.

 

Monday, 10/2

Opener: Review exposition of The Night Circus; examine study guide and remind students of the reading quiz for Part I on Friday.

Work Session:

  1. Introduce The Tempest: View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank and write poems/prose passages to share.
  • View the images, selecting one that inspires you.
  • Study the picture and construct a hypothetical narrative based on the elements you see.
  • Using a list of Shakespearean terms and phrases, choose lines that relate to the picture and your hypothetical narrative.
  • Without adding ANY words (articles, prepositions, etc.) students must juxtapose phrases and words to tell the story of their painting.

 

2. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.

Closer: Rehearse Poetry Out Loud performances in small groups.

Homework: Finish TPFASST and annotations for BOTH Poetry Out Loud poems; prepare to recite ONE poem in class.

 

Tuesday, 10/3

Opener: Quick rehearsal for POL; turn in TPCASST and annotations for both poems.

Work Session:

  1. Recite POL poems.
  2. Read The Night Circus.

Closer: Review study guide for The Night Circus Part I.

Homework: Read The Night Circus Part I, using the study guide to prepare for the reading quiz.

 

Wednesday, 10/4

Opener: IAN- Identify a pastime you are passionate about and brainstorm sensory details and comparisons.

Work Session: Set up Nearpod.

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest with Nearpod.
  2. Analyze, rehearse, and perform Act I Scene 1 https://folgereducation.wordpress.com/2015/02/03/5-great-ways-to-start-a-shakespeare-unit/ (pantomime, self-reflection, group discussion; add dialogue).

Closer: Compare/contrast student performances with professional adaptations of the play.

Homework: Read The Night Circus Part I, using the study guide to prepare for the reading quiz.

 

Thursday, 10/5

Opener: Quick review of The Night Circus Part I study guide.

Work Session:

  1. Complete Q2 touchstone and SRI.
  2. Complete No Red Ink quiz.
  3. Work on USA Test Prep for PSAT and ZINC for Q2 snapshot.

Closer: Continue reading The Night Circus.

Homework: Read The Night Circus Part I, using the study guide to prepare for the reading quiz; finish No Red Ink quiz.

 

Friday, 10/6

Opener: The Night Circus Part I reading quiz.

Work Session:

  1. Review Part I (characters, setting, sequence of events, conflicts–exposition elements).
  2. Analyze Chandresh, Tsukiko, and Bailey (Lit. Analysis Part I).

Closer: Read The Night Circus Part II, focusing on parallel plots.

Homework: Finish ZINC for Q2; work on USA Test Prep assignments due Oct. 9; read The Night Circus Part II, focusing on parallel plots.

September 29

AP Literature Week 9 Oct. 2-6

Week 9

Planning Your Week

Th 10/5–Bring props/materials for Othello 2.3 performances.

F 10/6–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 10/2

Opener: Review Othello 1.1, 1.2, 1.3 (film adaptation and/or scene summaries).

Work Session:

  1. Analyze Iago’s rhetoric 1.3: complete questions on handout and identify literary and rhetorical strategies (metaphor, motif, ethos, logos, pathos); pay attention to Iago’s soliloquy at the end of the scene.
  2. Discuss character objectives, superobjectives, and beat changes. Review Iago’s and Roderigo’s changing motivations.
  3. View the scene, comparing & contrasting script to film.

Closer: Read 2.1, focusing on the setting change and Iago’s asides.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/3

Opener: Finish reading 2.1 and 2.2 (Herald’s scene); review setting change from Venice to Cyprus.

Work Session: 

  1. Perform subtext scenarios (Fred); discuss importance of adding cues for subtext (blocking, movement on stage, physical gestures,voice inflection, emphasis, props).
  2. Read 2.3.1-40; use stage directions promptbook to model adding cues for subtext.
  3. Assign 2.3 Drinking Scene to three groups; annotate scripts to add cues for subtext; plan props, costumes, stage scenery/backdrops for classroom productions.

Closer: Continue working on 2.3 analysis.

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/4

Opener: Continue working on 2.3 analysis.

Work Session:

  1. Rehearse drinking scene to prepare for tomorrow’s production.

Closer: List items needed for tomorrow’s production.

*Homework: Bring props/materials for tomorrow’s production of Othello 2.3. Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Cite strong and thorough textual evidence to support analysis, including uncertainties; analyze the impact of the author’s choices regarding how to develop and relate elements of a story and how to structure specific parts of a text.

 

Thursday, 10/5

Opener: Quick rehearsal for Othello 2.3.

Work Session:

  1. Perform 2.3 Drinking Scenes
  2. View film adaptation, comparing/contrasting.

Closer: Share agendas/reading questions for tomorrow’s meetings; begin thinking about potential research topics.

 

Friday, 10/6

Opener: List potential research topics on a notecard; prepare to discuss with groups.

Work Session:

  1. 5th EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Submit potential research topics (notecard)
  3. Prepare TWIST and multiple choice questions for passages from research novels.

Closer: Submit tentative plan for EPCOT display.

September 23

AP Literature Fall Break

Please enjoy your time off with family and friends!

If you have the time and means, you should continue reading your EPCOT project novel and communicate with your group members to plan and complete the required elements of the project. Remember your purpose and audience: develop an engaging, interactive experience that brings a social, scientific, or cultural issue to life for an international audience of families who might visit EPCOT.

You will also have an individual research component, so begin thinking about thematic topics the author of your novel addresses. How do those topics tie in to current social issues, ethical concerns, or cultural beliefs?

September 15

Honors 9th Literature Week 8 9/18-9/22

Honors 9th Lit. Week 8

Planning Your Week

EXTRA CREDIT OPPORTUNITY:

For your required ode in the poetry anthology, you may write a formal Pindaric or Horatian ode and earn up to 10 points. Follow the examples and instructions at Ode At a Glance; make sure you click on the “Related Pages” at the top (Background, Examples, and Make Your Own) in order to understand the required forms more thoroughly.

M 9/18 – Obtain a copy of The Night Circus; bring to class Thurs.

T 9/19 – Bring rough drafts of poetry anthology (poems, annotations & reflections, dear reader letter, visuals, table of contents)

4.0 Reflections and Dear Reader Tips-1ybu8bb

Th 9/21 – Poetry anthology due.

T 10/3 – Poetry Out Loud annotations & TPFASST due for both poems; recitation due for one poem.

Continue practicing grammar/EOC/PSAT concepts through No Red Ink website.  Assignment due Thurs., Sept. 21, 11:59 p.m.

Continue practicing vocabulary on the SpringBoard website through Zinc. The next due date is Friday, 10/6. 

 

Monday, 9/18

Opener: Create a list of your favorite people, places, and things. View examples of figurative language in modern popular music video.

Work Session: 

  1. Activity 4.8: Read “Ode to My Socks” and “Abuelito Who”; examine the form (from Poets.org).
  2. Compose an ode; use repetition or a refrain for effect; use images, figurative language (recall examples from the video), and vivid verbs to create an emotion; carefully choose line breaks.

Closer: Write a reflection for your ode.

 

Tuesday, 9/19

Opener: Peer review poetry anthology (students should have at least 6 poems with reflections by now), offering feedback and suggestions.

Work Session:

1. Compile poetry anthology; include the following:

  • “Dear Reader” Introduction: Preface to help your reader better understand your writing process and poetry.
  • Table of Contents: Present list of 7-8 poems that reflect your best writing in a logically organized manner.
  • Reflections/Annotations: Thoroughly reflect to highlight your deliberate and purposeful use of poetic forms and elements. Address all of the bullet points on the reflections tips sheet; use the feedback from the reflection you turned in; annotate your poems to emphasize your purposeful use of poetic elements.
  • Visuals: Enhance the anthology with appropriate visuals to increase appeal and emphasize theme and tone.

Closer: Create a “to do” list of items you need to complete for your poetry anthology.

 

Wednesday, 9/20

Opener: Wrap up poetry anthologies.

Work Session:

  1. Activity 4.11: Read “In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers.”
  2. Compose EOC Style Analysis in timed conditions; submit to Turnin.com.
  3. Revise poems and reflections/annotations; make sure dear reader letter, visuals, and table of contents are in place.

Closer: Work on ZINC and No Red Ink.

 

Thursday, 9/21

Opener: Turn in poetry anthologies.

Work Session:

  1. Revisit Poetry Out Loud choices; continue annotating and completing TPFASST charts.
  2. Practice reading POL poem with a partner; mark words to emphasis, places to pause, etc. to prepare to memorize and recite.
  3. Introduce The Night Circus reading schedule. Read article about 19th century circuses.

Closer: Read the opening chapter of The Night Circus and analyze the exposition (setting, characters, conflict) and structure of the novel.

 

Friday, 9/22

Opener: Gallery walk pictures for inspiration and choose one.

Work Session:

  1. View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank and write poems/prose passages to share: View the images, selecting one that inspires you; Study the picture and construct a hypothetical narrative based on the elements you see; Using a list of Shakespearean terms and phrases, choose lines that relate to the picture and your hypothetical narrative; Without adding ANY words (articles, prepositions, etc.) students must juxtapose phrases and words to tell the story of their painting.
  2. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.

Closer: Continue reading Part I of The Night Circus.

September 15

AP Literature Week 8 9/18-9/22

Week 8

Planning Your Week

F 9/21–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 9/18

Opener: Post theme statements on posters to create webs of texts we have studied.

Work Session:

  1. Complete TWIST graphic for Othello 1.1, opening conversation between Roderigo and Iago.
  2. Finish reading 1.1; discuss the following questions:
    • Why do Iago, Roderigo, and Brabantio hate the man they are discussing?
    • What reasons does Iago give for continuing to follow his master?
    • What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

Closer: Compare/contrast film adaptations of the opening scene of Othello.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 9/19

Opener: Creative Writing–examine the painting McSorley’s Bar (or Nighthawks) and compose a short scene using STEAL to build a character.

Work Session: 

  1. Rehearse and perform group scenes 1.2. Discuss the following: We saw Othello for the first time in this scene—is he what you thought he would be? Is he respected by his associates? How do you know? What contrasts are there between the way Iago, Roderigo, and Brabantio have described Othello and the way he looks and behaves when he actually appears? Do you notice basic differences in attitude between Cassio and Iago in their short conversation (1.2.60-65) following Othello’s exit? Why is Brabantio convinced that Othello must have used witchcraft on his daughter? Why does he have difficulty believing his daughter could run to Othello’s “sooty bosom’?
  2. Read 1.3 antiphonally; compare/contrast Iago’s characterization of Othello in 1.1 with Othello’s representation of himself and the council’s reactions to him in 1.3 (complete STEAL with textual evidence for both scenes).
  3. Ring the changes–1.3 Brabantio’s parting shot

Closer: View 1.2 – 1.3.

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 9/20

Opener: Review elements of rhetorical triangle, ethos, logos, and pathos.

Work Session:

  1. Analyze Iago’s rhetoric 1.3
  2. View 1.3 from various film adaptations.
  3. Discuss character objectives and beat changes in dramatic productions.
  4. Read 2.1, 2.2 (Herald’s scene); paraphrase to ensure comprehension.
  5. Complete a Somebody Wanted But So for what we have read of Othello: What are Iago’s motivations? What are Roderigo’s desires? What are Othello’s desires? How does each man react/adapt in order to achieve his objective?

Closer: Locate a passage for a TWIST style analysis of your research novel.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Cite strong and thorough textual evidence to support analysis, including uncertainties; analyze the impact of the author’s choices regarding how to develop and relate elements of a story and how to structure specific parts of a text.

 

Thursday, 9/21

Opener: Review FRQ tips for 9s: worldly observation to start, strong claims, circular intros/conclusions, working chronologically through a piece of text to analyze, strong verbs & few modifiers.

Work Session:

  1. FRQ: compose an essay to answer an AP free response question.
  2. Complete MCM on a Thursday.

Closer: In small groups (2-3) write Attack the Question This Way strategies for the MC questions.

 

Friday, 9/22

Opener: Complete a TWIST with your selected passage from your research novel.

Work Session:

  1. 4th EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Present dramaturgy research results.

Closer: Make plans for continued work over the break or a plan to handle group needs with people who may be traveling/unavailable.

September 11

Honors 9th Lit. Week 7 9/11-9/15

Honors 9th Lit. Week 7

Planning Your Week

W 9/13 – Finish EOC prompt and submit to Turnitin.com by 11:59 p.m.

M 9/18 – Obtain a copy of The Night Circus.

Th 9/21 – Poetry anthology due.

Continue practicing grammar/EOC/PSAT concepts through No Red Ink website.  Assignment due Thurs., Sept. 21, 11:59 p.m.

Continue practicing vocabulary on the SpringBoard website through Zinc. The next due date is Friday, 10/6. 

 

Monday, 9/11 and Tuesday, 9/12–School closed due to weather conditions from Hurrican Irma

 

Wednesday, 9/13

Opener: Review “George Gray” with EOC prompt/graphic organizer.

Work Session:

  1. Analyze diction and figurative language in “Fiddler Jones” with TPFASST graphic organizer.
  2. Compose a response to the EOC prompt; submit to Turnitin.com.

Closer: Finish EOC response.

Homework: Finish EOC response and submit to Turnitin.com; obtain a copy of The Night Circus by Mon., Sept. 18; work on poetry anthology due Thurs., Sept. 21.

 

Thursday, 9/14

Opener: IAN- Identify a pastime you are passionate about and brainstorm sensory details and comparisons.

Work Session:

  1. Activity 4.5 “Fast Break”; analyze with TWIST and compose leveled questions.
  2. Write a free verse poem about a pastime you are passionate about (focus on line breaks, precise verbs, diction, and imagery).
  3. Library visit to select IR book.

Closer: Reflect on pastime poem.

Homework: Finish pastime poem and reflection; obtain a copy of The Night Circus by Mon., Sept. 18; work on poetry anthology due Thurs., Sept. 21.

Friday, 9/15

Opener: IAN- Finish definitions and examples for poetry terms; add figurative language, repetition, form, stanza, rhyme scheme, cacophony, and euphony.

Work Session:

  1. Activity 4.6: Read “Identity” and “Ego Tripping”; use TWIST; analyze extended metaphor and hyperbolic me.
  2. Reread “Identity” highlighting in two different colors for the two central images; transfer findings to the t-chart.
  3. Review verbals; tie them to contrasting images in “Identity.”

Closer: Compose an emulation poem of “Identity” or “Ego Tripping” with two contrasting images as an extended metaphor and multiple types of verbal phrases.

Homework: Finish EOC response and submit to Turnitin.com; obtain a copy of The Night Circus by Mon., Sept. 18; work on poetry anthology due Thurs., Sept. 21.

 

September 11

AP Literature Week 7 9/11-9/15

Week 7

Planning Your Week

W 9/13–POL presentations; TPCASST for both poems due in class; explication for the poem you recite is due to Turnitin.com before class.

F 9/15–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 9/11 and Tuesday, 9/12–Schools closed due to weather conditions from Hurrican Irma. 

 

Wednesday, 9/13

Opener: Turn in TPCASST and poetry explications.

Work Session:

  1. Present POL.
  2. Discuss Othello anticipation guide.
  3. Watch PBS Othello video (Who Is Othello?); answer discussion questions.

 

Closer: Post theme statements on posters to create webs of texts we have studied.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Present poetry to demonstrate analysis; begin connecting to themes in Othello and comparing to themes from other works.

 

Thursday, 9/14

Opener: Round robin reading of 1.1 (slightly cut script)

Work Session:

  1. Analyze 1.1 Slightly Cut Script
  2. Audition, cast, and rehearse actors for 1.1, opening scene
  3. Compare/contrast our performance with professional performances

Closer: Reminders for group meetings tomorrow (leaders provide agendas; reading coaches provide discussion questions).

 

Friday, 9/15

Opener: Review project requirements, focus for reading; build community with groups (leader brings activity).

Work Session:

  1. 3rd EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting
  2. Rehearse and perform group scenes 1.2.
  3. Read 1.3; analyze Iago’s rhetoric in 1.3.

Closer: Read EPCOT/research novels.

 

September 10

Schools Closed for Irma

School is closed Monday and Tuesday due to the weather conditions from Hurricane Irma. Please be safe!

Honors 9th Literature–work on Zinc and No Red Ink and enjoy some independent reading! You can also work on your poetry anthologies. Looking for inspiration? Try this Stuffed Poetry activity.

AP Literature–finish your explications, due Wednesday before class. Memorize your POL poem and complete your TPFASST charts for both poems. Read your EPCOT/research novel.

September 1

Honors 9th Lit. Week 6 9/4-9/8

Honors 9th Lit. Week 6

Planning Your Week

T 9/5 – Bring two poems printed from the Poetry Out Loud website. We will work with them through this unit, so choose wisely.

Th 9/7 – IR project due for presentation; choose one from the menu Alternative Book Report.

Continue practicing grammar/EOC/PSAT concepts through No Red Ink website.  Assignment due Thurs., Sept. 21, 11:59 p.m.

Continue practicing vocabulary on the SpringBoard website through Zinc. The next due date is Friday, 10/6. 

 

Monday, 9/4–Labor Day

 

Tuesday, 9/5

Opener: IAN–Revisit the poetry glossary and complete QHT for each word; fill in the next set of definitions, textual examples, and original examples.

Work Session:

  1. Check POL poems; mark hard stops and words you don’t know.
  2. Model marking nouns and verbs with “Constantly Risking Absurdity”; mark in POL poems, looking for categories of meaning.
  3. IAN: Create individual wordpool.
  4. Write a free verse poem/focus on imagery and repetition.

Closer: Examine “Dear Reader” letter and sample reflections for poetry anthology. Compose reflections for your template poem (last week, p.290) and your free verse poem (written today).

 

Wednesday, 9/6

Opener: IAN–Activity 4.4 (SB) Brainstorm childhood memories.

Work Session:

  1. SB: Read the catalog poem “Nikki-Rosa”; answer text dependent questions. Complete “Working from the Text” on an index card; exchange and respond, then discuss.
  2. Examine “Every Ghetto, Every City“ by Lauryn Hill and “I Hear America Singing” by Walt Whitman as examples; write a catalog poem (focusing on imagery, repetition, order of the catalog).

Closer: Reflect on your catalog poem.

 

Thursday, 9/7

Opener: Present IR projects; IAN: Create a list of books you’d like to read based on student presentations.

Work Session:

  1. SB: Continue 4.4; read “We Real Cool,” answer text dependent questions, then  compare with the painting The Pool Game by Jacob Lawrence using a Venn diagram (modified “George Gray” graphic organizer)
  2. SB: Create manipulatives to rearrange “We Real Cool”
  3. SB: Respond to EOC Prompt: p.306 “We Real Cool”

Closer: Polish reflections for the three poems you have written.

 

Friday, 9/8

Opener: Present IR projects; IAN: Create a list of books you’d like to read based on student presentations.

Work Session:

  1. Finish EOC prompt and drafting poems
  2. Compose reflections for the poems you have completed so far.

Closer: IR–Enjoy! and/or continue composing poems and reflecting on your writing.