January 5

Honors 9th Literature Week 2 Jan. 8 – 12

SCHOOL IS CLOSED MONDAY DUE TO WEATHER! ENJOY YOUR DAY OFF!

 

Honors 9th Lit. Week 2

Planning Your Week

 

ASAP  Complete Tech Menu S18 and sign your syllabus/survey here.

M 1/8  Mini Me Character Strength STEAL due, cut out and colored; bring an independent reading text to class (print only); No Red Ink diagnostic assessment due 11:59 p.m.

T 2/6 – ZINC vocabulary due

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/8

Opener: SB: p. 8 Read aloud group discussion norms, marking the text for keywords; brainstorm rules for collegial discussion (on chart paper in groups); share to create a class master list of “rules for collegial discussion.”

Work Session: 

  1. Share mini-mes, focusing on VIA character strengths and textual lineage (collaborate in groups to make a poster and present).
  2. Make clock partners in IAN.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Tuesday, 1/9

Opener: PSAT score review.

Work Session: 

  1. SRI in library.
  2. SB: Preview the unit and examine text features: Read goals p.2; read “Learning Targets” (goals for today’s preview, not the entire unit) and “Making Connections”; mark unknown words and discuss meanings.
  3. Review EQ #1 briefly, then answer EQ #2 in My Notes (we’ll discuss later).
  4. Unpack Embedded Assessment 1: read the EA#1 on p.2, then read the proficient column of the scoring guide p.62; number the proficient column 1-9, then self-assess your ability to perform each task, using the individual stoplight (place number of the skill(s) you’ve mastered in the green section, etc.) Highlight words in the exemplary column that are different from those in the proficient column: What do you have to do? What strategies will you use? What knowledge and skills do you need?

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, 1/10

Opener: Assemble IAN with Table of Contents and Independent Reading Log (back 20 pages); add STEAL handouts; briefly review of narrative elements.

Work Session: 

  1. Review coming of age—brainstorm self-defining moments in your life thus far
  2. Freewrite a narrative on one single moment.
  3. Exchange with your 9 o’clock partner; mark/highlight elements of the STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98 .
  4. Review your partner’s assessment of your work; write a goal for yourself for narrative writing: “I need to improve my character development in writing by ________.”
  5. Respond to the pizza prompt (12 minutes); evaluate each group member’s writing, identifying tone and elements of voice.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Thursday, 1/11

Opener: Review skills on the EA#1; assess class mastery of standards on laminated cards and place them on the class stoplight.

Work Session: 

  1. Read aloud the sample pizza prompt, focusing on voice and how diction, syntax, and imagery contribute to voice. 
  2. Complete the graphic organizer with inferences and evidence about tone and the speaker; rank inferences from most convincing/supportable to least.
  3.  Discuss why inferences 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)
  4. 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.)
  5. Revisit web or stoplight/QHT.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Friday, 1/12

Opener: Review voice, inferences, and textual evidence.

Work Session–Computer Lab:

  1. SB: Read the excerpt from Speak p.10-11; reread and answer questions 1-4 p. 11; note Vocabulary p.10, Word Connections p.11, Roots & Affixes p.6
  2. SB: Lesson 1.3 Read aloud while students mark diction, imagery, and syntax to determine voice and tone; focus on dashes and how a 38 year old author creates an authentic teen voice *Check Your Understanding* question (relate to EA1 where you will do the reverse)
  3. SB: Lesson 1.4 Parallel Structure: TEACH using ppt with Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions); complete “Check Your Understanding” p.15.

Closer: IR: Identify parallel structure in your IR book.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 


Posted January 5, 2018 by Rachael Sanford in category Honors 9th Literature

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