default

SENIORS! Cardinal Capstone Information

Cardinal Capstone Essay and Outline

Cardinal Capstone Student Handbook Fall 2019

Career Research Essay Student and Peer Checklist

default

Let’s Finish The Alchemist!

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • 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. Georgia ELA

Learning Target
I can complete my hero’s journey map and story summary so that I can share my ideas with my  classmates.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 127-153.

Work Session
my hero’s journey map and story worksheet continued (finish coloring map, revise summary if needed, boxes 7-8)

Present maps and summaries of stories to the class.

Closing Session
Continue your reading of The Alchemist to the end of the book!

Assessment
Formative (quiz, class discussion, maps and summaries presentations)

Differentiation
Process, scaffolding, graphic organizer, map choice, summary framework.

default

Love Poems <3<3

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • 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. Georgia ELA

Learning Target
I can analyze Soneto XVII by Pablo Neruda by considering the translations of the poem so that I can write my own love poem.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 103-127.

Work Session
my hero’s journey map and story worksheet (work on coloring map, boxes 4-6)
Consider “Soneto XVII” by Pablo Neruda in English and Spanish:

(Robin Williams reads the poem in English, from Patch Adams)

(The poem read in its original Spanish)
https://redpoppy.net/poem37.php (Both languages side by side)

After reading and analyzing Soneto XVII, use it as inspiration to write your own love sonnet. I’ll write the rhyme scheme for a sonnet on the board!

Closing Session
Continue your reading of The Alchemist to the end of page 153.

NEW VOCAB!!

  1. Abraded
  2. Prognostications
  3. Condemn
  4. Treasonous
  5. Luminous
  6. Hookah
  7. Elixir
  8. Sentinel
  9. Habituated
  10. Stimulus

Assessment
Formative (reading quiz, discussion of Soneto XVII, poems)

Differentiation
scaffolding, graphic organizers, language differentiation (poetry in Spanish)

default

Love at first sight

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • 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. Georgia ELA

Learning Target
I can consider the possibility of love at first sight by discussing with my class so that I can write about whether or not it is real.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 71-103.

Work Session
my hero’s journey map worksheet continued (choose a map, label, boxes 1-3

Santiago falls in love with Fatima from the first moment he sees her. Do you believe in love at first sight?
Article: https://www.psychologytoday.com/us/blog/meet-catch-and-keep/201801/is-love-first-sight-real

Write a paragraph explaining if you think you could ever fall in love at first sight, and why or why not?

Closing Session
Continue your reading of The Alchemist to the end of page 127.

Assessment
Formative (reading quiz, fantasy map labels)

Differentiation
scaffolding, graphic organizers

default

The Alchemist and Freedom!

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • 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. Georgia ELA

Learning Target
I can consider the motifs of freedom and independence by writing a journal entry so that I can brainstorm for an original hero story.

Opening Session
Reading quiz!! This quiz is over the reading you did on Friday, from page 51-71.

Work Session
Freedom journal writing: Where would you go / what would you do if you had no responsibilities?
My Hero’s Journey worksheet beginning (think of an idea and summarize your story)

my hero’s journey

Closing Session
Continue your reading of The Alchemist to the end of page 104

Assessment
Formative (reading quiz, class discussion, story summary)

Differentiation
Scaffolding, graphic organizer

default

Omens!

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • 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. Georgia ELA

Learning Target
I can analyze why people believe in omens by reading an article so that I can understand the significance of omens in The Alchemist.

Opening Session
READING QUIZ!!! We will open each day of this reading with a short, 5 question quiz. Do these on your own paper and HANG ON TO THEM, because you will turn them all in together when we finish reading!
reading quiz to p21-47.docx

Work Session
Today we’re going to talk about omens, because they feature prominently in The Alchemist. Let’s start out with a little journal writing! Take about ten minutes to respond to the following prompt:
An omen is a sign of something that is going to happen in the future. You could have a bad omen, which means that something bad is going to happen, or a good omen, which is the opposite. What’s funny about omens is we often don’t recognize them until after the thing has happened! Write about a time when you saw an omen and it came true, or write about a time when something happened and you realized you had seen an omen beforehand.

After journaling and sharing, let’s read this article together using the SQPRRS strategy!
http://theconversation.com/the-science-of-superstition-and-why-people-believe-in-the-unbelievable-97043

S=survey
-Preview the text
-Look at the pictures/captions
-Read highlighted/ bold words
-Read headings/subheadings
-Think about what you are about to read
Q=question
-Generate questions that we will be able to answer after we read (or look at questions on a test)
P=predict
-Predict 1 to 3 things we will learn while reading
R=read
Read:
-Alone
-With teacher
-With partner
-With a group
R=respond
-Discuss which questions were answered
-Review which questions weren’t answered
-Eliminate questions that aren’t likely to be answered
-Develop new questions
-Continue surveying process
S=summarize
Summarize what we have learned
Sounds relatively easy, right? You can write up the SQPRRS on the back of your journal entry, and turn both in at the end of class.
(Extension: Class discussion, what are you superstitious about and why? What superstitions or omens do you take seriously, and which ones do you think are silly?)
superstitions article.docx

Closing Session
Continue your reading of The Alchemist to the end of page 71 🙂

Assessment
Formative (reading quiz, journal discussion, SQPRRS)

Differentiation
Process (scaffolding), Interest (superstitions)

© Mrs. Bristow's Literature Classes