Archive for February 27, 2020

Things Fall Apart, Day 7

Standards:

  • 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.
  • 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 the theme.

Learning Targets:

  • I can analyze the particular point of view of Things Fall Apart, a piece of literature from the Ibo culture of Africa.
  • I can analyze the development of the character Okonkwo and consider how his character helps develop the overall theme of Things Fall Apart.

Opening (do as soon as independent reading ends): 10 minutes

  • Static or Dynamic? static character is a character who does not change over the course of a story. A dynamic character is one who does change during a story. Is Okonkwo a static character or a dynamic character? Circle your answer, then find some evidence (a quote) from the book that backs you up.STATIC                                                              DYNAMIC

    Quote: “________________________________________________________________________________________ _________________________________________________________________________________” (Achebe ____).

Work Session Part 1: Reading (20 minutes)

  • Find Chapters 19-21 of Things Fall Apart. 
  • Find your next Literary Circle Job for this round.
  • Once everyone has their chosen job, read today’s chapters with your group.
  • When you are done reading, move on to part 2.

Work Session Part 2: Working (10 minutes)

  • Do your Literary Circle Job on your own. You can use classroom resources (such as a dictionary) to help you, but you do not need to talk with your classmates.
  • If you finish before the rest of your group, help your other group members with their jobs. When everyone is done, move on to part 3.

Work Session Part 3: Sharing (10 minutes)

  • Go around your group and share what you wrote down. Discuss what you think it means and why it is important.
  • Find the small box on the page for each of your group members’ roles. Take notes over what your group member is saying in the small box.
  • Make sure you understand what your group members are saying, because I might call on you to share!

Closing Session: 10 minutes

Before and After – Consider how the village of Umuofia changed after the Europeans arrived. Make a T-chart  with the differences in Umofia before Europeans and after Europeans.

Picture Book Work Day!

Standards

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activator

I’m going to read you another example picture book!

Learning Target

Students will continue work on their picture book by beginning to create their illustrations. and assemble their book.

Work Session

I’m not here today! You guys will continue working on your picture book projects. By the end of the day today, you should have about 15 pages at LEAST rough sketched out, with the text finalized for all of them.

Consider the following:

  • Don’t put too much text on the page so that it will overshadow your writing.
  • Consider, perhaps, putting text on one side of the page, and illustrating the other side.
  • If you want a single sentence to stand out, put it alone across one or two pages.
  • Or, if you have a beautiful illustration, you could dedicate a whole page to it and put very little writing on that page.

Next, you should figure out what pictures you want to put on each page. Consider the following:

  • Make your illustrations dynamic. You don’t want to have the same picture over and over again, right?
  • Make sure your illustrations show what the text says.
  • Use lots of color and imagination in your drawing ideas. Remember, this is for little kids!

I’ll give you guys paper to begin your bookmaking process and remind you how to fold it. Enjoy!

Closing Session

Picture book check in!

Assessment

Informal assessment (work day)

Differentiation

Students will be placed in groups of varied ability level, talent, and learning style. Students will read in small group to account for differences in reading

Things Fall Apart, Day 6

Standards:

  • 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.
  • 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 the theme.

Learning Targets:

  • I can analyze the particular point of view of Things Fall Apart, a piece of literature from the Ibo culture of Africa.
  • I can analyze the development of the character Okonkwo and consider how his character helps develop the overall theme of Things Fall Apart.

Opening (do as soon as independent reading ends): 10 minutes

  • THUGNOTES!! Watch the Thugnotes video your teacher will play on the Smartboard. Then, write a Tweet in the Thugnotes style about Things Fall Apart.

Work Session Part 1: Reading (20 minutes)

  • Find Chapters 16-18 of Things Fall Apart. 
  • Find your next Literary Circle Job for this round.
  • Once everyone has their chosen job, read today’s chapters with your group.
  • When you are done reading, move on to part 2.

Work Session Part 2: Working (10 minutes)

  • Do your Literary Circle Job on your own. You can use classroom resources (such as a dictionary) to help you, but you do not need to talk with your classmates.
  • If you finish before the rest of your group, help your other group members with their jobs. When everyone is done, move on to part 3.

Work Session Part 3: Sharing (10 minutes)

  • Go around your group and share what you wrote down. Discuss what you think it means and why it is important.
  • Find the small box on the page for each of your group members’ roles. Take notes over what your group member is saying in the small box.
  • Make sure you understand what your group members are saying, because I might call on you to share!

Closing Session: 10 minutes

Theme Time – Choose and circle one of the following two themes. Then, write a paragraph explaining how Okonkwo shows that theme.

Theme 1: Tradition will always fight against progress.  Theme 2: In order to be masculine/manly, you must also be violent.

Things Fall Apart, Day 5

Standards:

  • 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.
  • 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 the theme.

Learning Targets:

  • I can analyze the particular point of view of Things Fall Apart, a piece of literature from the Ibo culture of Africa.
  • I can analyze the development of the character Okonkwo and consider how his character helps develop the overall theme of Things Fall Apart.

Opening (do as soon as independent reading ends): 10 minutes

  • VOCAB WORDS! Define these ten words:
    1. Haggle
    2. Succulent
    3. Coiffure
    4. Pandemonium
    5. Callow
    6. Frond
    7. Pestle
    8. Stingy
    9. Foolhardy
    10. Harbinger

Work Session Part 1: Reading (20 minutes)

  • Find Chapters 14-15 of Things Fall Apart. 
  • Choose your first Literary Circle Job for this round.
  • Once everyone has their chosen job, read today’s chapters with your group.
  • When you are done reading, move on to part 2.

Work Session Part 2: Working (10 minutes)

  • Do your Literary Circle Job on your own. You can use classroom resources (such as a dictionary) to help you, but you do not need to talk with your classmates.
  • If you finish before the rest of your group, help your other group members with their jobs. When everyone is done, move on to part 3.

Work Session Part 3: Sharing (10 minutes)

  • Go around your group and share what you wrote down. Discuss what you think it means and why it is important.
  • Find the small box on the page for each of your group members’ roles. Take notes over what your group member is saying in the small box.
  • Make sure you understand what your group members are saying, because I might call on you to share!

Closing Session: 10 minutes

Draw It! Use the box on your sheet to illustrate a scene from the Things Fall Apart. Write a sentence explaining your illustration at the bottom.

Picture Book Work Day!!

Standards

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activator

I’m going to read you another example picture book!

Learning Target

Students will continue work on their picture book by beginning to create their illustrations. and assemble their book.

Work Session

Yesterday you should have roughed out your storyboard for your picture book, and today it’s time to start putting it all together!!

First, you should decide what text is going on what page. Consider the following:

  • Don’t put too much text on the page so that it will overshadow your writing.
  • Consider, perhaps, putting text on one side of the page, and illustrating the other side.
  • If you want a single sentence to stand out, put it alone across one or two pages.
  • Or, if you have a beautiful illustration, you could dedicate a whole page to it and put very little writing on that page.

Next, you should figure out what pictures you want to put on each page. Consider the following:

  • Make your illustrations dynamic. You don’t want to have the same picture over and over again, right?
  • Make sure your illustrations show what the text says.
  • Use lots of color and imagination in your drawing ideas. Remember, this is for little kids!

I’ll give you guys paper to begin your bookmaking process and remind you how to fold it. Enjoy!

Closing Session

Picture book check in!

Assessment

Informal assessment (work day)

Differentiation

Students will be placed in groups of varied ability level, talent, and learning style. Students will read in small group to account for differences in reading