1. Dr. George’s 9th Lit. Agenda
10/7/2019 – 10/11/2019

2. Essential Questions for the week…
How can context contribute to the understanding of a novel?
How does a key scene from a novel contribute to the work as a whole?

3. REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH
Monday 10/7/19 Warm-up
Learning Target:
RL3 I can
identify and analyze complex characters.
What are the elements of an effective presentation? In other words, what does a good presentation look/sound like?
REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

4. Monday 10/7/2019 AGENDA Learning Target: RL3 I can
identify and analyze complex characters.
VOCAB 3A LIST: You will receive a copy of the vocabulary words (blue). Write a sentence using each word with context clues.
BRONX MASQUERADE: Read pages 3-17 of Bronx Masquerade (you should have your own book with you) and complete the writing journal. If you do not have a book you will have to see if someone is willing to share.
INDEPENDENT READING PROJECT: Students need to continue working on their independent reading projects. Construction poster paper is available on the front table (purple).

5. REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH
Tuesday 10/8/19 Warm-up
Learning Target:
RL3 I can
identify and analyze complex characters.
What information is revealed about Wesley, Tyrone, and Chankara at the beginning of the book? Based on that information, what kind of characters would you describe them as (static, dynamic, round, flat)?
REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

6. Tuesday 10/8/2019 AGENDA
VOCAB 3A LIST: We will briefly go over the vocab list PPT as a class.
BRONX MASQUERADE: Read pages of Bronx Masquerade (you should have your own book with you) and complete the writing journal. If you do not have a book you will have to see if someone is willing to share.
INDEPENDENT READING PROJECT: Students need to continue working on their independent reading projects. Construction poster paper is available on the front table (purple).
Learning Target:
RL3 I can
identify and analyze complex characters.

7. REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH
Wednesday 10/9/19 Warm-up
Learning Target:
RL2 I can determine a central idea and explain its development throughout the text using specific details.
What information is revealed about Raul and Diondra at this point of the book? Based on that information, what kind of characters would you describe them as (static, dynamic, round, flat)?
REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

8. Wednesday 10/9/2019 AGENDA
VOCAB 3A REVIEW: We will take a practice quiz in preparation for Friday’s quiz.
BRONX MASQUERADE: Read pages of Bronx Masquerade (you should have your own book with you) and complete the writing journal. If you do not have a book you will have to see if someone is willing to share.
COMPLETE JOURNAL ENTRY 3 –
Journal #3 – Chankara fears that she will become like her sister. Is there anyone or anything you do not want to become?
INDEPENDENT READING PROJECT: Students need to continue working on their independent reading projects. Construction poster paper is available on the front table (purple).
Learning Target:
RL2 I can determine a central idea and explain its development throughout the text using specific details.

9. EARLY RELEASE – NO CLASS (HOMEROOM AND HAWK HOUR ONLY)
Thursday 10/10/2019
EARLY RELEASE – NO CLASS (HOMEROOM AND HAWK HOUR ONLY)

10. Friday 10/11/2019 AGENDA
VOCAB 3A QUIZ: Mark all answers on the blue side of the scantron.
BRONX MASQUERADE: Read pages of Bronx Masquerade (you should have your own book with you) and complete the writing journal. If you do not have a book you will have to see if someone is willing to share.
COMPLETE JOURNAL ENTRY 4 –
Journal #4 – Diondra hates that people assume that she plays basketball? What things do people assume about you? How do you feel about that?
Learning Target:
RL2 I can determine a central idea and explain its development throughout the text using specific details.

11. This week’s standards…
ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning.
ELAGSE9-10RL3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise.
ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCRS L : Acquire and use accurately general academic and domain-specific words.
CCRS L b: Analyze nuances in the meaning of words with similar denotations.

12. Unit Assessments for the week…
Formative TKAM Webquest TKAM Stations TKAM character chart Summative Independent Reading project presentations