Planning your week:
Thurs. 2/3 - Thesis statement due by class time for a check Upcoming Due Dates: Tues. 2/8 - Rough draft of your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobediencedue for a peer review Wednes. 2/9 - Magic Lens Level 1 Quiz Fri. 2/18 - IR Still Life presentation (linked here) Monday, January 31 Learning Goal(s): Students will examine rhetoric delivered by characters in Antigone using the SAMPLED graphic organizer. Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Agenda: Opener
Tuesday, February 1 Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer. Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Agenda: Opener
Wednesday, February 2 Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer. Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Agenda: Opener
Thursday, February 3 Learning Goal: Students will plan and outline a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.” Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Agenda: Opener
Friday, February 4 - YOU NEED YOUR DEVICES TODAY!! Learning Goal: Students will draft a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.” Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Agenda: Opener
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This week's slides are HERE.
Planning your week: Thursday 1/27 - Antigone Reading Guide Questions due by the end of class Upcoming Due Dates: Monday 1/31 - SAMPLED rhetorical analysis for Antigone due by the end of class Friday 2/18 - IR Still Life presentation (linked here) Monday, January 24 Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/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. 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 ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Agenda:
Tuesday, January 25 Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/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. 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 ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Agenda:
Wednesday, January 26 Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/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. 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 ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Agenda:
Thursday, January 27 Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/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. 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 ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Agenda:
Friday, January 28 Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer. Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Agenda:
Reminders: You will need a laptop or other technology with you EVERY day starting on Tuesday 1/18! Planning your week: Tuesday 1/17- Final call for syllabus! (This is a GRADED assignment) Wednesday 1/18 - Independent Reading Book Check Thursday 1/20 - Technology signature sheet due today! (packet here) Thursday 1/20- "A Very Old Man with Enormous Wings" CEI constructed response ROUGH DRAFT due for peer review. (handout here) Print and bring to class! Friday 1/21 - Archetype Selfies due! Sunday, 1/23- “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm Upcoming Due Dates: Fri. 2/18 - IR Still Life presentation (linked here) Weekly Slides found HERE Monday, January 17 - No School! MLK Day! Tuesday, January 18 Learning Goal(s): Demonstrate base knowledge of language standards; work as a peer editor to revise a piece of writing. Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Agenda:
Wednesday, January 19 Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Apply knowledge of parts of speech. Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Agenda:
Thursday, January 20 Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype. Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Apply knowledge of parts of speech. Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Friday, January 21 Learning Goal(s): Practice close reading for information, gathering evidence, and making inferences. Consider thematic concepts from The Oedipus Trilogy. Review parts of speech. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/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. 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 ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Agenda:
Revise your “A Very Old Man with Enormous Wings” CEI constructed response (handout here), final due to Turnitin.com by 11:59 pm, Sunday January 23rd. Planning your week:
Tuesday, 1/11 - “Pre-Course” Assignment prepared for today (assignment here) Wednesday, 1/12 - Bring IAN supplies to class today (100+ sheet composition book, glue stick, scissors) Wednesday, 1/12 - Read “A Very Old Man with Enormous Wings” (text here) and answer analysis questions. Friday, 1/14 - Return signed syllabus ASAP, but by today at the latest Upcoming Due Dates: Tuesday, 1/18 - Peer Review for “A Very Old Man with Enormous Wings” CEI (handout here) Wednesday, 1/19 - Archetype Selfie (with captions) due today (assignment here) Wednesday, 1/19 - First IR book due today! Thursday, 1/20 - Technology Sheet due (packet linked here) Fri. 2/18 - IR Still Life presentation (linked here) Weekly Slides found HERE Monday, January 10 Learning Goal(s): Become familiar with archetypes; contribute meaningfully to class discussion and review the procedures for scholarly discussion. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/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. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Agenda:
Tuesday, January 11 Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing. Targeted Standard(s): ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Agenda:
Wednesday, January 12 - Happy IAN Day! Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly discussion Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/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. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Agenda:
Thursday, January 13 Learning Goal(s): Analyze how an author uses setting to create mood. Targeted 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.)ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.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. Agenda:
Friday, January 14 Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary. Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Agenda:
● Explain how the object connects to your culture. ● Explain the significance of the object. ● Use a professional tone, complete sentences, and proper grammar and mechanics.
Homework:
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