ITS HOMECOMING WEEK!!
Planning Your Week: Sunday, 3/21 by 5PM: Complete a peer review in Turnitin.com for a friend’s Gandhi rhetorical analysis essay. Tuesday, 3/23 @ 11:59 PM - Submit your revised rhetorical analysis essay for Gandhi to Turnitin.com. Tuesday, 3/24 by class time: Sign up for a topic for the TFA annotated bibliography Thursday, 3/25 by class time: Read chapters 7-9 in Things Fall Apart. Then, examine #1-4 (under the heading “Ikemefuna”) on page 149 in SpringBoard. Pick one of the four questions to analyze in depth independently. Take notes on the right side of the page in your textbook and be prepared to share your ideas with the class. Upcoming Due Dates: By Monday’s Class (3/29): Read “Life is Sweet at Kumansenu,” construct a theme statement (theme statement resource), and compose a written response to the following question: How can reading an additional text from the same part of the world help us to understand elements from a primary text? Connect “Life is Sweet at Kumansenu” to Things Fall Apart. Be prepared to upload your work in class Friday, 4/2 by 11:59 PM: Compose your Things Fall Apart narrative assignment and submit to TurnItIn.com. Friday, 4/23 by 11:59 PM: TFA annotated bibliography due to TurnItIn.com; presentation emailed to your teacher Monday, 4/26 and Friday 4/27: Cultural Presentations Links to This Week’s Resources: Rhetorical Analysis Essay for Gandhi Things Fall Apart - novel PDF (here). Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times) SpringBoard TFA Unit PDF TFA annotated bibliography “Life is Sweet at Kumansenu” Things Fall Apart narrative assignment This Week’s Learning Goals: Students will plan, outline, draft, revise, and edit a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.” Students will also examine peers’ writing. Use provided resources to answer research questions. Analyze speakers’ uses of rhetoric to argue claims and address counterclaims. Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. Monday, March 22 - Cowboys vs. Aliens (sophomores are cowboys!) Agenda Opener
Tuesday, March 23 - Neon Day! Agenda Opener
Wednesday, March 24 - Intergalactic Day! Agenda Opener
Thursday, March 25 - Class Colors Day! (sophomores are GREEN!) Agenda Opener
Friday, March 26 (Asynchronous) Student Action Items
This Week’s 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. ELAGSE9-10RL5: 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.
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