Weekly Slides found: HERE
Planning your week: Tuesday 2/8 - Rough draft of your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience due in class - Must be printed! Friday 2/11 - Magic Lens Level 1 quiz Saturday 2/12 - Final draft of your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience by 11:30 p.m. to Turnitin.com Upcoming Due Dates: Wednesday 2/16 - Rough draft of your argument essay due for a peer review Fri. 2/18 - IR Still Life presentation (linked here) Link’s to This Week’s Resources: Things Fall Apart - novel PDF (here). Things Fall Apart - Audiobook (here; hint: view the pinned comment for chapter start times) SpringBoard TFA Unit PDF Monday, February 7 Learning Goal: Students will understand and examine arguments in non-fiction articles. Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Agenda:
Tuesday, February 8 Learning Goal: Students will edit a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.” Students will also examine peers’ writing. Students will understand and examine arguments in non-fiction articles. 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.) ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Agenda:
Wednesday, February 9 Learning Goal: Students will apply knowledge of parts of speech on an assessment. Students will understand and examine arguments in non-fiction articles. Targeted Standards:ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Agenda:
Thursday, February 10 Learning Goals: 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. Targeted Standards: 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 11 Learning Goals: Explore perspectives from works of literature outside of the United States. Draw evidence from literary or informational texts to support analysis and reflection. 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. ELAGSE9-10RL3: 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. ELAGSE9-10RL6: 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: Opener
Homework:
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