This week's slides are HERE
Planning your week: Wednesday 2/16 - Rough draft of your argument essay due for a peer review Saturday 2/19- Final draft of your argument essay due to Turnitin.com by 11:59pm Thursday 2/17 - 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 14 - YOU NEED YOUR DEVICES TODAY! Learning Goals: Students will plan, outline, draft, revise, and edit an argument essay. Find resources to answer research questions. Analyze speakers’ uses of rhetoric to argue claims and address counterclaims. 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:
Homework:
Tuesday, February 15 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:
Wednesday, February 16 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:
Thursday, February 17 Learning Goal(s): Compose an EOC-style narrative from the point of view of a character from Things Fall Apart. Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative Agenda:
Friday, February 18 Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts. 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. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) Agenda:
0 Comments
Leave a Reply. |