This is a general outline of this week's activities and is subject to change, based on
the needs of the students. Please continue to check the blog daily, for detailed information on class activities, assignments, requirements, and deadlines.
Planning Your Week:
Tuesday, January 16: Bring handwritten notes and annotations for pre-course assignment.
Friday, January 19: Friday Forum presentations, Rhetoric Wrap-Up (Writing America chapters 1-2 with exercises) due to TurnItIn.com by 11:59 p.m., optional extra credit due in class
Learning Goals: Identify logical fallacies and rhetorical strategies in arguments. Read and analyze The Crucible. Build your reader experiences to help interpret texts. Read for pleasure, for information, and for a combination of purposes. Use the features of texts and authors to help interpret what you read. Determine how to use genre to make meaning as you read.
Focus Standards:
ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Monday, January 15 - MLK Holiday - No school for students or teachers
Tuesday, January 16
Handouts provided by teacher: Into the Wild reading schedule, handout with rhetorical analysis prompt
Materials provided by student: Handwritten notes and annotations for pre-course assignment
Wednesday, January 17
Handouts provided by teacher: --
Materials provided by student: --
Thursday, January 18
Handouts provided by teacher: Fallacy finder handout
Materials provided by student: --
Friday, January 19
Handouts provided by teacher: Rhetoric Wrap-Up assignment
Materials provided by student: Friday Forum documents for presenters
the needs of the students. Please continue to check the blog daily, for detailed information on class activities, assignments, requirements, and deadlines.
Planning Your Week:
Tuesday, January 16: Bring handwritten notes and annotations for pre-course assignment.
Friday, January 19: Friday Forum presentations, Rhetoric Wrap-Up (Writing America chapters 1-2 with exercises) due to TurnItIn.com by 11:59 p.m., optional extra credit due in class
Learning Goals: Identify logical fallacies and rhetorical strategies in arguments. Read and analyze The Crucible. Build your reader experiences to help interpret texts. Read for pleasure, for information, and for a combination of purposes. Use the features of texts and authors to help interpret what you read. Determine how to use genre to make meaning as you read.
Focus Standards:
ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Monday, January 15 - MLK Holiday - No school for students or teachers
Tuesday, January 16
Handouts provided by teacher: Into the Wild reading schedule, handout with rhetorical analysis prompt
Materials provided by student: Handwritten notes and annotations for pre-course assignment
- Opening: Choose one task from Friday’s rhetorical analysis stations to complete as a journal entry:
- Station 1: Identify the author’s main claim and purpose for writing “The Cutting of My Long Hair.” Find three pieces of evidence to support this claim.
- Station 2: Identify the author’s main claim and purpose for writing “Kill the Indian, and Save the Man.” Find three pieces of evidence to support this claim.
- Station 3: Identify three rhetorical strategies used in “The Cutting of My Long Hair.”
- Station 4: Identify three rhetorical strategies used in “Kill the Indian, and Save the Man.”
- Station 5: Determine the tone of both articles and how the authors convey the tone.
- Station 6: Outline the structure of both articles.
- Work Session: Teacher will assign Into the Wild reading schedule.
- As a class, read the Author’s Note from Into the Wild.
- Write a timed AP exam-style rhetorical analysis essay.
- Closing: Review requirements for Into the Wild reading and long-term goals for reading this text.
Wednesday, January 17
Handouts provided by teacher: --
Materials provided by student: --
- Opening: Meet in computer lab 9129.
- Work Session: Assign Sadlier vocabulary unit 1 activities.
- Assign USA Test Prep EOC benchmark.
Thursday, January 18
Handouts provided by teacher: Fallacy finder handout
Materials provided by student: --
- Opening: 5 Minutes to a 5/EOC Warm-Up Question
- Work Session: View the History Channel’s In Search of History: The Salem Witch Trials and complete the “fallacy finder” viewing guide handout.
- Complete guided reading assignment for the introductory materials of The Crucible.
- Closing: Add terms to vocabulary journal.
Friday, January 19
Handouts provided by teacher: Rhetoric Wrap-Up assignment
Materials provided by student: Friday Forum documents for presenters
- Opening: 5 Minutes to a 5/EOC Warm-Up Question
- Work Session: Friday Forum presentation
- Begin reading The Crucible. Read Act I and complete study guide.
- Assign next week’s Rhetoric Wrap-Up: Miller’s commentary on Reverend Hale. Due to TurnItIn.com by 11:59 p.m. on Friday, January 26, 2018.
- Closing: Add terms to vocabulary journal.