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:
Friday, August 11: Presentations for Friday Forum, summer/pre-course assignment due to TurnItIn.com by 11:59 p.m.
Monday, August 14: Handwritten notes for pre-course assignment 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. Read nonfiction, fiction, poetry, film, drama, and visuals as genres. Determine how genre can help you read, respond, and write.
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- Handouts provided by teacher: Friday Forum assignment, “fallacy finder” viewing guide handout
Materials provided by student: EOC/SAT/ACT warm-up from yesterday, The Crucible study guide
4. Closing: How can we use the features of texts and authors to help interpret what we read, and how can studying genres help us read, respond, and write?
Planning Your Week:
Friday, August 11: Presentations for Friday Forum, summer/pre-course assignment due to TurnItIn.com by 11:59 p.m.
Monday, August 14: Handwritten notes for pre-course assignment 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. Read nonfiction, fiction, poetry, film, drama, and visuals as genres. Determine how genre can help you read, respond, and write.
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- Handouts provided by teacher: Friday Forum assignment, “fallacy finder” viewing guide handout
- Opening: Review course vocabulary from week one.
- Introduce and model Friday Forum and assign first Friday Forum presentations (due this Friday, August 11th).
- View History Channel’s In Search of History: The Salem Witch Trials, and complete the “fallacy finder” viewing guide handout.
- Closing: What problems can arise when logical fallacies are left unchallenged?
- Opening: EOC/SAT/ACT warm-up
- Introduction to The Crucible guided reading and analysis assignment
- Begin reading Act I of The Crucible and working on The Crucible study guide
- Closing: How did leaders use similar bandwagon rhetoric, during the Salem Witch Trials and the Red Scare?
Materials provided by student: EOC/SAT/ACT warm-up from yesterday, The Crucible study guide
- Opening: EOC/SAT/ACT warm-up
- “Arthur Miller’s Commentary on Reverend Hale” guided analysis assignment
- Pre-Course Assignment Workshop: conferences and extra help for pre-course assignment
- Independent Reading for Book Lover’s Day
- Closing: What logical fallacies does Arthur Miller expose in his “Commentary on Reverend Hale?”
- Opening: EOC/SAT/ACT warm-up
- Finish reading Acts I-II of The Crucible.
- Complete study guide for Acts I-II of The Crucible
- Closing: What rhetorical strategies and/or logical fallacies did you notice in the argument between John and Elizabeth Proctor?
- Opening: Review procedures for Friday Forum.
- Student presentations: Friday Forum.
- Rhetoric Wrap-up Assignment: Writing America chapters 1-2
- “Reading as Inventing”
- “Reading Genres”
4. Closing: How can we use the features of texts and authors to help interpret what we read, and how can studying genres help us read, respond, and write?