Sunday, 5/7 - 45 minutes of Membean practice due by midnight
Monday, May 8 - Julius Caesar choice board assessment due in class (hard copy) AND to TurnItIn.com
Monday, May 1
LG: Examine Shakespeare’s diction usage throughout the play, focusing on how he builds and shapes a motif or concept. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
Agenda:
- Complete independent reading of Act 5 of Julius Caesar; complete and submit guided reading questions.
- Begin motif/concept trace through the play of Julius Caesar
- Prepare for a rhetoric and comprehension quiz over Julius Caesar, acts 4-5 tomorrow
*Homework: Complete 45 minutes of Membean practice by Sunday, 5/7. Continue working on Caesar choice board activities.
Tuesday, May 2
LG: Practice rhetorical analysis through the SOAPSTONE method.
ELAGSE9-10RI2: Determine a central idea of a text and 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.ELAGSE9-10RI6: 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.
Agenda:
- Practice Magic Lens sentence
- Take Act IV and V quiz for Julius Caesar
- Add SOAPSTONE rhetorical analysis graphic organizer to IAN
- Introduce AP rubric for rhetorical analysis; read prompt together and rhetorically analyze using SOAPSTONE in Roman families - share your group’s analysis with the class.
- https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf - (2015, Q2)
*Homework: Complete 45 minutes of Membean practice by Sunday, 5/7. Continue working on Caesar choice board activities.
Wednesday, May 3
LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Introduce Level 4 of Magic Lens - Clauses, Sentence Structure, and Types of Sentences (Notes here)
- Rhetorical analysis - Thatcher prompt (whole period; independent)
Thursday, May 4
LG: Consider and evaluate elements of strong rhetorical analysis writing. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Magic Lens Level 4 practice sentence
- In Roman empires, round robin read the College Board released anchor papers for Thatcher prompt.
- (https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap16_english_language_q2.pdf)
- Score each student essay using the rubric to justify the numerical values assigned to each paper. Be able to note how the writer was successful and convincing versus how the writer was merely adequate or perhaps entirely unsuccessful.
- Compete a class calibration chart on the projector or white board
- Students will then score their own essay and one peer essay using the AP rubric to justify their scores.
- Ponder and Respond: What are the traits of the high scoring essays? (Whole group discussion) What improvements must I make to my own essays to be ready for my next English class? (Individual reflection)
Friday, May 5
LG: Consider a peer’s work and evaluate for writing strengths. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Mrs. van Bohemen out for 4th period
- Magic Lens Level 4 practice sentence
- Peer review - score rhetorical analysis essays;
- Rewrite your essay based on peer feedback and your assessment of student sample essays
*Homework: Complete 45 minutes of Membean practice by Sunday, 5/7. Continue working on Caesar choice board activities.