Planning Your Week:
Sun. 10/16—Membean practice due.
Wed. 10/19--PSAT Day
Monday, October 17
LG: Compare film adaptations to primary sources, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme. ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).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 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.
- Opener: Revisit Friday’s list of evidence; anticipate additional comparisons with Disney’s Mulan.
- Student-Led Work Session: Complete analysis of “The Ballad of Mulan” and excerpts from Maxine Hong Kingston’s Woman Warrior, analyzing the character of Mulan and the thematic elements of each text.
- Compare/contrast the representations of Chinese culture in both texts.
- View scenes from Mulan: Rise of a Warrior and Disney’s Mulan, analyzing what is emphasized and what is absent from the film treatment of Mulan.
- Closer—organize your evidence from both films to support analysis of comparison/contrast to the texts we have read.
LG: Examine a seminal U.S. document for its historical and literary significance, analyzing style and structure for rhetorical effectiveness. ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 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. ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts.
- Opener— PSAT skill practice – Examine the informational graphics from the Freedom of the Press Report 2015. Consider both the written text and the information presented in the graphics to answer synthesis questions. (Pearson, My Perspectives)
- Student-led Work Session— Read Source D, an excerpt from “Writing Chinese American into Words and Images: Storytelling and Retelling of The Song of Mu Lan.” Review sources A, B, C, and then respond to the following prompt: How do authors use source materials (legends, myths, religious texts, historical figures, etc.) to reflect cultural and/or societal values?
- Read the preamble to the Universal Declaration of Human Rights. Observe some rhetorical strategies and cite text evidence to reflect on their effectiveness. (HMH – Collections, Close Reader)
- Closer – Create and share claim statements in response to the following prompt: “Why do you think the Preamble from the Universal Declaration of Human Rights is considered a seminal document?”
PSAT Day – only 3rd and 4th periods will meet.
Thursday, October 20
LG: Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes. ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 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
- Opener—IAN Brainstorm: What makes for an effective persuasive speech?
- Student Work Session--Read Malala Yousafazi’s speech at the United Nations. Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer, explain the intended effect on the audience for each of these rhetorical examples. (Pearson, My Perspectives)
- Adverbial Clause review – identify the adverbial clause, and subordinating conjunction, then describe the clause’s function in three model sentences from Yousafazi’s speech.
- View Diane Sawyer’s interview with Malala Yousafazi (under 7 minutes: https://www.youtube.com/watch?v=ev-jPT5M9cU). Learn the media vocabulary lead-in, close-up shot, and slant, then answer the “Media Vocabulary” questions provided.
- Analyze the texts (speech and interview) for “mirror details.” Complete chart to compare how details are presented in the two different texts.
- Closer--IAN: Answer the following question: (a) Which facts or other information appear in both the speech and the interview but are presented differently? (b) How do you account for those differences? Consider the medium of each text—one a written text, and one a work of broadcast journalism.
Friday, October 21
LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 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. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
- Opener—IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
- Read (whole class) Marc Antony’s monologue from Act 3, Scene 2 of Shakespeare’s The Tragedy of Julius Caesar (lines 1-35 on the handout). Analyze the rhetorical impact of the speech by completing SMELL graphic organizer. (Springboard)
- Student-Led Work Session— Students choose between passage 2, 3, or 4 to complete SMELL analysis independently on a second monologue.
- Closer—IAN: Share examples of impactful language with the class. How do these diction choices affect tone?