Sunday, 4/17 - 45 minutes of Membean practice due before midnight
Monday, April 10
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
Agenda:
- IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
- Ponder and Respond: 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)
- 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.
Tuesday, April 11
LG: Debate thematic connections to Julius Caesar. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Magic Lens Level 3 Practice Sentence
- Add Ethos, Pathos, Logos notes to IAN & discuss
- Watch Malala's speech & complete SMELL
- Ponder and Respond
- If time, watch introduction to the historical Julius Caesar & complete soldier scenario.
Wednesday, April 12
LG: Review methods of characterization and analyze character in Julius Caesar. 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. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Agenda:
- Magic Lens Level 3 Practice Sentence
- Opener - Listen to the soldier scenario; Ponder and Respond
- View Shmoop Introduction to Caesar
- View history of the historical Julius Caesar
- Take Cornell notes on 1-13 (stop at "Act It Out!")
- Read/analyze opening scenes in Act I. (Extra credit opportunity - up to 10 points for reading aloud.) Begin tracking characters on your note sheet.
- Closer—review Caesar choice board and add to notes.
Thursday, April 13
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:
- Magic Lens Level 3 Practice Sentence
- Introduce Caesar choice board summative assessment
- Add “Quoting Shakespeare” handout to IAN
- Complete Cornell notes on pg. 1-13 (stop at "Act It Out!")
- Read/analyze opening scenes in Act I; begin tracking characters on tracking sheet. (Extra credit opportunity - up to 10 points for reading aloud.)
- Closer—review Caesar choice board and add to notes.
*Homework: Begin working on Caesar choice board summative assessment. Complete 45 minutes of Membean practice by Sunday, 4/17.
Friday, April 14
LG: Review methods of characterization and analyze character in Julius Caesar. 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. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Agenda:
- Magic Lens Level 3 Practice Sentences
- Nice comments for Joy Luck Club groups; join new Roman Empire families
- Read/analyze Julius Caesar Act I; fill in character graphic organizers
- Complete reading Act I of Julius Caesar in class
- Consider the question: Are the conspirators justified in killing Caesar?
- Divide the class into two groups. Individuals in each group will keep journals during the course of their reading. Use the handout to track quotations.
- Group ONE will look for evidence supporting the conspirators' actions.
- For example:
Caesar's physical limitations (I ii 95-131)
Why should Caesar be king? (I.ii. 135-141)
The fate of Marullus and Flavius (I.ii. 281-287)
Brutus's reasons for killing Caesar (I.i. 10-34)
- For example:
- Group ONE will look for evidence supporting the conspirators' actions.
- Group TWO will look for evidence refuting the conspirators' actions.
- For example:
Caesar refuses the crown (I. ii. 220-246)
Caesar's will (III.ii. 240-244 and 249-254)
- For example:
- Ponder and Respond—What are Caesar’s good/bad qualities according to the text thus far?
- Closer—choose from the Caesar choice board to begin focusing your study of the play.