Sunday, 11/4 - Assignment A (motif journal) and Assignment B (seminar questions) due to TurnItIn.com by 11:59 p.m.
Friday, 11/9 - JLC literary analysis paragraphs (Assignment D) due in class for peer review
Friday, 11/9 - Last IR book due for a book check!
Upcoming Due Dates:
Thursday, 11/15 - JLC literary analysis paragraphs (Assignment D) due to TurnItIn.com by 11:59 p.m.
Resources:
JLC calendar (here)
JLC Assignment Packet (here)
JLC full text PDF (here)
JLC Motif Journal Shell (here)
Monday, November 5
Learning Goal(s): Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
Targeted Standards: 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:
- Vocabulary Unit 5 assessment
- IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
- 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.
- Friday, 11/9 - JLC literary analysis paragraphs (Assignment D) due in class for peer review
- Friday, 11/9 - Last IR book due for a book check!
Tuesday, November 6
No school (Election Day)
Wednesday, November 7
Learning Goal(s): Continue to analyze authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
Targeted Standards: 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:
- IAN: add the Rhetorical Appeals handout on the opposite page of the SMELL graphic organizer
- View Malala’s speech to the United Nations
- Using the printed copy of her speech, annotate for all of the rhetorical appeals she employs
- Ponder and Respond: Malala’s call to action is “So, let us wage a global struggle against illiteracy, poverty, and terrorism. Let us pick up our books and pens. They are our most powerful weapons” (para. 33). Based on her claim here and her use of rhetorical appeals (ethos, logos, pathos) throughout, how likely are you to be persuaded by her speech? Reflect and explain.
- Likely: If you have been persuaded, reflect on and explain why this might be. (Are you already an advocate for education? Were you moved by her ethos as a speaker?)
- Unlikely: If you are not persuaded, reflect on why this might be. (Is there a disconnect between you as an audience and the message in the speech? Are you already too “set in your ways” to listen to other perspectives?
- Friday, 11/9 - JLC literary analysis paragraphs (Assignment D) due in class for peer review
- Friday, 11/9 - Last IR book due for a book check!
Thursday, November 8
Learning Goal(s): Debate thematic connections to Julius Caesar.
Targeted Standards: 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
- Opener - Listen to the soldier scenario; ponder and respond/class discussion
- Introduce Caesar choice board summative assessment (here)
- View Shmoop Introduction to Caesar (here)
- View history of the historical Julius Caesar (here)
- Take Cornell notes on 1-13 (stop at "Act It Out!") (handout here)
- Instructions for completing Cornell Notes:
- Fill in heading & topic/objective
- Write an essential question (what do you hope to discover from reading this content?)
- Record notes in the right section as you read
- Write High Level Questions on the left while reading
- Write a summary at the bottom of page
- Read/analyze opening scenes in Act I; begin tracking characters on tracking sheet.
- Friday, 11/9 - JLC literary analysis paragraphs (Assignment D) due in class for peer review
- Friday, 11/9 - Last IR book due for a book check!
Friday, November 9
Learning Goal(s): Review methods of characterization and analyze character in Julius Caesar.
Targeted Standards: 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
- Bring in your IR#3
- Bring printed copies of both JLC literary analysis paragraphs to class today
- Meet in partners to peer review literary analysis paragraphs
- Complete Cornell notes on 1-13 (stop at "Act It Out!")
- Read/analyze opening scenes in Act I; begin tracking characters on tracking sheet (handout here)
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com Thursday, Nov. 15 before midnight.