Wednesday, Nov. 8 - The Joy Luck Club literary analysis paragraphs due in class for peer review
Friday, Nov. 10 - The Joy Luck Club literary analysis paragraphs due to TurnItIn.com
Sunday, Nov. 12 - Complete 45 minutes of vocabulary practice on Membean.com by 11:59 PM
Monday, November 6
LG: Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
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:
- Magic Lens Practice - level 3
- Ponder and Respond: What makes for an effective persuasive speech?
- 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.
- Homework: The Joy Luck Club literary analysis paragraphs (Assignment D) due for peer review on Wednesday, November 8; final draft due to TurnItIn.com by Friday, November 10. Begin practicing Membean - 45 minutes due Sunday, Nov. 12 before midnight.
Tuesday, November 7
Election Day - No school for students
Wednesday, November 8
LG: Continue to analyze authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
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
- Meet in partners to peer review literary analysis paragraphs
- 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?)
- Homework: The Joy Luck Club literary analysis paragraphs (Assignment D) due to TurnItIn.com by Friday, November 10 before midnight. Begin practicing Membean - 45 minutes due Sunday, Nov. 12 before midnight.
Thursday, November 9
LG: Debate thematic connections to Julius Caesar.
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
- 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; begin tracking characters on tracking sheet. (Extra credit opportunity - up to 10 points for reading aloud.)
- Homework: The Joy Luck Club literary analysis paragraphs (Assignment D) due to TurnItIn.com by Friday, November 10 before midnight. Begin practicing Membean - 45 minutes due Sunday, Nov. 12 before midnight.
Friday, November 10
LG: Review methods of characterization and analyze character in Julius Caesar.
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
- Complete Cornell notes on 1-13 (stop at "Act It Out!")
- Read/analyze opening scenes in Act I; begin tracking arguments for and against killing Caesar. (Extra credit opportunity - up to 10 points for reading aloud.)
- Consider whether Caesar should be emperor - whose argument is more convincing?
- Homework: The Joy Luck Club literary analysis paragraphs (Assignment D) due to TurnItIn.com by TONIGHT before midnight. Begin practicing Membean - 45 minutes due Sunday, Nov. 12 before midnight.