Upcoming Due Dates:
Friday, 12/7 - Vocab Unit 7 quiz and Magic Lens quiz
Friday, 12/14 - Complete reading of final independent reading book due; be ready for your presentation
Monday, November 26
Learning Goal(s): Compare the class’s reading with a film adaptation of 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. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Agenda:
Tuesday, November 27
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:
Wednesday, November 28 - Alternative Bell Schedule
1st Period 8:20 – 9:05
2nd Period 9:10 – 11:05
3rd Period
A 11:10 – 11:30
B 11:35 – 12:10
C 12:15 – 12:50
D 12:55 – 1:30
4th Period 1:35 – 3:30
Learning Goal(s): Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes. Read and analyze seminal documents pertaining to human rights.
Targeted Standards: 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.
Agenda:
Thursday, November 29 - Alternative Bell Schedule
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30
Learning Goal(s): Read and analyze seminal documents pertaining to human rights.
Targeted Standards: 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.
Agenda:
Friday, November 30 - Alternative Bell Schedule
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30
Learning Goal: Analyze World War I poetry for literary elements
Targeted Standards: 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:
Friday, 12/7 - Vocab Unit 7 quiz and Magic Lens quiz
Friday, 12/14 - Complete reading of final independent reading book due; be ready for your presentation
Monday, November 26
Learning Goal(s): Compare the class’s reading with a film adaptation of 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. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Agenda:
- Introduce vocabulary Unit 7 words 1-10 and answer selected “Completing the Sentence” questions (#5, 7, 11, 12, 14, 15, 16, 18, 19, 20) on pages 95-96.
- Whole class read aloud: Act 3 of Julius Caesar
- Whole class discussion: are the conspirators justified in killing Caesar? Why or why not?
- Vocab Unit 7 and Magic Lens Assessments - prepare for both quizzes Friday, 12/7
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Tuesday, November 27
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:
- Introduce Magic Lens Level 4 notes. Add these to IAN. (guided notes here; presentation here - begin taking notes on slide 20)
- Complete reading/discussion of Act 3 Julius Caesar as needed
- 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 by completing the graphic organizer on page 319 in the packet. In the graphic organizer, explain the intended effect on the audience for each of these rhetorical examples.
- View Diane Sawyer’s interview with Malala Yousafazi (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 #1-3 provided (page 321, under the Language Development section).
- Discuss as a class.
- Vocab Unit 7 and Magic Lens Assessments - prepare for both quizzes Friday, 12/7
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Wednesday, November 28 - Alternative Bell Schedule
1st Period 8:20 – 9:05
2nd Period 9:10 – 11:05
3rd Period
A 11:10 – 11:30
B 11:35 – 12:10
C 12:15 – 12:50
D 12:55 – 1:30
4th Period 1:35 – 3:30
Learning Goal(s): Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes. Read and analyze seminal documents pertaining to human rights.
Targeted Standards: 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.
Agenda:
- Complete the Magic Lens practice sentence; annotate for all four levels! (Practice sentences here - go to the last slide(s) on the presentation)
- Introduce vocabulary Unit 7 words 11-20 and answer selected “Completing the Sentence” questions (# 1-4, 6, 8-10, 13, 17) on pages 95-96.
- View Malala’s speech to the United Nations. As you listen, highlight examples of ethos, pathos, and logos in three different colors of highlighter.
- Using the printed copy of her speech, annotate for all of the rhetorical appeals she employs. Add the Rhetorical Appeals handout to IAN, and use this to guide your reading of her speech.
- With a partner, complete a sticky note for the most effective use of ethos, pathos, and logos you found in her speech, and add to the posters.
- 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?
- 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?)
- Discuss this as a class: if you had to face the threat of death to come to school, would you?
- Vocab Unit 7 and Magic Lens Assessments - prepare for both quizzes Friday, 12/7
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Thursday, November 29 - Alternative Bell Schedule
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30
Learning Goal(s): Read and analyze seminal documents pertaining to human rights.
Targeted Standards: 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.
Agenda:
- Complete the Magic Lens practice sentence; annotate for all four levels! (Practice sentences here - go to the last slide(s) on the presentation)
- Translate the Preamble of the “United Nation’s Universal Declaration of Human Rights” into modern language as a class (handout here)
- In groups, split up all articles and translate to modern language, pick one article the United States upholds well and one they could improve on, share findings with class
- Determine which articles are in need of enforcing in the United States and provide solutions as to how to improve the implementation
- Ponder and Respond: Based on your understanding of the Universal Declaration of Human Rights and your own personal opinions and beliefs, what is the role of other countries when genocide occurs? Discuss your opinions, then place a mark on the continuum to answer the following question: From 0-100%, how responsible is the United States for the Holocaust?
- Vocab Unit 7 and Magic Lens Assessments - prepare for both quizzes Friday, 12/7
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Friday, November 30 - Alternative Bell Schedule
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30
Learning Goal: Analyze World War I poetry for literary elements
Targeted Standards: 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 the Magic Lens practice sentence; annotate for all four levels!
- Complete the “Choosing the Right Word” activity for Unit 7 vocabulary words, page 93-94.
- Read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here) (Use the this resource for links to audio recordings)
- Independent reading time.
- Vocab Unit 7 and Magic Lens Assessments - prepare for both quizzes Friday, 12/7
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.