Day 29 (2/15): Junior Interview Day

-

Warm Up:
Simple Sentence Patterns: Sentences with Object Compliments

Learning Intentions:
  • And ecocritical lens can open up new meaning in a text about human relationships with nature.
  • Interviews require professionalism, authenticity, and confidence.
Success Criteria
  • Offer ideas and raise questions during text discussion
  • Participation in Interview Day
Agenda:
  • Discuss "Applying Ecocritical Lens" activity
  • Junior Interview Day
  • They Say/I Say, Ch. 2 - Takeaways
Homework:
  • Read "Astronomer" & "November" poems - begin "Romanticism Language Field Guide (by Wednesday)
  • TS/IS, Ch. 2 Qs (by Thursday)
  • 3 Good Texts for Focus Project (by Friday)
  • Read 5 blogs and pick of the week (By Friday)

Comments

Post a Comment

Popular posts from this blog

Day 53 (3/28): Intro to The Things They Carried

-
Image
Warm Up: Voice Lessons: Diction Lesson #6 Learning Intentions: We are learning that... Effective rhetorical analysis works to explain how a text works to convey its meaning. Authors use rhetorical strategies to add power, nuance, and depth to their arguments. Success Criteria We will know we have been successful when we can... Name the elements that are essential to every effective argument. Identify, name, and explain a selection of rhetorical devices and strategies. Agenda Activity: Meme the Rhetorical Device Intro to The Things They Carried Upcoming: For Tuesday (I will not be here): Finish  and submit Focus Project Product #1 Planning Guide. Be sure to include: Complete and specific description of Exigence, Audience, Purpose and Form Some idea of a plan for completion 4 standards that your product will demonstrate mastery of A bibliography with at least 6 sources in MLA format Continue reading The Things They Carried . (Ch. 1-4 Quiz and Discussion Thursday) Finish Vocabulary Meme A
Read more

Day 45 (3/16): Structuring Rhetorical Analysis

-
Image
Warm Up: SSR Standards: ELAGSE11-12RI1  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI2  Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI6  Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ELAGSE11-12SL4  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate
Read more

Day 44 (3/15): Into the Wild, Ch. 11-15

-
Image
  Warm Up: SSR Standards: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fres
Read more