9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Activity Due Wednesday : Analyze Podcast
Work Due Monday: Details for Podcast
9-10RI5: 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).
9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Activity Due Wednesday : Analyze Podcast Work Due Monday: Details for Podcast
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Don't forget - your team should be taking notes WHILE the other team is presenting their opening argument and claims so you can adjust your counterargument and closing argument!
Your argument will be structured as follows:
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. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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. I can analyze how characters advance the plot. I can argue claims and anticipate counterclaims. I can participate in collaborative discussions to hare my ideas clearly and persuasively. Warm Up: Choice Reading Work Session
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
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.) I can read Shakespeare, understand the language, and analyze the text. I can recognize and analyze motifs. I can connect nonfiction and fiction texts. Warm Up: ACT 3 Debrief Work Session
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
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.) I can read Shakespeare, understand the language, and analyze the text. I can recognize and analyze motifs. I can connect nonfiction and fiction texts. Warm Up - Adolescent Brain Connection Work Session -
Romeo and Juliet and the adolescent brain - click here for assignment
Standards
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 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.) I can read Shakespeare, understand the language, and analyze the text. I can recognize and analyze motifs. Warm Up: 10 minutes choice reading Work Session:
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Author"Within every man's thought is a higher thought, - within the character he exhibits today, a higher character." -Emerson. Archives
March 2017
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