Juniors- October 17-21

Weekly: Standards and Personal Objectives: 11R4- Students will apply knowledge of organizational structures.  11W18- Students will write a multi-paragraph essay, 11W21-26- Students will apply 6-traits of writing, 11R.1.5.1 Students will read a variety of genres. G11.2R.C1.P04 I can explain how the writer uses mixed messages such as irony and paradox in a literary selection to advance the work.

Monday- Students will write essential questions.  Students will create a thesis statement for the following topic:  Why is English important? Quote Analysis: “The first step towards getting somewhere is to decide that you are not going to stay where you are.” J.P. Morgan. The teacher will define “Paradox” and the class will read the short story, “All You Zombies” and discuss the literary paradox within. 

 

Tuesday- Students will create an outline for the following topic:  How does an author effectively use literary elements to connect to the reader?  Quote Analysis: “Ninety-nine percent of the failures come from people who have the habit of making excuses.” George Washington Carver. The teacher will define situational, verbal, and dramatic irony. Students will create posters with examples of each form of irony in cooperative pairs. Students will begin reading Kate Chopin’s, “The Story of an Hour.”

 

Wednesday- Students will create an outline for the following topic:  What are the three types of irony and why are they imperative to literature? The students will take a randomized essential facts quiz and graph their scores. Students will finish reading Kate Chopin’s, “The Story of an Hour.” The class will discuss the verbal, situational and dramatic irony, which took, place in the story’s plot and will graph their observations.

Thursday- Students will take weekly quiz on concepts learned.  5-paragraph comparison and contrast essay distinguishing between the verbal, situational and dramatic irony, which was incorporated in “The Story of An Hour” Students must utilize examples from the text to support their main points.

Honor Juniors- October 17-21  

Weekly: Standards and Personal Objectives: 11R4- Students will apply knowledge of organizational structures.  11W18- Students will write a multi-paragraph essay, 11W21-26- Students will apply 6-traits of writing, 11R.1.5.1 Students will read a variety of genres. G11.2R.C1.P04 I can explain how the writer uses mixed messages such as irony and paradox in a literary selection to advance the work.

 Monday- Students will create an outline for the following essay prompt:  What makes a written text persuasive?  Quote Analysis: “There is much to be said for failure. It is more interesting than success.” Max BeerBohm. The teacher will review ethos, logos, and pathos by viewing a PowerPoint @ teacher.vbsd.us/images/teacher_vbsd_us/sdunn/ethospathoslogos.ppt. The teacher will then explain the rhetorical triangle. Students will read chapters 26 and 27 and complete chapter review.

Tuesday- Students will create an outline for the following topic:  How does an author effectively use literary elements to connect to the reader?  Quote Analysis: “Ninety-nine percent of the failures come from people who have the habit of making excuses.” George Washington Carver. The teacher will define situational, verbal, and dramatic irony. Students will create posters with examples of each form of irony in cooperative pairs. Students will begin reading Kate Chopin’s, “The Story of an Hour.” Students will read chapter 28 and complete chapter review.

 

Wednesday- Students will create an outline for the following topic:  What are the three types of irony and why are they imperative to literature? The students will take a randomized essential facts quiz and graph their scores. Students will finish reading Kate Chopin’s, “The Story of an Hour.” The class will discuss the verbal, situational and dramatic irony, which took, place in the story’s plot and will graph their observations. Students will read chapter 29 and complete chapter review.

 

 

Thursday- Students will take weekly quiz on concepts learned.  5-paragraph comparison and contrast essay distinguishing between the verbal, situational and dramatic irony, which was incorporated in “The Story of An Hour” Students must utilize examples from the text to support their main points.  Students will finish reading The Help. 

ALL Seniors October 17-21

Weekly: Standards and Personal Objectives: 12R3- Students will apply knowledge of organizational structures. 12W17- Students will write a multi-paragraph essay, 12W22-27- Students will apply 6-traits of writing, 12R.1.5.1 Students will read a variety of genres. G12.3R.C3.P01 I can examine techniques used to create powerful arguments in different persuasive texts.

 

Monday- Students will create an outline for the following essay prompt:  What makes a written text persuasive?  Quote Analysis: “There is much to be said for failure. It is more interesting than success.” Max BeerBohm. The teacher will review ethos, logos, and pathos by viewing a PowerPoint @ teacher.vbsd.us/images/teacher_vbsd_us/sdunn/ethospathoslogos.ppt. The teacher will then explain the rhetorical triangle

Tuesday- Students will create an outline for the following essay prompt: How does validity and truthfulness contribute to arguments within a persuasive work? Quote Analysis: “Not everything that can be counted counts, and not everything that counts can be counted.” Albert Einstein.  The students will analyze Martin Luther King Jr’s  “Letter from a Birmingham Jail” through the completion of a rhetorical triangle.  Students must bring in song lyrics for Thursday’s assignment.

Wednesday- Students will create an outline for the following essay prompt: What are rhetorical devices and how do these devices influence the merit of persuasive text/speeches? Students will take a randomized essential facts test and graph their scores. In cooperative groups of 2 or 3, students will analyze a popular song’s lyrics using the rhetoric triangle and creating a poster, which contains their song lyrics.

Thursday- Students will take weekly quiz on concepts learned.  Students will write a persuasive essay on the validity of the AIMS in assessing students achievement utilizing one of Aristotle’s rhetoric devises. 

 

*8^th hour will finish reading Brave New World and continue their chapter reviews.