Seniors
Monday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will review Argumentation notes with
teacher, writing vocabulary definitions and pertinent information in their
journal. Class discussion will ensue as
a result.
V-W-3: B-1: generating and organizing ideas before writing and
maintain a record of ideas with support.
V-W-1 (V): B-2: differentiating between past, present, and
future by responding to a prompt.
V-W-1: B-7: writing a persuasive paragraph that states a position/claim
and supports arguments with evidence.
Tuesday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will review Argumentation notes with
teacher, writing vocabulary definitions and pertinent information in their
journal. Class discussion will ensue as
a result.
V-W-3: B-1: generating and organizing ideas before writing and
maintain a record of ideas with support.
V-W-1 (V): B-2: differentiating between past, present, and
future by responding to a prompt.
V-W-1: B-7: writing a persuasive paragraph that states a
position/claim and supports arguments with evidence.
Wednesday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will analyze the photograph, “Thanks to
Modern Science…” and answer reading image questions.
V-W-3: B-1: generating and organizing ideas before writing and
maintain a record of ideas with support.
Thursday- Students will be given 10-15 minutes to
respond to a journal prompt regarding the photographed that was analyzed the
previous day “Thanks to Modern Science…” and be projected on the board for
further analysis. Class will then read, “The
Meat Market” by Alex Tabarrok and analyze the authors purpose and
style/structure to express his viewpoints.
V-W-3: B-1: generating and organizing ideas before writing and
maintain a record of ideas with support.
V-W-1 (V): B-2: differentiating between past, present, and
future by responding to a prompt.
Juniors
Monday- Students will be
given 10-15 minutes silent reading time for pleasure. Students will read the
satire, “A Modest Proposal” by Jonathan Swift and discuss the effectiveness of
his use of irony.
Tuesday- Students will be given
10-15 minutes silent reading time for pleasure. Students will complete the
reading of “A Modest Proposal” by Jonathan Swift and begin to answer analysis
questions with textual evidence.
Wednesday-
As a class,
students will read Flannery O’Connor’s short story, “A Good Man is Hard to
Find.” Students will complete the analysis questions and write a 200 word
reflection reflecting the effectiveness of satirical political pieces.
Thursday- Students will be given
10-15 minutes silent reading time for pleasure.
Students will take a formative assessment regarding “A Modest Proposal”
by Jonathan Swift and the use of literary techniques.
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