English 10 Link to English 10 Documents
Monday - Introduce Vocabulary List 9 - "'Letter from Birmingham Jail' 50 Years Later" Listen
Tuesday - "'Letter from Birmingham Jail' 50 Years Later" Discussion
Wednesday - Grammar/ Listen/ Read "Letter from Birmingham Jail"
Thursday - Listen/ Read "Letter from Birmingham Jail"
Friday - Review Rhetoric and Rhetorical Devices
Complete vocabulary through slide 6 for Monday, 2/4/2019
Complete vocabulary slides 8-9 for Thursday, 2/7/2019
Monday - Introduce Vocabulary List 9 - "'Letter from Birmingham Jail' 50 Years Later" Listen
Tuesday - "'Letter from Birmingham Jail' 50 Years Later" Discussion
Friday - Review Rhetoric and Rhetorical Devices
Complete vocabulary through slide 6 for Monday, 2/4/2019
Complete vocabulary slides 8-9 for Thursday, 2/7/2019
English 11AP
Monday - Read aloud pp. 160-164 in LC; complete activity on p. 162; read sample synthesis essay on pp. 165-166 as model for Synthesis Essay Assignment. Hand out Synthesis Essay Assignment. HW--Craft a preliminary thesis statement.
Tuesday - Review pp. 94-108 in LC re: types of thesis statements--closed and open, types of evidence--including anecdote, facts, quantitative data, expert testimony; review pp. 111-112 re; classical oration) + Research for Synthesis Essay
Wednesday - Preliminary Thesis Statement for the conference due + Research for Synthesis Essay
Thursday - Research for Synthesis Essay
Friday - Research for Synthesis Essay
CCS Anchor Standards: Reading
CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
CCS Standards: Reading – Literature
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.4
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).
RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCS Standards: Writing
W.9-10.2.b, d
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCS Standards: Speaking & Listening
SL.9-10.1
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.
CCS Standards: Language
L.9-10.4.a
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Monday - Read aloud pp. 160-164 in LC; complete activity on p. 162; read sample synthesis essay on pp. 165-166 as model for Synthesis Essay Assignment. Hand out Synthesis Essay Assignment. HW--Craft a preliminary thesis statement.
Tuesday - Review pp. 94-108 in LC re: types of thesis statements--closed and open, types of evidence--including anecdote, facts, quantitative data, expert testimony; review pp. 111-112 re; classical oration) + Research for Synthesis Essay
Wednesday - Preliminary Thesis Statement for the conference due + Research for Synthesis Essay
Tuesday - Review pp. 94-108 in LC re: types of thesis statements--closed and open, types of evidence--including anecdote, facts, quantitative data, expert testimony; review pp. 111-112 re; classical oration) + Research for Synthesis Essay
Thursday - Research for Synthesis Essay
Friday - Research for Synthesis Essay
CCS Anchor Standards: Reading
| |
CCRA.R.5
|
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
|
CCRA.R.6
|
Assess how point of view or purpose shapes the content and style of a text.
|
CCS Standards: Reading – Literature
| |
RL.9-10.1
|
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
|
RL.9-10.2
|
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
|
RL.9-10.4
|
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).
|
RL.9-10.9
|
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
|
CCS Standards: Writing
| |
W.9-10.2.b, d
|
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
|
W.9-10.9
|
Draw evidence from literary or informational texts to support analysis, reflection, and research.
|
CCS Standards: Speaking & Listening
| |
SL.9-10.1
|
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.
|
CCS Standards: Language
| |
L.9-10.4.a
|
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
|
L.9-10.5
|
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
|
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