January 7, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Finish anal

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1 January 6, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Keep in your binder all papers related to TKMB, analysis protocol instructions, Socratic seminar instructions, and analysis sentence starter. All other materials can be left at home. Vocabulary packets and tests from last semester can be recycled. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. Journal: What does it mean to be persuasive? 1. Journal 2. Argumentation a. Page in Literature Book Elements of an Argument i. Motorcycle Helmet Law b. Page 596 in Literature Book The Craft of Persuasion

2 January 7, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Finish analysis protocol of Southern Women through green words for next class if not done today. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. Journal: Creating Your Own Beliefs practicing claim and counterclaim. 1. Journal 2. Write claim and counterclaim for your topic you wrote the bias essay on last quarter 3. Southern Women Speak Out Against Lynching i. Teacher read aloud ii. Complete analysis protocol through green words

3 January 8-9, Analysis protocol of Southern Women. 1. To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Review the Applied Practice terms from the test questions we practiced last quarter. 3. Corrections for Emerging Theme due Monday. Type the draft on the template on the website and color code correctly. Journal: What stands out to you the most from yesterday s reading? Why? 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. Journal 2. To Kill a Mockingbird a. Pass back emerging theme draft b. Show teacher model and allow students to make corrections 3. Southern Women Speak Out Against Lynching i. Analysis of statement for argumentation and persuasion techniques

4 ii. Overview of writing standard, sample prompt and thesis statement and definition of terms 1. Point of View- Consider the following when establishing the author s point of view a. What is the main idea? b. What point is he/she trying to make? c. What is his/her tone? d. What is the author s bias? e. How does the author s background or position impact the message? (Race, class, gender, age, region, occupation, values, motives) 2. Purpose- The specific reason a person has for writing: the goal of the writing. The main purposes for writing are: to make a personal connection by sharing experiences, sharing information, arguing for or against something, explaining a process or for entertainment. The reader also has to consider the motives of the writer. a. Also consider why the source was produced. 3. Rhetoric- techniques writers use to enhance their arguments and communicate more effectively. Rhetorical devices include analogy, parallelism, rhetorical questions and repetition.

5 January 12, Completed corrections on theme emergence analysis for To Kill a Mockingbird. 1. To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Review the Applied Practice terms from the test questions we practiced last quarter. Quiz tomorrow! Journal: What improvements did you make in your theme analysis? 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. Southern Women Speak Out Against Lynching a. Break down writing prompt b. Write thesis statement that addresses the requirements of the prompt. 2. Introduction of Rhetorical Devices a. Writers use rhetorical devices to emphasize, explain and unify their ideas, and often to persuade.

6 i. Repetition and parallelism are rhetorical devices in which repeated words and patterns provide rhythm, enhance ideas, and organize complex passages. ii. Analogies are another rhetorical device used to introduce unfamiliar subjects by comparing them to ones their audiences already know and accept. 1. Example It s like riding a bike. b. Define Academic Vocabulary Repetition, Parallelism and Analogy on handout. 3. Teaching Repetition and Parallelism a. Review Steps 1 and 2 from Rhetorical Devices handout i. Example: a couplet from Shakespeare s Sonnet XVIII 1. So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. b. Partners Practice Analysis i. Direction 1: Underline evidence of Repetition. ii. Direction 2: Circle evidence of Parallelism. iii. Answer the questions from Here s How Steps 1 and 2 with your shoulder partner to analyze the effect of the repetition and parallelism.

7 January 13, Review the Applied Practice terms from the test questions we practiced last quarter 1. To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. To Kill a Mockingbird applied practice quiz 2. Introduction of Rhetorical Devices a. Writers use rhetorical devices to emphasize, explain and unify their ideas, and often to persuade.

8 3. Teaching Repetition and Parallelism a. Review Steps 1 and 2 from Rhetorical Devices handout i. Example: a couplet from Shakespeare s Sonnet XVIII 1. So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. b. Partners Practice Analysis i. Answer the questions from Here s How Steps 1 and 2 with your shoulder partner to analyze the effect of the repetition and parallelism on the sonnet. 4. Teaching Analogy a. Review Step 3 from Rhetorical Devices handout i. Example Gossip became like a poisonous haze that spread over the village. It obscured the truth about some residents, impeded the flow of life for others, soured everyone s mood, and caused friendships to wither and die. b. Partners Practice Analysis i. Question 1: What two things are compared in the analogy? ii. Question 2: In what ways are these subjects alike? iii. Question 3: In what ways are these subjects different? iv. Is the analogy s purpose explanation or persuasion? v. How effective is this analogy? Does it paint a clear picture?

9 January 14, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. Rhetorical Devices a. Writers use rhetorical devices to emphasize, explain and unify their ideas, and often to persuade. b. Teaching Model Rhetorical Devices: Repetition and Parallelism. i. Guided Practice -excerpt taken from Winston Churchill s speech to the British House of Commons on May 13, a. Partners Practice Analysis i. Give 1 paraphrase (pink) and 1 inference (yellow) for the passage.

10 ii. Underline all repeated words. 1. Questions: What effect does the repetition of words in this speech have on the audience? What is the speaker s point of view? iii. Circle parallel structures 1. Question: What is the speaker s intent? How does the use of parallel structure enhance the meaning of this speech for the audience? What is the speaker s purpose? iv. Repetition to create rhythm 1. Churchill uses the repetition of words and phrases (it is, to wage, war, all, our policy, victory) for emphasis and to add a decisive, strident rhythm. a. Decisive crucial, putting an end to a discussion b. Strident - harsh v. Question: Which sentences create the rhythm most effectively? 2. To Kill a Mockingbird a. Grade and review yesterday s quiz

11 January 15-16, To Kill a Mockingbird Chapters (the trial) QQN and receipt. 1. Finish analysis protocol through green words of Atticus closing arguments for Tuesday if you don t finish in class today. 2. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. To Kill a Mockingbird a. Review yesterday s quiz with discussion about answers b. Reading quiz over chapters c. Analysis Protocol of Atticus closing arguments

12 January 20, Finished analysis protocol through green words of Atticus closing arguments. 1. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 1. Journal 2. To Kill a Mockingbird a. Video of The Trial with comparison/contrast activity 3. DBQ Analysis a. Introduce academic terms i. Valid- based on evidence or sound reasoning ii. Relevant- relating to the matter under consideration iii. Sufficient- as much as needed; enough iv. Reasoning- good sense, an explanation of an act or idea, to be logical

13 January 21, Completed analysis of all documents for validity, relevancy, sufficiency and reasoning and a thesis statement from each student is due tomorrow for all classes. 2. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 3. Corrections for emerging theme analysis are due in correct format on Monday, January 26 th if you need to make them. This draft will be your final score for this assignment. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 1. DBQ Analysis a. Introduce academic terms i. Valid- based on evidence or sound reasoning ii. Relevant- relating to the matter under consideration iii. Sufficient- as much as needed; enough

14 iv. Reasoning- good sense, an explanation of an act or idea, to be logical b. Teacher model analysis of documents for the academic terms requirements i. Teacher model thesis statement The abuse of power, injustices suffered by the poor, and the deprivation of the commoners were the most important causes of the French Revolution. c. Students work in pairs to analyze all documents d. Each student will generate a thesis statement

15 January 22-23, 2015 Split Blocks 1. Completed analysis of all documents for validity, relevancy, sufficiency and reasoning and a thesis statement from each student is due for all classes. 1. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 2. Corrections for emerging theme analysis are due in correct format on Monday, January 26 th if you need to make them. This draft will be your final score for this assignment. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 1. To Kill a Mockingbird a. Grade Chapters quiz b. Atticus Closing Arguments analysis i. Claim and evidence ii. Rhetorical devices

16 c. Socratic Seminar of Chapters 16-21

17 January 26, Corrections for emerging theme analysis are due in correct format if you needed to make them. This draft will be your final score for this assignment. 2. To Kill a Mockingbird Chapters QQN and receipt are due. 1. Shaping theme analysis evidence and analysis paragraph is due Thursday/ Friday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. Students can come after school Thursday for quiz question analysis for chapters to earn some points back on their quiz score. 3. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. Journal: Complete the second reflection for the Theme Analysis goal and scale. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

18 1. Journal 2. To Kill a Mockingbird a. Chapters quiz b. Theme Analysis i. Shaping to adapt or mold ii. Find evidence of when your chosen theme is being shaped iii. Write your analysis paragraph with the same criteria as your emerging theme paragraph 1. Paraphrased evidence in your analysis with page number. 2. Inferences 3. Green/Theme word 4. Academic vocabulary for the section 5. Address the importance of the evidence to your theme

19 January 27, Finish the Atticus Closing Argument Repetition and Parallel Structure writing responses for tomorrow if you don t finish them in class today. 2. Shaping theme analysis evidence and analysis paragraph is due Thursday/ Friday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 3. Students can come after school Thursday for quiz question analysis for chapters to earn some points back on their quiz score. 4. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. To Kill a Mockingbird a. Finish Atticus Closing Arguments analysis i. Rhetorical devices repetition and parallel structure 1. Mark written responses a. Red pen academic vocabulary b. Pink evidence c. Yellow- inference and answer to prompt

20 January 27, The Atticus Closing Argument Repetition and Parallel Structure writing responses. 1. Shaping theme analysis evidence and analysis paragraph is due Thursday/ Friday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. Students can come after school Thursday for quiz question analysis for chapters to earn some points back on their quiz score. 3. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. Journal: What is your controlling topic sentence for your parallel structure response? Why is it a successful sentence for your paragraph? 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. To Kill a Mockingbird a. Grade Ch quiz and Socratic Seminar Ch 16-26

21 January 28-29, Shaping theme analysis evidence and analysis paragraph is due. 1. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. 2. Final draft of Shaping theme analysis evidence and analysis paragraph is due Tuesday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird/MLK s Detroit I have a Dream Speech a. Introduce writing assignment directions and rubric for Atticus Closing Argument and MLK s Detroit I Have a Dream Speech 1. Break down directions with red pen 2. Review allusions present in MLK speech 3. Students will complete analysis protocol of the speech through green word 2. Students conferences for shaping theme analysis

22 February 2, To Kill a Mockingbird Chapters QQN and receipt are due. 1. Final draft of Shaping theme analysis evidence and analysis paragraph is due Tuesday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. DBQ list, documents and outline will be handed back today. Use these to remind yourself of all the requirements needed in your Industrial Revolution DBQ. Also, remember all criteria you learned with the French Revolution DBQ and implement the same skills in the Industrial Revolution DBQ. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird a. Chapters reading quiz b. Socratic Seminar c. Collect Chapters QQNs

23 February 3, Final draft of Shaping theme analysis evidence and analysis paragraph is due. 1. Finish Literary Graffiti for tomorrow if not done today. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird a. Video of the end of the story with Venn diagram compare/contrast activity b. Literary Graffiti theme analysis i. Choose your evidence of when your theme is in its refined state for your graffiti ii. Definition of Refined in its purest form

24 February 4, Literary Graffiti 2. Final typed draft of the Refined theme analysis is due next Tuesday. Use the template on the website for the correct format. 3. TKMB books will be collected next Tuesday. Journal: Complete the final reflection on the theme analysis goal and scale sheet 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. To Kill a Mockingbird a. Literary Graffiti theme analysis i. Definition of Refined in its purest form ii. Present graffiti to the class b. Answer the Essential Question in the context of the novel c. Grade Chapters quiz and discuss chapters

25 February 5-6, 2015 Split Blocks 1. Typed rough draft of Atticus/MLK informative essay is due Monday. 2. Final typed draft of the Refined theme analysis is due next Tuesday. Use the template on the website for the correct format. 3. TKMB books will be collected next Tuesday. 4. We will be blocking next Wednesday and Thursday. Make sure you know your computer log in. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. Informative essay a. Teacher model of informative response to rhetoric question. b. Discuss format options and number of paragraphs 1. Introduction a. Orient the reader to the topic b. Controlling thesis grounded in the prompt/directions

26 2. Body a. Topic sentences b. Paraphrased evidence with citation c. Inferences and answer the prompt d. Use of academic vocabulary from the prompt 3. Conclusion a. Discuss why this matters and what effect it has. c. Give students time to compose their essay

27 February 9, Typed rough draft of Atticus/MLK informative essay. The hand written draft will be collected today. 1. Typed final draft of Atticus/MLK informative essay is due Wednesday for Day 1 and Thursday for Day 2. Bring all related papers and turnitin.com receipt. 2. Get your progress report signed for tomorrow. 3. Final typed draft of the Refined theme analysis is due tomorrow. Use the template on the website for the correct format. 4. TKMB books will be collected tomorrow. 5. We will be blocking Wednesday and Thursday. Make sure you know your computer log in. 2. Determine a theme or central idea of the 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. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Informative essay a. Color code typed rough draft b. Edit and revise using the Informative Essay Rubric

28 February 10, Final typed draft of the Refined theme analysis. All papers related to the assignment will be collected. 2. TKMB books will be collected 1. Typed final draft of Atticus/MLK informative essay is due Wednesday for Day 1 and Thursday for Day 2. Bring all related papers and turnitin.com receipt. 2. We will be blocking Wednesday and Thursday. Make sure you know your computer log in. 2. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 3. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird a. Portfolio Reflection b. Theme Analysis write final thesis statement c. Answer the Essential Question in the context of the novel d. Collect all books

29 February 11-12, 2015 Block Schedule 1. Typed final draft of Atticus/MLK informative essay is due Wednesday for Day 1 and Thursday for Day 2. Bring all related papers and turnitin.com receipt. 2. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 3. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Atticus/MLK Informative Essay a. Portfolio Reflection b. Collection of all papers 2. The Artist s Toolkit teaches skill of art analysis

30 February 13, Vocabulary Unit 7 packet due Wednesday. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Analysis of DBQ documents a. Do analysis protocol and HIPPO for all documents b. Write thesis statement 2. Vocabulary Unit 7 packet

31 February 17, Vocabulary Unit 7 packet due Wednesday. Journal: What are your thoughts on war? Why do you feel this way? 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Number the stanzas of the poem. c. Student independent reading with two focus questions. i. Describe the men in stanzas one and two. ii. What else do you notice about the piece? d. Student processing- give a short written response to the two focus questions and share with your shoulder partner. 3. Simple Sentences a. Give handout and review the sentence structure

32 February 18, Vocabulary Unit 7 packet 2. The Vocabulary Unit 7 test will be next Tuesday with a section that tests simple sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Number the stanzas of the poem. c. Student independent reading with two focus questions. i. Describe the men in stanzas one and two. ii. What else do you notice about the piece? d. Teacher modeling for questions. e. Listen to an audio recording of the poem. f. Student independent reading with one focus question. i. How does the use of simile advance the speaker s purpose? 1. Highlight all similes in the poem in pink highlighter. g. Student processing- give a short written response to the focus question and share with your shoulder partner.

33 February 19-20, The Vocabulary Unit 7 test will be next Tuesday with a section that tests simple sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. You can make corrections on your refined theme analysis and the scores will be averaged together. Corrected assignments are due next Tuesday. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Teacher modeling for questions. i. What else do you notice about the piece? c. Listen to an audio recording of the poem. d. Student independent reading with one focus question. ii. How does the use of simile advance the speaker s purpose? 1. Highlight all similes in the poem in pink highlighter. e. Student processing- give a short written response to the focus question and share with your shoulder partner. f. Student independent reading with one focus question. i. Who is the speaker addressing in the poem? How do you know?

34 2. Review Simple Sentences 3. Paper pass back

35 February 23, The Vocabulary Unit 7 test will be Tuesday with a section that tests simple sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. You can make corrections on your refined theme analysis and the scores will be averaged together. Corrected assignments are due Tuesday. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Student independent reading with focus questions. iii. What effect does the switch from the use of I to you have? iv. What words and phrases are used to evoke strong images about the reality of war? 1. Highlight all imagery with yellow highlighter c. Student processing- give a short written response to the focus question and share with your shoulder partner. 2. Review Simple Sentences

36 February 24, The Vocabulary Unit 7 packet will be collected today. 2. Corrections on your refined theme analysis are due. 1. The Vocabulary Unit 8 packet is due Thursday for day 1 and Friday for day 2. The test will be next Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Vocabulary Unit 7 Test with simple sentences and reading passage 2. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Student independent reading with focus questions wrap up from yesterday if needed. v. What effect does the switch from the use of I to you have? vi. What words and phrases are used to evoke strong images about the reality of war? 1. Highlight all imagery with yellow highlighter c. Student processing- give a short written response to the focus question and share with your shoulder partner.

37 February 25, The Vocabulary Unit 8 packet is due Thursday for day 1 and Friday for day 2. The test will be next Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Finish poetry questions 7 and 8 if you don t finish them in class today. They will be collected the next class period. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Student independent reading with focus questions vii. How is the subject of war being represented in this poem? viii. Does this poem cause you as a reader to have a strong opinion about the realities of war? Why? c. Student processing- give a short written response to the focus question and share with your shoulder partner. 2. Grade Vocabulary Unit 7 test

38 February 26-27, Poetry questions 7 and Vocabulary Unit 8 packet 1. The Vocabulary Unit 8 test will be next Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. What are the men wearing over their eyes? b. What else do you notice about the piece? i. Student processing- give a written response to the focus question and share with your shoulder partner. ii. Teacher modeling for questions. 2. Review of Compound Sentences 3. Check Vocabulary Unit 8 packet

39 March 2, Finish Art Analysis Question 1 for tomorrow if you don t finish it today. It will be collected tomorrow. 2. The Vocabulary Unit 8 test will be Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 3. Have your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. What visual elements are present in the piece? How does the use of these advance the artist s purpose? i. Student processing- give a written response to the focus question and share with your shoulder partner. ii. Teacher modeling for questions. 2. Review of Compound Sentences

40 March 3, Art Analysis Question 1 1. Finish Art Analysis Question 2 for tomorrow if you don t finish it today. It will be collected tomorrow. 2. The Vocabulary Unit 8 test will be Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 3. Have your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. What visual principles are present in the piece? b. How are they created? c. How does the use of these advance the artist s purpose? i. Student processing- give a written response to the focus question and share with your shoulder partner. ii. Teacher modeling for questions. 2. Review of Compound Sentences

41 March 4, Art Analysis Question 2 2. Vocabulary Unit 8 packet 1. Finish Art Analysis Question 3 for tomorrow if you don t finish it today. It will be collected tomorrow for all classes. 2. Have your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. Does this piece of art cause you as viewer to have a strong opinion about the realities of war? Why? Give evidence from the art with documentation to support your response. 2. Vocabulary Unit 8 test

42 March 5-6, Art Analysis Question 3 2. Your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 1. Have a wonderful spring break!! 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Grade the Vocabulary Unit 8 test 2. Make corrections on the MLK/Atticus essay and submit it to turnitin.com by the end of the class period.

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