Monday – President’s Day: No school for students.
Tuesday – I was out, but the students had an amazing Zaption lesson to complete. Have you used Zaption? Seriously. Best. Ever. There is a cost, but if you open a trial through my account you can get two FREE months of the professional version. This is WAY better than the normal trial. Join Zaption for FREE with your TWO MONTH account – even just to explore – by clicking this link http://zapt.io/ruem93kaf .
Students review the Zaption video lesson and take notes on the rhetorical devices they have been missing in class, including a compare and contrast of the devices they are commonly confusing.
Activity: Assessment is built into the Zaption lesson, but students are to review the three devices labeled in “The Declaration of Independence” and increase the total number to 8. However, they may NOT use diction (because it is modeled in the video) and they may not repeat any device.
Wednesday
Bell Ringer: Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
Hidden Agenda: Building background for allusion
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3)
Etymology (L11.4-6)
~ G/AF: Sentence Corrections with guided questions with assigned weekly partner
~ Share outs (based on pacing)
Quick Review: Through the review of Rhetorical Devices in the text, the student will be able to analyze specific examples of rhetorical devices.
Review: I will set the timer for 10 minutes to review the devices found in the text. ONLY DEVICES MENTIONED BY STUDENTS WILL BE DISCUSSED. The purpose is to help where needed, not to give the answers.
Syntax: Through the study of Syntax 101, students will be able to identify and analyze the syntax of “The Declaration of Independence”
Syntax 101:
O: Ss will REVIEW syntax definitions in order to understand what is being evaluated with the term “syntax” is given.
D/App: Students will practice identification throughout the scaffolded lesson.
Model: Syntactic Analysis of “The Gettysburg Address”
You Do: Students will analyze the syntax of “The Declaration of Independence” by applying the guided questions from the lesson.
Closure: Think about your answers and T’s answers. What do you notice? What did you do well? What changes might you need to make?
Reflection Closure: Thinking about the week’s learning on syntax. How does the learning that results from Writing Wednesdays connect to syntax? How does this affect the audience?
Thursday
Bell Ringer: Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
Hidden Agenda: Building background for allusion
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3)
Etymology (L11.4-6)
~ G/AF: Sentence Corrections with guided questions with assigned weekly partner
~ Share outs (based on pacing)
Tutoring Thursday: Through the study of USA Test Prep’s personalized ACT review lesson, students will be able to show growth of 10% in a student-selected testing strand.
Note: This activity is mandated by the school for the 60 minute study block of Tutoring Thursday.
Cycle 3: Through the study of The Crisis, students will be able to identify and analyze rhetorical strategies in “The Crisis”.
- Students will have ten minutes to read and annotate the text.
- Students will use FIRST TURN, LAST TURN to discuss the text with the assigned group.
HWK: Students should identify and analyze 8 different rhetorical strategies within the text.
Friday
Bell Ringer: Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
Hidden Agenda: Building background for allusion
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3)
Etymology (L11.4-6)
~ G/AF: Sentence Corrections with guided questions with assigned weekly partner
~ Share outs (based on pacing)
Essay Review: Through the review of the elements of an essay, the student will be able to create an outline for a rhetorical analysis of the text.
Activity: Students will review the Zaption video to review components and complete the assessment over what goes in an essay and how to ensure sufficient, relevant, and thorough evidence.
- Students will complete a BAT review of the prompt and write a thesis statement.
- Students will review the rhetorical precis and create one for the essay.
- Students will review TIQA and create the outline for the body paragraphs that analyze specific rhetorical strategies of the text that help Paine reach his purpose.
HWK: Have a thorough, full-sentence outline at the start of class Monday.
Kirk's Corner 