Week of November 11, 2013 Unit: Persuasive Writing/Analysis
November8
| Objective(s): | TLW write a literary analysis. TLW will research short story critiques in the library databases. TLW write a persuasive paper. TLW analyze a non-fiction selection and respond with short answers. |
| TEKS: | (6) Reading non-fiction. (7)A- sensory language. (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. (16) Writing/Persuasive Texts. (18.B) sarcasm/irony (20) Research/Research Plan. 20 (A) decide on topic; 20 (B)formulate a research plan. (21) Research/Gathering Sources. 21(A) follow the research plan; 21(B)organize information; 21(C)cite information based on a standard format. (19.B) Inference |
| ELPS/CCRS: | Writing ELPS E.F. & G./CCRS Writing—A.2. A.3. A.4. |
| Materials: | Language books; story maps; handouts. Tests for literature. Six weeks tests. |
| Instructional Strategies | |
| Monday | Pre-AP: Continue discussion groups for “The Lottery.” Share with class. Homework: Discussion question set 2. |
| Periods 2-4-6-7: Quick Write: show photo from National Geographic. Students are to use photo to create a “self-metaphor” and learn how to write the 3-Trick. Students will read Persuasive Essay #1 and analyze the paragraph. Students will conference with teacher on body paragraph #1 of essay on lying. Homework: Body paragraph #2 for lying essay. | |
| Tuesday | Pre-AP: Complete all discussions for “The Lottery.” Use student-generated discussion question responses for oral discussion. |
| Periods 2-4-6-7: Test on “The Monkey’s Paw” and POV. Continue Persuasive writing lesson #2. Mark for topic sentences, transitions, magic three, vivid adjectives. Students will conference with teacher on body paragraph #2 of lying essay. Homework: complete deconstructing essay #2. Write conclusion for lying essay. | |
| Wednesday | Pre-AP: Introduce literary analysis project. Review parts of project, how the process will work, deadlines, etc. Homework: Students are to select story they will work with for the project. Homework: Vocabulary Unit #5 packet. |
| Periods 2-4-6-7: Mini-lesson on inference. Complete handout on inference. If not complete, students will finish for homework. Conference with teacher on lying essay body paragraph #2. Students will plan own persuasive essay. Complete planning sheet. Homework: planning sheet/inference handout. | |
| Thursday | Pre-AP: Lesson on how to use research and creating a thesis statement. Students will use sticky notes to write notes from available research and arrange them to construct a thesis. Homework: Planning sheet for essay. Complete intro, summary, thesis. |
| Periods 2-4-6-7: Practice on use of sarcasm and irony and how to provide the correct punctuation. Persuasive Writing Lesson #3: Students will write their own one-page multi-paragraph essay persuading readers of the value of being indoors. Essay should be 26 lines. | |
| Friday | Pre-AP: Plato Lab-continue working on rough drafts. Print out draft, daily grade will be given for properly embedded quotations. |
| Periods 2-4-6-7: Complete work on lying essay. Turn in for major grade. Read non-fiction selection on “Skipping School.” Students are to mark essay for writer’s skills used to persuade. Homework: Complete essay on being indoors. | |
| Assessment/Evaluation: | Writing lessons-whole group instruction. Pre-writing. Research information. Rough drafts. Final copies. |
