| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

English9 Reading

Page history last edited by Russell 12 years, 4 months ago

 

Wed, Thu, and Fri Nov 30 through Dec 2

 

Lead students through the story “The Most Dangerous Game” (starts on 38) in the large orange anthology. Combine read-aloud from you with read-aloud from students and silent, independent reading. This will keep students engaged. You can also play an audio CD of the text – it’s in the CD folder up on the file cabinet. Just use the guide to find out which CD number and track it is.

 

You could even have them read in small groups and circulate around the room to check where they are.

 

Use the teacher’s guide to prompt students with reading comprehension questions as you move through the text.

 

Tell them they will be tested on the story’s VOCABULARY. Have them keep track of it as you come across it in the text.

 

Tell them to be aware of PLOT elements like setting, protagonist, rising action, etc., and to write their observations on a PLOT CHART they can draw on their own.

 

When finished reading, students must complete in writing:

  • ·         Pg 58 “Connect to Literature” #1
  • ·         “Think Critically” #3, 4, 5, 6
  • ·         “Literary Analysis” activity

 

Monday, Nov 28

 

Listening to "Full Circle" by Sue Grafton

 

When reading:

  1. Fill out the CLIMAX  (mountaintop) part of the plot chart: What is the point of the story with the MOST tension?
  2. Write in what happens immediately following the point of highest tension on the DOWNHILL SLOPE – this is falling action.
  3. What is the closing/resolution? It’s the satisfying conclusion. FILL IT IN

After the story ends:

  1. What are the CLUES that the author gives to solve the crime?
  2. What are the FALSE CLUES that lead the reader and Kinsey Millhone AWAY from the true solution?
  3. Why is FULL CIRCLE an appropriate title for the story? Explain.
  4. Explain the beginning: Why do you think Terry Layton stopped at the accident scene and went to Caroline Spurrier’s car?

 

FOR

AGAINST

MY OPINION

From notes:

Tried 4 times …

Positive attitude …

Immediately sends rescue boat for men on other side of island …

Others you can add:

Promised the men they would be paid…

Went to find the lost men on the other side of Antarctica…

Doesn’t land boats until he finds a safe harbor …

From notes:

Left men behind to go to S.G. …

Others you can add:

Orders the dogs shot…

Leaves family to pursue his own goals/interests…

 

Tell me if you thinks he was/wasn’t an effective leader

 

Reason why

 

Discuss why that reason makes him a good / ineffective leader

 

 

 

REMINDERS FOR SHACKLETON ESSAY

 

The essay is three paragraphs:

  • Body 1 (arguments for)
  • Body 2 (arguments against)
  • Conclusion (your own opinion)

 

The first two paragraphs discuss reasons IN FAVOR OF Shackleton’s status as an effective leader and reasons AGAINST Shackleton’s status as an effective leader. A typical outline for one of these body paragraphs looks like this:

 

  1. Paragraph in favor of Shackleton’s status as an effective leader
    1. Topic sentence – something like: Considering all of his efforts, Shackleton should be considered an effective leader.
    2. Evidence 1 – something he did during the voyage that you think is “leaderly”; at least one sentence
    3. Explanation 1 – explains/analyzes WHY and HOW the evidence qualifies him as an “effective leader”; at least two sentences

 

     T.S. >> Considering all of his efforts, Shackleton should be considered an effective leader. RDF 1 >> For example, he always kept up positive spirits among his men. Explanation 1 >> Keeping up spirits is key to having a successful journey because without them, men can turn against one another and their captain. Even when the ship was trapped in the ice, Shackleton maintained a positive outlook and kept  the men busy trying to cut through the ice. Men sang, staged plays, and played games. All of these activities and his idea that they would return made a bond among the crew members. RDF 2 >> In addition, Shackleton tried on four separate occasions to reach and rescue the men stranded on Elephant Island before he finally brought them back. Explanation 2 >> This shows that he cares for his men, a key characteristic of leadership. Every leader cares dearly for the men and women they command. Here, Shackleton risked his own life again to return to his men. He didn’t give up and kept fighting against the ice to rescue them. Every team member wants to know their leader will fight against all odds to help them, and that’s exactly what Shackleton did to reach the men on Elephant Island.  ..... AT THIS POINT, YOU WOULD ADD AN RDF FROM YOUR NOTES THAT HAS NOT BEEN USED THEN EXPLANATION (EVIDENCE + EXPLANATION)

 

It is expected that the conclusion paragraph will contain a topic sentence, RDF, and explanation. That means it will be at least FOUR sentences long. 

 

English 9 Reading: Week of 10/24 to 10/28 -- The Argument Essay

Due Dates: Written Rough Draft 10/28 Friday; Typed Final Draft 10/31 or 11/1

 

Central Question: Should Sir Ernest Shackleton be considered an effective leader?

 

Procedure:

  1. Watch the documentary “The Endurance” and read the non-fiction text “Trial by Ice.” While viewing and reading, note Shackleton’s words and actions while in a leadership role. Using your instincts, categorize his words and actions as “non-leader” and “leader.”
  2. Develop your own definition for “leader.” Ask yourself what qualities a leader should have. (Whole-class discussion on Tuesday.)
  3. Compare your own definition of leader and a leader’s qualities with the notes taken on Shackleton.
  4. Write a paper between one and two pages, typed, double-spaced, that argues for or against Shackleton as an effective leader.

 

Monday: 20 minutes movie, 15 minutes text, 15 minutes on thesis/topic statements

§       Continue watching the film, categorizing Shackleton’s words/actions

§       Read the next segment of the text, categorizing Shackleton’s words/actions

§       Take notes on the characteristics of a thesis statement. In class, create one thesis statement that would support an argument for Shackleton’s status as an effective leader.

§       HOMEWORK: Create one thesis statement that would support an argument against Shackleton’s status as an effective leader.

 

Tuesday: 15 minutes movie, 15 minutes text, 20 minutes on using evidence from the film

§       DUE: Create one thesis statement that would support an argument against Shackleton’s status as an effective leader.

§       Continue watching the film, categorizing Shackleton’s words/actions

§       Read the next segment of the text, categorizing Shackleton’s words/actions

  • Take notes on how to use EVIDENCE to support an argument. In class, select a piece of evidence from the film or book that would support an argument against Shackleton’s status as an effective leader. Support that evidence with two or more sentences of EXPLANATION.
  • HOMEWORK: Select a piece of evidence from the book or film that would support an argument for Shackleton’s status as an effective leader. Support that evidence with two or more sentences of EXPLANATION.

 

Wednesday: Finish the film, organize notes into master sets against and for Shackleton

  • DUE: Select a piece of evidence from the book or film that would support an argument for Shackleton’s status as an effective leader. Support that evidence with two or more sentences of EXPLANATION.
  • Conclude watching the film, categorizing Shackleton’s words/actions
  • As a class, organize notes and evidence into the two major categories: for and against Shackleton as an effective leader.
  • HOMEWORK: Select another piece of evidence from the book or film that argues for Shackleton’s status as an effective leader. Support your selected evidence with EXPLANATION.

 

Thursday: Finish the book, discuss Shackleton’s accomplishment overall, piece together the writing into a paragraph

  • DUE: Another piece of evidence from the book or film that argues for Shackleton’s status as an effective leader. Support your selected evidence with EXPLANATION.
  • Conclude reading the text, categorizing Shackleton’s words/actions
  • Discuss Shackleton’s accomplishment overall – in a general sense was he a fool who should have never attempted the crossing of the Antarctic, or should he be honored and revered?
  • Familiarize yourself with the paragraph templates (models) and create a paragraph that supports Shackleton as an effective leader based on your homework from the last two nights.
  • HOMEWORK: Complete a full paragraph arguing for Shackleton as an effective leader. Include a topic sentence, at least two pieces of RDF/Evidence and more EXPLANATION than evidence.

 

Friday: Writing and teacher conference day

  • DUE: A full paragraph arguing for Shackleton as an effective leader. Include a topic sentence, at least two pieces of RDF/Evidence and more EXPLANATION than evidence.
  • Use the time to ask the teacher questions and show your work-in-progress
  • HOMEWORK: Finish writing both the paragraph supporting and the paragraph arguing against Shackleton as an effective leader, then add a small paragraph that reveals your own opinion (after all the evidence has been weighed). TYPE your finished product.

 

TURN IN WINDOW: Final essays, typed, double-spaced, and meeting all requirements,

are due EITHER Monday the 31st or Tuesday the 1st of November

 

 

Monday’s Activities:

 

Evidence AGAINST Shackleton’s as an effective leader

Evidence FOR Shackleton as an effective leader

Text:

 

 

 

 

 

 

 

Text:

Film:

 

 

 

 

 

 

 

Film:

 

Thesis Statement Notes:

 

An effective thesis statement should require ______________________ and __________________________ to be believed/proven.

 

In an English class thesis statement, there are usually the following requirements:

 

  1. Name of the ______________________
  2. Name of the ______________________ (first and last)
  3. Identification of ______________________
  4. The student’s ____________________ or _______________________ on the topic

 

Examples of good thesis statements:

 

  • Rachael Scdoris, the legally-blind sled-dog racer, should be considered a hero for overcoming what many see as a disability.
  • Beyonce Knowles’ “baby bump” is simply a ploy by the entertainer to gain more attention from the world press.
  • In John Steinbeck’s novel Of Mice and Men, the author makes the argument that shared dreams are powerful enough to bridge the widest gaps among men; dreams pull us together and erase feelings of loneliness.
  • Antarctica’s fragile environment should be preserved untouched by human hands and machines.

 

Make a thesis statement that has to do with pizza. Write a sentence that argues what type of pizza is the best.

 

  •  

 

Information to help you develop a thesis statement for our essay:

 

  • The documentary “The Endurance” was produced and directed by George Butler
  • The photobiography “Trial by Ice” was written by K.M. Kostyal
  • Your topic is Sir Ernest Shackleton
  • Your argument is whether or not he should be considered an effective leader

 

Your own thesis statement for the Shackleton essay:

 

 

 

 

 

 

 

 

Tuesday’s Activities:

 

Evidence AGAINST Shackleton’s as an effective leader

Evidence FOR Shackleton as an effective leader

Text:

 

 

 

 

 

 

 

Text:

Film:

 

 

 

 

 

 

 

Film:

 

Notes on RDF-EVIDENCE

 

Evidence is what we use to support _________________________.

 

In English essays, evidence usually comes in one of these categories:

 

  1. Direct quotes - ____________________________________________________________________________________
  2. _______________________ - putting into your own words the ideas/words or others, and about the same length
  3. Summary - ­­­­­­­_______________________________________________________________________________________
  4. Facts, research, personal experiences, real-life – other true, factual data that is not arguable but easily observable and true

 

In our paper, we will primarily use _______________________ and recall of ______________________ from the film and text.

 

TOP TWO PIECES OF EVIDENCE FOR AND AGAINST SHACKLETON’S LEADERSHIP ABILITIES:

 

FOR

AGAINST

 

  1.  

 

  1.  

 

 

  1.  

 

  1.  

 

 

Notes on “THE E’S – EXPLANATION”

 

Finding evidence can be easy – explaining why it’s important and how it supports your argument can be a challenge. However, EXPLANATION is key to a successful argument. Three effective “E’s” are:

 

___________________________            ___________________________            and _____________________________

 

For example:

  • Explain why something Shackleton did is an example of effective leadership
  • Evaluate something Shackleton did or said against a definition of effective leadership
  • Elaborate on the evidence by helping the reader understand why it is important

 

(turn the page)

 

 

 

Examples of “The E’s” at work:

 

Topic Sentence: “Space Mountain” at Disneyland is the most exciting ride at the park.

Topic Sentence: A meat-lover’s deep dish pizza cannot be beat on a cold Friday night.

RDF-Evidence: The roller coaster whips riders around sharp curves, up and down violent dips and ridges, and through the midnight of darkness.

RDF-Evidence: A meat-lover’s pizza is topped with the flesh of up to three different animals: swine, bovine, and poultry.

The E’s - Explanation/Analysis: In the darkness no one knows what is coming, and the constant back-and-forth up-and-down thrills the rider with the question of what movement will come next. The rider hangs on with white knuckles; he knows that there is safety in the small seat, but without the ability to see, the adrenaline pumps through his body, creating excitement.

The E’s – Explanation/Analysis: Where else can you find the barnyard so beautifully assembled? Pepperoni’s salty wonder is tempered by the sweetness of Canadian bacon, while the explosion of grease from little sausage clumps complements the grainy texture of ground beef. The magical swine alone is a wonder, providing three of the key toppings: pepperoni, sausage, and bacon.

 

Notice that in each example, there is a system at work:

  1. The topic sentence sets forth the main point of the paragraph
  2. The evidence is factual information that can be used to support the topic sentence
  3. The E’s provide the conversation that allows the reader to link the evidence to the original topic sentence
  4. There is at least twice as much material for “The E’s” as there is for RDF-Evidence

 

Without the E’s, the reader does not understand how the evidence is supposed to “work.” In the Space Mountain example, the E’s explain HOW the excitement is produced. In the pizza example, the E’s explain HOW the meat makes the meat-lover’s pizza special.

 

CLASS EXAMPLE of RDF-EVIDENCE followed by THE E’S:

 

Topic Sentence: Many argue that Sir Ernest Shackleton should not be considered an effective leader.

 

RDF-Example: One reason they argue this is because …

 

 

E’s-Explanation/Analysis:

 

 

 

 

 

 

MY OWN CREATION OF RDF-EVIDENCE followed by THE E’S:

 

Topic Sentence: On the other hand, Sir Ernest Shackleton should certainly be considered an effective leader.

 

RDF-Example:

 

 

E’s-Explanation/Analysis

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday’s Activities

 

Master table of evidence FOR and AGAINST considering Shackleton as an effective leader. My information is from my notebook AND from earlier pages in this packet.

 

FOR

AGAINST

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Thursday’s Activities:

 

Paragraph template/model outline:

  1. One topic sentence (TS)
  2. RDF-Evidence 1 – at least one sentence
  3. The E’s about RDF-Evidence 1 – at least 2 sentences, if not more
  4. Transition sentence like “This is not the only reason Shackleton should be considered an effective leader.”
  5. RDF-Evidence 2 – at least one sentence
  6. The E’s about RDF-Evidence 2 – at least two sentences, if not more
  7. Closing sentence that re-phrases the topic sentence and closes the argument

 

TS: ________________________________________________________________________________________________________

 

 

 

 

RDF/Evidence 1: _____________________________________________________________________________________________

 

 

 

 

The E’s/Explanation: _________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

RDF/Evidence 2: _____________________________________________________________________________________________

 

 

 

 

The E’s/Explanation: _________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

Friday’s Activities:

 

TS: ________________________________________________________________________________________________________

 

 

 

 

RDF/Evidence 1: _____________________________________________________________________________________________

 

 

 

 

The E’s/Explanation: _________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

RDF/Evidence 2: _____________________________________________________________________________________________

 

 

 

 

The E’s/Explanation: _________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

Comments (0)

You don't have permission to comment on this page.