Objective: Jedis will be able to annotate the current chapter of ALWG according to the Jedi Annotations Bookmark, with emphasis on variety and depth of commentary. Jedis will be able to collect 1 piece of evidence for each chapter that argues in favor/against the essential question. Jedis will be able to answer the comprehension question in the form of a TIEAIEAC.Standards:
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how characters, plot, and theme develop over the course of a text
CCSS.ELA-LITERACY.RL.9-10.4 Determine figurative and connotative meanings; analyze word choices on meaning and tone.
CCSS.ELA-LITERACY.RL.9-10.5 Analyze text structure, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.L.9-10.1.B Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Agenda:
- Jedi Meditation & Journal
- Chapter 1-4 Discussion
- Author's style
- Symbolism
- Foreshadowing
- Flashbacks
- Chapter 2-4 Grading
- Grade for Reading
- Reading (Annotations)
- 5+ annotations per page
- Consistently identify annotations using the Jedi Annotation Bookmark symbols
- Uses a variety of all annotations every 2-3 pages to show deep, thorough understanding of text. :
- Ask clarifying questions;
- Record Main ideas/important details;
- Make Relevant connections/Predictions;
- Analyze author’s style through word choice, tone, literary devices;
- Identify/define unknown words;
- Track theme/Character development.
- Use appropriate college-ready diction and unit-specific vocabulary to create thoughtful, analytical, observant, factual, humorous, reflective, detailed, and interactive annotations connect back to larger understandings of the world and life.
- Only highlights are of evidence used in comprehension questions
- Examine Summaries
- Whole Group rewrite of a student summary for:
- 25 college-ready words (choose thoughtfully and meaningfully)
- Specific, Detailed, Succinct
- Define Nouns (no undefined pronouns)
- Review Rubric row for Evidence Tracker | Essential Question: Should people in life-or-death situations be held accountable for their actions?
- Informal self-grade of Evidence Tracker using the rubric
- The rubric is looking for the following:
- Assigned reading has the appropriate number of evidence(s).
- Evidence box includes:
- who said the quote;
- correctly copied quote;
- proper citation of the quote.
- For ALWG (Beah Ch, Pg)
- For all others MLA (Last Name Pg).
- Analysis box:
- clearly indicates for/against in claim. (highlighted purple)
- Defined Nouns (highlighted green)
- uses at least 1 subordinating conjunction (highlighted yellow)
- At least 1 Emotional Nouns (highlighted blue)
- Uses at least 2 vocab words in proper context and grammatically correct sentence. (highlighted orange)
- College-Ready Diction
- Formal Tone
- Third Person
- Commentary is deep thoughtful, analytical and detailed, connecting specifically connecting back to the argumentative essay prompt as it relates to larger understandings of the world/society.
- Claim box includes:
- code for type of evidence/analysis using the word FOR or the word AGAINST
- The code matches the position taken in the claim made in the analysis box.
Homework:
- Read 30
- Study for Central and South America (Trial 4 Oct 31/Nov 1)
- Retake Trial 3 by 10/30
- Vocab Flashcards
- Chapter 25-7
- 25 word summaries
- Evidence collected from Ch 5, 6, 7
- TIEAIEACs for each comprehension question
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