Monday: Turn in final drafts of Essays. Look up last vocabulary words. Read pages 121-144 Tuesday: (In Library) - Reading 145-156. Please do this quietly as there my be other classes or people there.
Wednesday: Finish reading PART II of ON THE ROAD and
create a kahoot for Part II including “comprehension” questions; characters;
themes – Other Versions of America; symbols and other literary devices.The best kahoot will receive extra credit
points and be playing in class.
Thursday: Play Kahoot, review for PART II quiz, read pages
Unit
Learning goal:Students will demonstrate knowledge of twentieth century
foundation works of American Literature by writing a short 2-3 page essay
analyzing the Kerouac’s choices concerning how to structure specific parts of On The Road and it’s impact on the text
as a whole.
Scale/Rubric
relating to learning goal:
4 – The student can write a strong 3-page essay
discussing how specific parts of On The
Road contribute to the meaning of the work as a whole.
3 – The student can write 2-3 essay discussing how
specific parts of On The Road
contribute to the meaning of the work as a whole.
2 – With some direction/help from the teacher the student
can write 2-3 essay discussing how specific parts of On The Road contribute to the meaning of the work as a whole.
1 – Even with help from the teacher the student is unable
write 2-3 essay discussing how specific parts of On The Road contribute to the meaning of the work as a whole.
Objectives
(smaller chunks of overall goal) and suggested time periods
At the End of this Unit Students will be able to
1)Break the novel On the Road into three parts discussing how each part helps create
meaning in the novel as a whole
2)List the elements of contemporary American
literature
3)Relate On
the Road to Huckleberry Finn
4)Discuss the meaning behind certain names in On the Road
5)Discuss the meaning and give examples of the
following themes: Dissatisfaction with the status quo; Different visions of
America; Different versions of reality; The meaning of time; Poverty in America
6)Discuss the meaning of the conclusion
7)Discuss how On
the Road helped inspire the 60s, counterculture movement and protest
literature
Major Themes addressed:
Dissatisfaction with the status
quo, Different visions of America, Different versions of Reality, Poverty, The
meaning of time, What makes an American
Monday, April 1, 2019
REMEMBER - PERSUASIVE TOOLS:
1) Personal Connection
2) Expert Testimony
3) Statistics and Facts
4) Counterargument of the other side
5) Why should the audience care
6) New Topic or radical twist on an old topic
MLA
1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.
go here for sample MLA Citation pages or in-text citations.
Here are two short - but decent - videos are in-text citations and works cited page
The best place to go for help with MLA structure or any other essay question is Purdue OWL online.
Unit
Learning goal:Students will be able to research, write and perform an
original persuasive essay that takes a side on an issue and successfully argues
for that side.
Scale/Rubric
relating to learning goal:
4 – The student can write and perform an original
persuasive speech that that takes a side on an issue and successfully argues
for that side using all six elements of persuasion.The writing and performance are both
exemplarily effective.
3 – The student is able to write an original and perform
an original persuasive essay that takes a side on an issue and successfully
argues for that side.
2 – With some direction/help from the teacher the student
is able to write and perform an original persuasive essay that takes a side on
an issue and/or successfully argues for that side.
1 – Even with help
from the teacher the student is unable to write and/or perform an original
persuasive essay that takes a side on an issue and successfully argues for that
side.
Objectives
(smaller chunks of overall goal) and suggested time periods
OBJECTIVES:By the end of this unit students will be able
to
1)Define the following terms: Logos, Ethos,
Pathos, Thesis Statement, Order of Development, Conclusion, Transition,
Audience, Hook, Purpose, Evidence
2)List the six traits of writing and the six
steps in the writing process.
3)Properly outline the constructive for a
debate and rebut opponents points/arguments
4)Participate in Spar and Forum debate
5)Watch a national debate and evaluate and
explain who won by keeping a flow chart of arguments and rebuttals
6)Choose a topic about a controversial issues
and take one side of argument
7)List the Do’s and Don’ts of persuasive
argument
8)Write a clear and precise thesis statement
with an order of development
9)Properly cite sources both in-text and on a
works cited page
10)Find evidence from a variety of different
sources including Print Sources, Internet Sources, Media Sources, and Personal
Sources
11)Use the Internet to properly to conduct
research
12)Create at least 10 Bibliography citations
and 10 research entries
13)Use research notes to cite passages from
sources
14)Use evidence to back up your position
15)Use your order of development as an
organizational tool
16)Use transitions to connect points of
argument
17)Use Standard Edited American English
18)Use Proper College Composition Format
19)Use the six steps of the writing process to
draft and revise a paper
20)Write three drafts of a persuasive essay
using at least three sources of evidence
21)Present the final draft of your essay as an
oration to class
