2SW, Week 4 of 6 (Oct 19 to Oct 23) Overview

2SW, Week 4 of 6 (Oct 19-23) To Do List

FYI, * Indicates Assignment must be submitted/DUE that day by 11:59 pm

In order to successfully complete this week's modules, please complete the following:

Monday, Oct 19

EQ: I How can best read a short story, monitoring for comprehension, making adjustments as needed ( re-reading, using background knowledge, asking questions, and annotating when understanding breaks down)?

Complete: DW #22 *
Complete: "The Censors" Playlist via online textbook

Tuesday, Oct 20

EQ: How can class discussion lead to a better understanding of a text?

Complete: DW #23*
Complete: "The Censors" Debrief/Class Discussion/ZOOM at NOON/record video

Weds, Oct 21

EQ: I can I learn about the structure of a persuasive essay in order to write an essay?

Complete: DW #24*
Complete: Intro to Persuasive Writing Structure, Thesis Statements, & STAAR Prompts

Thurs, Oct 22

EQ: How can I write a persuasive rough draft that is focused, structured, and coherent?

Complete: Thesis Statement Practice*
Begin: Persuasive Essay

Fri, Oct 23

EQ: How can I write a persuasive rough draft that is focused, structured, and coherent?

Complete: DW #25*
Finish/Complete: Persuasive Essay*

Skills Focus:

TEKS/Unit Standards for Unit 3 & 4 :

4C	(responding standard) make and confirm predictions using text features, characteristics of genre, and structures
4I	(responding standard) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
5C	Students use text evidence and original commentary to support an interpretive response
5H	Students respond orally or in writing with appropriate register, vocabulary, tone, and voice
5J	Students defend or challenge the author’s claims using relevant text evidence
6B	(reading standard) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events
6C	Students analyze isolated scenes and their contribution to the success of the plot as a whole
6D	(reading standard) analyze how historical and cultural settings influence characterization, plot, and theme in texts
7C	analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
7D.i	Students analyze characteristics and structural elements of informational texts such as clear thesis, relevant supporting evidence, pertinent examples, and conclusion
7D.ii	Students analyze characteristics and structural elements of informational texts such as clear the relationship between organizational design and thesis
8C	evaluate the author’s use of print and graphic features to achieve specific purposes
8E	analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes
9B	develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations
9B.i	develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by using an organizing structure appropriate to purpose, audience, topic, and context
9B.ii	develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by developing an engaging idea reflecting depth of though with specific details, examples, and commentary
9C	revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
9D	edit drafts using standard English conventions
9E	publish written work for appropriate audiences
10C	compose argumentative texts using genre characteristics and craft

Learning Objectives:

By the end of Unit 3 & 4, Students will be able to:

Analyze how isolated scenes contribute to the work as a whole (6C)
Understand dramatic conventions (7C)
Analyze structural elements of informational text (7D)
Students can explain the function of dramatic conventions and their contribution to the work as a whole (6C, 7C)
Students can identify a thesis, supporting examples and conclusion (7D)
Students can discuss how organization affects message (7D)
Plan, draft, revise, and edit an argumentative essay (9B-E, 10C)
Students will write an argumentative outline/flash draft (10C)
Students will write a rough draft using argumentative strategies (9B)
Students will revise/edit rough draft for changes after receiving teacher and/or peer feedback. (9C-D)
Students will publish a final written work (9E)