Wrapping it Up

Aim: How do we evaluate our learning this semester? 

Reflection: What did you learn this semester about yourself as a learner? What did you learn in this class that you will carry with you into the future? What was the high point for you in this class this semester and what was the low point? Are you a better student today than you were at the beginning of the semester? Why or why not? Please put your thoughts into at least two paragraphs. 

Please also complete the course evaluation. There are copies in the classroom and a link below. This will help me improve my teaching for my next crop of students. (Not necessary to put your name on this.)

I hope you learned at least half as much from me as I learned from all of you this semester.

I will miss you.

Carry on,

Ms. Becker

Click here for the course evaluation.

What's due by Friday, January 23, 2015*

• Independent reading projects
• EBC worksheets (three)
• Memoirs!
• Night thematic essay
• Daily journal responses (Mark the two responses you think are your best. The ideas and writing components of your grade will be based on the two you choose.)
• Returned books....................... -50 participation points if unreturned

* If for some reason you need an extended deadline on something, please email me or speak to me privately.

Generating Our Own Claims Regarding Erdrich's Choices

Aim: How do we analyze the impact of Louise Erdrich's choices regarding how to develop and relate the literary elements of "The Red Convertible"? 

Journal Prompt #18:Life on the "Rez"
Watch this video by clicking here. Afterwards, write one comment and one DOK #3 question.

By now, you should be pretty comfortable with finding related details that stand out for you in a literary text. When connecting the details, it's important to think about what the details reveal about the author's choices. You should draw inferences about the effects the author's use of details has on your experience as a reader. From that, you should be able to draw a conclusion about the text. For example, one can conclude that Louise Erdrich begins her narrative sparsely, proving only a few puzzling details and shifts tense in the first paragraph, creating mystery and anticipation. It all makes the reader wonder where the story is going.

It's time to generate your own claims! Remember, it's important to think in terms of Erdrich's choices, NOT in terms of the plot itself.

Click here to read "The Red Convertible" by Louise Erdrich.


Working with a partner, complete a "Forming Evidence-Based Claims" worksheet in which you generate your own claim on the text through page 6. We will discuss your claims in class.

Afterward, finish reading the story independently. Consider these guiding questions as you read:

• What choices do you notice Louise Erdrich making?
• Where does the narrative end--with what details, events, or thoughts?
• What seems unexpected, troubling or ironic about the resolution of the narrative?
• How does the ending change or influence our understanding of the narrative?

When you have completed your reading, use the "Forming EBC Tool" to make a claim and support it with evidence.


What's due:
* Memoirs!
* Five-paragraph thematic essay on Night. (100 points)
*"Redefining Faith" (3 paragraphs; 48 points)

• Click here to read 3rd Period's introduction.
• Click here to read 5th Period's introduction.

*Independent reading book

***Always check Engrade for your up-to-the-minute progress in this class.***

Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Making Evidence-Based Claims

Aim: How do we define and identify evidence-based claims? 

Journal Prompt #12:School Lunch
State a conclusion you have drawn about the school lunch that you would like to share with the rest of us. Explain what specific and relevant details made you draw this conclusion.

We are beginning a new unit on evidence-based claims in the context of literary techniques. Evidence-based claims are much like themes or theses. An evidence-based claim states a conclusion you have come to and that you want others to think about.

There are generally five criteria for evidence-based claims. Check out this criteria checklist by clicking here.

We will be using two texts for this unit:
Click here to read "On the Rainy River" by Tim O'Brien
Click here to read "The Red Convertible" by Louise Erdrich.
We will begin with "The Red Convertible." Independently read to the top of page 4 through: "'Thanks for the extra key,' I'd said.'I'll put it up in your drawer just in case you need it.' He laughed."

Use these two questions to guide your reading:

• Who is telling the story? How would you characterize the narrator?
• What do details and language reveal about the point of view of the narrator?

What's due:
* Memoirs!
* Five-paragraph thematic essay on Night. (100 points)
*"Redefining Faith" (3 paragraphs; 48 points)

• Click here to read 3rd Period's introduction.
• Click here to read 5th Period's introduction.

*Independent reading book

***Always check Engrade for your up-to-the-minute progress in this class.***

Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.