October 14

Honors World Literature October 17-21

Sun. 10/16—Membean practice due.

Wed. 10/19—PSAT Day


Honors World Literature                                             October 17-21       

Planning Your Week:


Sun. 10/16—Membean practice due.

Wed. 10/19—PSAT Day


Monday, October 17–Substitute

LG: Compare film adaptations to primary sources, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme.

  1. Opener: Revisit Friday’s list of evidence; anticipate additional comparisons with Disney’s
  2. View scenes from Mulan: Rise of a Warrior and Disney’s Mulan, analyzing what is emphasized and what is absent from the film treatment of Mulan.
  3. Closer—organize your evidence from the texts and films to support analysis.

Tuesday, October 18

LG: Examine a seminal U.S. document for its historical and literary significance, analyzing style and structure for rhetorical effectiveness.

  1. Opener— PSAT skill practice – Examine the informational graphics from the Freedom of the Press Report 2015. Consider both the written text and the information presented in the graphics to answer synthesis questions. (Pearson, My Perspectives)
  2. Student-led Work Session— Read Source D, an excerpt from “Writing Chinese American into Words and Images: Storytelling and Retelling of The Song of Mu Lan.Review sources A, B, C, and then respond to the following prompt: How do authors use source materials (legends, myths, religious texts, historical figures, etc.) to reflect cultural and/or societal values?
  3. Read the preamble to the Universal Declaration of Human Rights. Observe some rhetorical strategies and cite text evidence to reflect on their effectiveness. (HMH – Collections, Close Reader)
  4. Closer – Create and share claim statements in response to the following prompt: “Why do you think the Preamble from the Universal Declaration of Human Rights is considered a seminal document?”

Wednesday, October 19

PSAT Day – only 3rd and 4th periods will meet.


Thursday, October 20

LG: Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.  

  1. Opener—IAN Brainstorm: What makes for an effective persuasive speech?
  2. Student Work Session—Read Malala Yousafazi’s speech at the United Nations. Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer, explain the intended effect on the audience for each of these rhetorical examples. (Pearson, My Perspectives)
  3. Adverbial Clause review – identify the adverbial clause, and subordinating conjunction, then describe the clause’s function in three model sentences from Yousafazi’s speech.
  4. View Diane Sawyer’s interview with Malala Yousafazi (under 7 minutes: https://www.youtube.com/watch?v=ev-jPT5M9cU). Learn the media vocabulary lead-in, close-up shot, and slant, then answer the “Media Vocabulary” questions provided.
  5. Analyze the texts (speech and interview) for “mirror details.” Complete chart to compare how details are presented in the two different texts.
  6. CloserIAN: Answer the following question: (a) Which facts or other information appear in both the speech and the interview but are presented differently? (b) How do you account for those differences? Consider the medium of each text—one a written text, and one a work of broadcast journalism.

Friday, October 21

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
  2. Read (whole class) Marc Antony’s monologue from Act 3, Scene 2 of Shakespeare’s The Tragedy of Julius Caesar (lines 1-35 on the handout). Analyze the rhetorical impact of the speech by completing SMELL graphic organizer. (Springboard)
  3. Student-Led Work Session— Students choose between passage 2, 3, or 4 to complete SMELL analysis independently on a second monologue.
  4. Closer—IAN: Share examples of impactful language with the class. How do these diction choices affect tone?

Posted October 14, 2016 by Rachael Sanford in category Honors World Literature

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