English 10 3/13 & 3/14

Objectives | Students will be able to: Produce solid thesis statement/claim Peer review paper Identify symbolism in names

Argument/Research paper Rough draft due google slides under research Boylans adding claim/warrant in flash drive

Peer reviews 25 minutes Complete sheet ____________ When you are finished, give me back the rough draft, with peer review stapled to the top. Work on What’s In a Name and/or Character Chart

Paper Due Monday, March 20 at 3pm Regardless of A/B day… Paper must be submitted to turnitin.com by 3pm You will submit the following to the appropriate class bin in Room 305 by 3:30pm *Rubric (A&B) Hard Copy of paper Draft 2 w/peer edit *3 sources w/MLA citation and quote highlighted. (A&B)

Animal farm - chapter 6 Read aloud Important points w/discussion to follow The animals work like slaves Napoleon hires Mr. Whymper the solicitor. Squealer carries on blatantly lying to the other animals. The pigs move into the farmhouse. The windmill is blown down.

Animal Farm - Chapter 6 & 7 1. Are the Sunday afternoon programs really ‘voluntary’? Quote to back up your answer. 2. Find two quotes to support the statement: Boxer works harder than any other animal. 3. Why are the animals uneasy about Napoleon’s dealings with Mr Whymper? 4. How have the human’s opinions of Animal Farm changed? 5. Who do the animals believe is responsible for the windmill falling down? Do you agree with them? Why or why not? 6. Why did the animals confess to being traitors? 7. Why do you think Napoleon bans the singing of ‘Beasts of England’? 8. List all the ways in which the animals have now broken the seven commandments.

Animal farm - chapter 7 Read aloud Important points w/discussion to follow The animals are really starting to feel the pressure Squealer carries on making his “excellent speeches”... Napoleon fools Mr. Whymper Snowball is, once again, used as a scapegoat The “confessions” “The Beasts of England” is banned

Notebook check end of week Chapters 5, 6, and 7 responses Journal Prompt #3 What’s in a name – symbolism

CCSS RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). W.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.