1. Dr. George’s 9th Lit. Agenda
8/27/2018 – 8/31/2018

2. Essential Questions for the week…
How does a writer’s use of language create a distinct voice?
How do we use textual evidence of voice to support inferences about a speaker?

3. Monday 8/27/2018 Warm-up
What is the purpose of a claim? How long should the claim be, and what three parts should it include?
Under your paragraph, write a complete claim answering this question:
Should the driving age be raised to 18? Why or why not?
REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

4. Monday 8/27/2018
“An Early Start to College” – Now that we have discussed the use of claims, we will focus on the second part of CEI—EVIDENCE! Turn to page 81to read “An Early Start to College” as a class. Then, respond to questions 3-6 independently.
Using evidence – Watch the short clip on how to use evidence and write 3 “takeaways” on one side of your index card.
Evidence PPT – We will continue with the CEI notes and have volunteers write examples of evidence statements.
Rhetorical Appeals – Move on in the rhetorical appeals packet. You may work with a partner.

5. HW: USA TEST PREP DUE FRIDAY BY 8:00AM. NO EXCEPTIONS!
Tuesday 8/28/2018 Warm-up
What is the purpose of the evidence portion of the CEI paragraph? How long should it be? What should it include?
HW: USA TEST PREP DUE FRIDAY BY 8:00AM. NO EXCEPTIONS!

6. Tuesday 8/28/2018
Evidence PPT – We will continue with the CEI notes and have volunteers write examples of evidence statements.
“Why College Isn’t for Everyone” - Turn to page 83 to read “Why College Isn’t for Everyone” as a class. Then, respond to questions1& 2 (page 87 and 88) independently.
Independent reading – FINALLY SOME READING TIME! Take out your independent reading book and read quietly and independently.

7. 2. USA TEST PREP DUE FRIDAY BY 8:00AM. NO EXCEPTIONS!
Wednesday 8/29/2018 NO Warm Up
The I in CEI – Interpretation: We will discuss the proper way to include interpretation sentences in CEI paragraphs and review examples.
Literary Terms Chart: Take out your Unit 1 Literary terms chart so we can review the literary elements we have explored do far.
“Actually, College is Very Much Worth It”: Turn to page 87 in your books to read the last college essay. Once you have finished reading, answer questions 4 & 6.
HW: 1. Finish reading “Actually, College is Very Much Worth It” on page 87 and answer questions 4 & 6.
2. USA TEST PREP DUE FRIDAY BY 8:00AM. NO EXCEPTIONS!

8. Thursday 8/30 Warm-up
What does the I in CEI stand for? What does it consist of? How many sentences does this part of the paragraph include?
REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

9. Thursday 8/30
Argumentative Essay Brainstorming/Discussion: Does college have value? Why or why not? What specifically makes college valuable or not valuable?
Thesis Statements: What is a thesis statement? Let’s discuss the idea and structure of thesis statement. Then, you will have the opportunity to create your own.
Unit 1 Study Guide: You will take your Unit 1 Test on Wednesday. Use the study guide to help you prepare.
Unit Academic/Literary Elements Vocabulary: Continue to complete your pink chart and identify examples from your book.

10. Brainstorm question: Does college have value. Why or why not
Brainstorm question: Does college have value? Why or why not? What specifically makes college valuable or not valuable?

11. FRIday 8/28/2018 Warm-up
Write a CEIEI paragraph in response to the following question: Should all students be required to participate in dual-enrollment? Get your evidence from page 81 of your textbook.

12. Friday 8/31/2018
Unit Academic/Literary Elements Vocabulary: Continue to complete your pink chart and identify examples from your book.
Essay Brainstorm (green): Finish the essay prewriting handout you received yesterday by filling in the evidence chart.
Essay Outlining: Now that you have a working thesis, go ahead and start filling out your outline on Edmodo. Focus on the thesis and claims.

13. This week’s standards…
ELAGSE9-10RL1 (CCRS RI ): Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
ELAGSE9-10RL3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise.
ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCRS L : Acquire and use accurately general academic and domain-specific words.
CCRS L b: Analyze nuances in the meaning of words with similar denotations.

14. Unit Assessments… Formative Summative SOAPStone Chart Vocab. quiz
Lit terms chart
Interview Narrative
Peer review
Interview Questions
TED Talks