AP Lang: Living Like Weasels, Day 2

Standard: ELAGSE11-12RL1 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.

Learning Target:  I can critically examine a text for details that support my analysis of the inferences I draw from the text.

Opening Session: For your In Class Reading today, we are going to start reading a novel together as a class. Although we will not have focused study on this class, you will have assignments that ask you to include both your in-class novel and whatever text we are working on in class. For our first novel, we are reading Anthem by Ayn Rand. I read and enjoyed this in high school, and I hope you will too!

Work Session: Welcome to Monday! Let’s continue talking about the weasel text we started on Friday! Please take out your copy of the text and re-read paragraphs 8-13. Then, we’re going to have a little discussion about these paragraphs. I have some questions for you 🙂

After we discuss, we’re going to go even more in depth on paragraphs 10-13. I’ll read them aloud, and then I would like you guys to write an in-class journal entry about the effect the weasel locking eyes with the author had upon the author. For this journal entry, you will need to incorporate evidence from the text in the form of cited quotes or paraphrases.

Closing Session: I will take several volunteers to share your journal entries aloud with the class. Also, I would like to offer the chance for you guys to Book Talk about your Free Choice novels.

Also, VOCAB! You are responsible for twenty words per week. I will go over the words at the end of class. You need to copy them down and study them for your quiz on Friday. We will work with them throughout the week as well, so don’t panic 🙂

—Vocab Unit 1

  1. —Adulterate
    1. —(verb) to corrupt, make worse by the addition of something of lesser value.
  2. —Ambidextrous
    1. —(adj.) able to use both hands equally well; very skillful; deceitful, hypocritical
  3. —Augment
    1. —(verb) to make larger, increase
  4. —Bereft
    1. —(adj., part.) deprived of; made unhappy through a loss
  5. —Deploy
    1. —(verb) to position or arrange; to utilize; to form up
  6. —Dour
    1. —(adj.) stern, unyielding, gloomy, ill-humored
  7. —Fortitude
    1. —(noun) courage in facing difficulties
  8. —Gape
    1. —(verb) to stare with open mouth; to open the mouth wide; to open wide
  9. —Gibe
    1. —(verb) to utter taunting words
    2. —(noun) an expression of scorn
  10. —Guise
    1. —(noun) an external appearance, cover, mask
  11. —Insidious
    1. —(adj.) intended to deceive or entrap; sly, treacherous
  12. —Intimation
    1. —(noun) a hint, indirect suggestion
  13. —Opulent
    1. —(adj.) wealthy, luxurious; ample; grandiose
  14. —Pliable
    1. —(adj.) easily bent, flexible; easily influenced
  15. —Reiterate
    1. —(verb) to say again, repeat
  16. —Stolid
    1. —(adj.) not easily moved mentally or emotionally; dull
  17. —Tentative
    1. —(adj.) experimental in nature; uncertain, hesitant
  18. —Unkempt
    1. —(adj.) not combined; untidy; not properly maintained; unpolished, rude
  19. —Verbatim
    1. —(adj., adv.) word for word; exactly as written or spoken
  20. —Warily
    1. —(adv.) cautiously, with great care—

Assessment: Journal entries will be graded for completion.

Differentiation: Students extra time for journal entries as needed; extension activities for independent reading texts.

Homework: Read 20 minutes in your Free Choice book.

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