AP Lang: Living Like Weasels, Day 4

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: Continue reading in Anthem. When the timer goes off, we will go around the room and share what interesting animal we learned about on Wikipedia last night.

Work Session: Today we’re going back to the weasel story! We’re going to be discussing the rhetorical devices in the text. I have a series of questions for you to guide us through a class discussion, and then, yes, a journal prompt for this piece. I would like for you to write about the sentences in the essay, and discuss how Dillard gets her ideas across through not only the content of her essay, but also through the way she composed it.

After you finish writing the journal entry, I want you to do another kind of writing. Look back at the first paragraph of the weasel text. I would like for you to write about the animal you looked up on Wikipedia last night and use this first paragraph as an inspiration (or mentor text) to write your own paragraph. For example:

A tiger is wild. Who knows what he thinks? He hunts solitary, day or night, ranging through his territory. Sometimes his roar is heard miles away. Outside, he stalks deer, chital, boar, and female tigers, killing two-hundred pound beasts, and sometimes eating nearly half of that weight. Obedient to instinct, he bites the throat and wrestles his pray to the ground, and then he drags it away to eat it in peace. One group of men observed a tiger kill a gaur and drag it nearly forty feet away. Later on, the men tried to drag the carcass themselves, and twelve of them had to pull together, all their backs into it, to drag him like children playing tug-of-war.

Closing Session: After you write your mentor paragraph, you will all share what you wrote with your tablemates. Then, I will go around table to table and each group will nominate one person to read their paragraph aloud to the class.

Also, VOCAB REVIEW!! We will play Vocab Bingo today. You guys will make a Bingo Card on a sheet of paper by folding it in half four times and then writing a vocab word in each square (there will be sixteen squares). I’ll call out definitions of words. If you wrote the matching word down, cross it out. When you get a bingo, bring it to me and I’ll sign it. A signed bingo card is worth 1 extra credit point (so it’ll raise your score by 1) on a Friday essay.

Assessment: Journal entries and paragraphs 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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