AP Lang: Living Like Weasels, Day 3

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: Vocab! I gave you these words last week and asked you to gather your own definitions for them by today. Now that we’ve done that, let’s go over them together as a class and come to a consensus on their meanings. Here’s your word list:

  1. Rhetoric
  2. Ethos
  3. Pathos
  4. Logos
  5. Analysis
  6. Argumentative
  7. Synthesis
  8. Author’s Purpose
  9. Audience
  10. Tone

Work Session: Let’s continue talking about the weasels! Get out your text and let’s catch up. I’ll read the last four paragraphs of the essay out loud, and then we will continue our guided discussion of the piece.

After our discussion, I want you to write another journal entry on this piece, where you reflect on the effects of the imagery Dillard uses at the end of the piece.

Closing Session: Think-Pair-Share: After writing your journal entry, turn to your neighbor and discuss your thoughts. After everyone has had a few minutes to discuss, I’ll call on a few pairs to share what they discussed with the class.

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; look up an interesting animal on Wikipedia and learn about it (be prepared to present what you’ve learned to the class tomorrow!

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