Week 34-35
English III
April 25-May 6
Writing Assessments
Argument and Narrative
CCSS.ELA-Literacy.W.11-12.3
******Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.3.a
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3.b
*******Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3.c
*******Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3.d
**********Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Reading:
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Monday:Quiz: Are you reading? (“The Dentist” - “The Man I killed”and micro-fiction)
HMWK: chapters: “Ambush”, “Style”, “Speaking of Courage” “Notes”
What constitutes good writing?
- Sentence structure/variety---control, pace, variety
- Diction—creates imagery, impact
- Juxtaposition—creates contrast and imagery
- Cataloguing—lists create imagery and emphasis
- Paradox—reveals a truth from two contradictory statements---provokes critical thinking
- Stream of consciousness---authentic voice
- Flashback—back story creates imagery and explanation
- Anaphora—repetition emphasizes statement
- Symbols—allow for reflection and point of view and theme
- Reflective turn—shows growth or meaning of story
Tuesday: Small group activity: Come ready to teach and discuss a chapter
Worksheet: unpacking writing & dialogue (imagery—show don’t tell)
HMWK: chapters “In the Field”, “Good Form” and one 250 microfiction from prompt
Wednesday:Silent Reading & Microfiction
HMWK: chapters “Fieldtrip”, “The Ghost Soldiers” and one 250 microfiction from prompt
Thursday:What do you know to be true? What is your story?
HMWK: chapters “Nightlife”, “The Lives of the Dead” and one 250 microfiction from prompt
- A few words about______.
- But this too is true: stories can save us.
Friday:Quiz on last chapters: content + writing style
Turn in last microfiction examples---choose 5 microfictions you want to polish for publication
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MondayChoose 5 microfiction samples to polish---set style goals (Due on Friday)
3rd period lab 217–polish micro-fiction examples
TuesdayPolishing writing for publication
3rd period lab 217—polish micro-fiction
WednesdayReading supplemental pieces to preparefor On-demand essay
HMWK: On Demand essay tomorrow---review process, structure, and content
Thursday:On demand Essay on TTTC
HMWK: Turn in final copies of microfiction on Friday &
Friday:5 polished Microfiction writings are due! Spotlighting Day----you need to share 1
We love to share good reading