English I Honors Introduction of Collection 2 The Struggle for Freedom

Bell Work #9 In your own words, what must you do by the end of Collection #2? From page 46, complete the sentence: “By the end of Collection #2 I must_____”.

Daily learning target Daily Learning Targets: I will be able to analyze in detail how an author’s ideas or claims are developed and polished by particular sentences, paragraphs, or larger portions of a text (like a section or chapter).

Scale for the weeks of: Nov. 3 and Nov. 10 Level   Goal My interpretation 4.0 I can write informative/explanatory texts to study and express ideas and information clearly and correctly through the selection, organization, and breakdown of content. 3.0 I can analyze various accounts of a subject told in different mediums (e.g., a person’s life story in either print or multimedia), and determine why certain details are emphasized in each. 2.0 I can produce clear and understandable writing in which the growth, formatting, and style are appropriate to the task, purpose, and audience. 1.0 I can analyze in detail how an author’s ideas or claims are developed and polished by particular sentences, paragraphs, or larger portions of a text (like a section or chapter).

Homework #1: In lines 1-16, what is King’s purpose Homework #1: In lines 1-16, what is King’s purpose? In lines 17-31, what type of rhetorical device or figurative language is used? Explain its meaning. Homework #2: No Red Ink – online Assignment #4 – Apostrophes. Due by Thursday, Nov. 6 by 11:59 pm. Exit Slip: How does the Collection #2 opener and quotation on page 46 work together to create a connection? Extended Learning: Reread Martin Luther King’s “I Have A Dream” speech

Academic vocabulary rhetoric – the undue use of exaggeration or display; the study of the effective use of language; ability to use language effectively; all specialized literary uses of language in prose (written or spoken words in their original form) or verse, including the figures of speech. defaulted – failure to act; inaction or neglect; failure to meet financial obligations; failure to perform an act or obligation legally required desolate – barren or laid waste; devastated; deprived or destitute of inhabitants; deserted; uninhabited; solitary; lonely degenerate – to fall below a normal or desirable level in physical , mental, or moral qualities; deteriorate; to diminish in quality, especially from a former state of coherence, balance, integrity, etc. inextricably – from which one cannot extricate oneself; incapable of being disentangled, undone, loosed, or solved; hopelessly intricate, involved, or perplexing. redemptive – pertaining to, or centering on redemption or salvation; serving to redeem

Copy lesson target & vocabulary Daily Learning Targets: I will be able to analyze in detail how an author’s ideas or claims are developed and polished by particular sentences, paragraphs, or larger portions of a text (like a section or chapter).

Academic vocabulary rhetoric – the undue use of exaggeration or display; the study of the effective use of language; ability to use language effectively; all specialized literary uses of language in prose or verse, including the figures of speech. defaulted – failure to act; inaction or neglect; failure to meet financial obligations; failure to perform an act or obligation legally required desolate – barren or laid waste; devastated; deprived or destitute of inhabitants; deserted; uninhabited; solitary; lonely degenerate – to fall below a normal or desirable level in physical , mental, or moral qualities; deteriorate; to diminish in quality, especially from a former state of coherence, balance, integrity, etc. inextricably – from which one cannot extricate oneself; incapable of being disentangled, undone, loosed, or solved; hopelessly intricate, involved, or perplexing. redemptive – pertaining to, or centering on redemption or salvation; serving to redeem

Collection #2 Breakdown Performance Task: At the end of this collection, you will have the opportunity to complete a task: Your task is… Write an argumentative essay about whether freedom should be give or must be demanded.

Text is written at an upper 9th grade to mid 10th grade level. Lexile of story Lexile of Story: 1120L Text is written at an upper 9th grade to mid 10th grade level. Will be difficult for some to understand completely at first read.

Essential questions How do authors use text structure (arrange text) to develop and refine (clarify or clear up) ideas or claims? How can students analyze multiple accounts of a subject or topic by determining which details are emphasized in various mediums (ways)? How can students convey (show) complex (or multiple part) ideas through clear and coherent informative/explanatory writing appropriate to audience, purpose and task? How can students use the writing process to develop well- written informative/explanatory text?

Video Clip Teacher will show background video of the March on Washington Answer the Questions: What was the “next step” that Americans were ready for? What was one result of the March on Washington? Students will work in 5 small groups of no more than 5 to chunk the “I Have A Dream” speech and analyze the ideas of the text (Lines: 1-29, 29-57, 57-85, 85-113, and 113-147) from pages 48-51 (Handout)

Read and analyze Students will work in small groups of no more than 5 to chunk the “I Have A Dream” speech and analyze the ideas of the text (Lines: 1-29, 29-57, 57-85, 85-113, and 113-147) from pages 48-51 (Handout)