Language Arts 2 HonorsThursday, January 23, 2014

Objectives & Standards:

• Language: Demonstrate command of the conventions of standard English (capitalization, punctuation, and spelling) when writing by correcting D.O.L. sentences.

• Demonstrate command of the conventions of standard English grammar and usage when writing and speaking by practicing Syntax exercises.

• Reading Informational Text: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text by completing a close reading of the text (text: Letters from Birmingham Jail).

• Writing: Write responses in which the development, organization, and style are appropriate to task, purpose, and audience by answering questions about the text.

D.O.L.

1. My sister a high school freshman is trying out for the school play.

2. Mr. Forbes needs the following items for his cooking class flour, salt, and a variety of spices.

Syntax 1/23/14

Practice: Create your own sentence using an appositive (a group of words that further describes a subject).

Martin Luther King, Jr., __appositive_______, _________________________.

The Bill of Rights, ____________, ____________.

Quickwrites:

• In the Letter from Birmingham Jail, what is King’s purpose? What is his tone? Cite textual evidence for support.

• Socratic Seminar Reflection: What did you learn about segregation, segregation laws, and the Bill of Rights?

Re-reading the text!

• Create a T-chart. In the left-hand column, create a list of the clergymen’s main ideas/arguments.

• In the right-hand column, list King’s response to the clergymen’s arguments.

• Mark his letter for ethos, pathos, logos—use a different color highlighter.

Monday: Sub-day

• Read, highlight, annotate and create C-Notes for the Kohlberg handout. Make sure you understand the different stages of moral development.

• Take the practice quiz in groups.

Monday: Sub-day (continued)

• On lined paper, explain which stage applies to the clergymen and King. Use textual evidence to support. You may discuss your ideas, but each student needs to write their own response.

• Homework: Finish reading King’s letter. Highlight, annotate, write main idea for each paragraph. Go back and highlight ethos, pathos, logos in a different color.