Class: Advanced Senior Rhetoric Teacher: Jaclyn Marta Lesson: Television Character Description Date: 4/14/2014 Focus: Students

will make a character description based on the main character of a television show. Objectives: (Short) Students will be able to clearly define a character from a television show. (Long) Students will be able to concisely define a person in an academic, yet creative way. Standards: CCSS.ELA-LITERACY.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Procedure: Students will brainstorm of ways they identify themselves- relationships, adjectives, members, etc (5 min) Students will watch the pilot episode of Daria. They will choose one character to focus on and write out key defining words for this character. (30 min) Students will discuss the characters- who they are, what they noticed about them, etc. (5 min) Students will choose one character and choose one word to define them. They will write why and what it means to the character ( 10 min) Materials: Computer, DVD, white board Assessment: Students are expected to be actively participating in the discussion. This will show they are engaged in the class as well as their knowledge of the subject. During the watching of the episode, I want them to write out a few basic notes on the character. They will then share them with the class. This will show that they have paid enough attention to the episode that they can write out a description of them. They will share their description at the beginning of class tomorrow. This will show they understood the characters well enough, as well as the idea of how to define a person. Accommodations:

Students are expected to be watching the video, if they are not paying attention, I will chastise them and remind them to pay attention. If they are having issues with the discussion, I will provide guiding questions to give them some possible ideas of what to say or write about. When they are writing, I will be watching their behavior to make sure they are staying on task.

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Class: Advanced Senior Rhetoric Teacher: Jaclyn Marta Lesson: Introduction of Assignment Date: 4/15/2014 Focus: Students will be introduced to the narrative assignment. Objectives: (Short) Students will be understand all aspects of their assignment. (Long) Students will be able to concisely define a person in an academic, yet creative way. Standards: CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Procedure: Students will share their responses to the prompt from the day before. Students will then discuss whether or not they agree with the word chosen (10 min) Students will be introduced to the topic, with an explanation of the assignment sheet and the rubric they will be graded on. They will be allowed to ask questions about any possible problems with the assignment. The teacher will show an example of how they would do this assignment. This will also serves as a model for the assignment for them. (10 min) The classroom will be broken up into strongly agree, in the middle, or strongly disagree. The teacher will present them with ways they might define themselves- relationships, hobbies, personality traits, etc. They will then explain why they chose this word. It will help them understand themselves better, as well as giving them a possible word for their assignment. (30 min) Materials: Smartboard, Computer, Google Drive, assignment sheets (10)

Assessment: Students are expected to share their writing assignment. This will show they understood the video of yesterday and how to do this assignment. They will then be given the assignment sheet. Their understanding of the assignment will be clear with their continual process of working on this, as well as their final product. They are expected to working on ideas for their final product by participating in the activity. The student will answer honestly to better understand who they are and what is important to them. This will be reflected in the word they have chosen. They should have an idea of what they are going to write about by the end of the period. Accommodations: Students are expected to clearly explain what they wrote about. If there is some issue with their writing, I will ask them questions to further explain the assignment. If they dont understand the assignment, I will work on explaining it until they clearly understand. If a student does not wish to participate in the assignment, they are expected to write down their answers and share what they feel comfortable sharing.

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Class: Advanced Senior Rhetoric Teacher: Jaclyn Marta Lesson: Narrative Worksheet Date: 4/16/2014 Focus: Students will work on finalizing a worksheet that will explain the assignment to them. Objectives: (Short) Students will understand basic ideas of their own narrative. (Long) Students will be able to concisely define a person in an academic, yet creative way. Standards: CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Procedure: Students will fill out the worksheet explaining their assignment. Whenever they finish, they will begin outlining their own narrative (40 min) Materials: worksheet

Assessment: Students are expected to be working to finish up their outline worksheet. This will help them structure and figure out their own assignment when they begin writing. Their understanding of this worksheet will be evident if their final product contains ideas related to the topic. Accommodations: When they are writing, I will be watching their behavior to make sure they are staying on task. If they dont understand the assignment, I will work on explaining it until they clearly understand.

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Class: Advanced Senior Rhetoric Teacher: Jaclyn Marta Lesson: Narrative Typing Date: 4/17/2014 Focus: Students will work on writing their narrative. Objectives: ((Short) Students will begin understanding and clarifying their narrative. (Long) Students will be able to concisely define a person in an academic, yet creative way. Standards: CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Procedure: Students will be given time to begin writing their narrative. They will need to have it done at the beginning of next week. If they get it done early, they should work on choice or published pieces ( 50 min) Materials: Computers (10) Assessment:

Students are expected to follow the ideas of their worksheet to start writing. They are expected to stay on task to ensure that they are figuring out how to define themselves. If students are having issues with their writing, the teacher will give them help to guide them. Accommodations: As students will be on computers, some will get off track. I will be monitoring their behavior to make sure that they stay on task. When they aren't I will come up to them and ask them what they are working on. This will help get them started on the right track.

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