Friday,+January+10

Today's Objective
RL.10.1 Make inferences and cite strong textual evidence to support your analysis. RL.10.4 Analyze the impact of specific word choices on meaning and tone. W.10.9 Incorporate specific evidence from literary texts to support analysis.

Open Response- TLI
Complete the open response section of the TLI exam.

DIDLS Practice
Remember "Invictus" that we read yesterday? Read through this again. Complete the It Says, I Say, And So graphic organizer using THREE (3) pieces of evidence from the text that demonstrate the tone and/or the "so what". These might be DICTION, IMAGERY, DETAILS, LANGUAGE, OR SYNTAX. Look at some examples.

===Remember... AND SO is always about purpose. How does the piece of text you are discussing work to achieve the author's purpose?===

Writing Analysis in CHUNKS! (DUE TO TIMING, WE WILL DO THIS PORTION OF THE LESSON ON TUESDAY OF NEXT WEEK.)
When you analyze a text, an effective way to structure your writing is to use what is called "chunks" of thought. This means that for every text detail, you include two sentences that specifically explain why that detail is important and why the author used it. By writing this way, you make sure to thoroughly explain your thinking and dig down to the deeper meaning of the text.

** Chunk= DETAIL + COMMENTARY 1 (CM1) + COMMENTARY 2 (CM2) **

Detail- From the TEXT! Use signal phrases and embedded quotations. CM1- Explain why the detail is significant, important, etc… CM2- How does the detail work to achieve the author’s purpose? Why did the author use it?

Let's work on writing a chunk together with a partner. Use your charts for "Invictus" to put together a chunk.