Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will work independently to study a list of the most common mistaken words. After skimming and annotating this list, they will do Exercise #1 (1-10) on their handout. After I display the correct answers on the board, we will discuss common misconceptions about these words. I will give as many examples as I need to aid in their understanding. Whole Class: Students will review what was read and discussed from the previous day. We'll go over classroom norms when it comes to reading, tracking, and annotating complex texts. We'll also review literary terms and their definitions as a way to properly understand the intent and the structure of The Declaration of Independence. Independent: Students will attempt to mirror the structure and (some) of the language used in The Declaration of Independence by writing their own Student Declaration of Independence. This creative writing assignment forces students to analyze the structure of The Declaration of Independence, while allowing them the freedom to come up with reasons to be independent of parents, teachers, etc. 3rd period: Students will use their Independent Station time to study a new list of SAT vocabulary words.
Collaborative: Students will continue to read and annotate The Declaration of Independence in pairs. Exit Tickets: Very similar to their "Do Now," students will complete an exercise on the most commonly misunderstood words. Comments are closed.
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