Learning targets:
I can develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
I can use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Anyone who has yet to turn in the graphic organizer for Kate Chopin's short story "The Story of an Hour." please do so now.
In class: power point review for vocabulary
2. vocabulary quiz
3. "misused word" practice In lieu of vocabulary this week, you are practicing some commonly misused words. The class handout (copy below) is exactly what you will see on next Thursday (April 21) quiz. It is up to you to check your responses.
4. working on thematic essay for "The Story of an Hour" by Kate Chopin.
This will be due at the close of class on Monday (class handout / copy below)
Name_________________________________ thematic essay on Kate Chopin’s short story “The Story of an Hour”.
Directions: In a well-written response of one to two paragraphs, identify one of the central ideas (themes) of the short story and show how the author used one literary technique to develop the central idea. (hint: think about denotation / connotation and setting) There is a fresh copy of the story attached.
Begin with a MLA heading. Proof read!
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Directions: Rather
than vocabulary, you have a “commonly misused words” words exercise. This is exactly the assessment you will have
next week. Make sure you have the correct responses. It is up to you. I will
not be collecting this sheet.
1.
Carl appears to be
smarter (then, than) his brother.
2.
Randolph (accepted,
excepted) my invitation to dinner.
3.
She usually bought
(to, too, two) loaves of bread at a time.
4.
The books (were ,
we’re, where) all lying face down on your desk earlier this morning.
5.
(It’s, Its) been three
days since I have heard from Joe.
6.
I will try not to let
his words (affect, effect) me.
7.
If (were, we’re,
where) not supposed to watch TV, then what are we supposed to do?
8.
It is understood
(then, than) that there will be no test on Friday.
9.
You take (to, too,
two) many chances when you dive from that cliff.
10.
Even though we
complained to the manager, (there, their, they’re) has been no change.
11.
With (it’s its) flat
tire, the car could not move at all.
12.
We asked the movers to
place the boxes (there, their, they’re).
13.
The horror movie did
not (affect, effect) him at all.
14.
I wonder whether
(there, their, they’re) going to the mall.
15.
Yes, I suppose that I
would like to see that movie (to, too, two).
16.
Everyone (accept,
except) Dr. Smithers agreed to take part in the procedure.
17.
Your experiences as a
child (affect, effect) your adult behavior greatly.
18.
When (it’s its) late,
many people go home.
19.
She is going (to, too,
two) begin her swimming course in one week.
20.
Crossing the wires
produced an explosive (affect, effect).
21.
Later, they walked
back to (there, their, they’re) hotel.
22.
The three friends went
(to, too, two) a lake in New Hampshire for their annual fishing trip.
23.
Unfortunately, the
only (affect, effect) of the protest was a tightening of security.
24.
George runs (to, too,
two) much; consequently, he is always exhausted.
25.
She will leave on
Saturday, and I will leave (then, than) too.
26.
Unfortunately, I don’t
know (were, we’re, where) I am going.
27.
The chefs left (there,
their, they’re) aprons hanging on the stove knobs.
28.
Marlene has always
gotten higher grades (then, than) her brother George.
29.
The dog caught
(it,it's) tail in the door.
30.
Your kindness will
leave a lasting (affect, effect) on me.
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