Parker English III

RH2: I can determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas RH3: I can evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain 11-12R8: I can delineate and evaluate an argument in applicable texts, applying a lens (e.g., constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient 11-12W1: Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (note for those reading  Long Way Down , our share out, for which you receive the bonus, is on Thursday, June 3 from to 8. I will send you the link, when I

     \\ ___ Learning Targets:  I  can c ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text. I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. In class: listening / reading  to W. H.  Auden's  Musée des Beaux Arts  and responding to analysis questions. Part 1. participation grade:  each student is to write in the private chat, one item  observed in the painting.