English 3 Honors

• Completed
  • Annotation for Ethos, Logos, & Pathos in Life After High School
  • Completion of the Following Items in Study Sync:
    • Skill Lesson 1: “Print & Graphic Features” (ALL TABS)
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    • Skill Lesson 2: “Arguments & Claims” (Model & Your Turn)
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    • Skill Lesson 3: Argument Reasoning (All Tabs)
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  • For the Final Wrap up go to the DISCUSSION BOARD for the 2 Response Questions.
    • For the 1st Prompt (REPLY UNDER POST)-See the 1st Skill Lesson ABOVE under MODEL for Examples:

      [R.2.1] What text features are present in the Point and Counterpoint of “Life After High School”? Which passage’s text features were more effective at developing the author’s purpose? Explain your evaluation and cite evidence from the text(s).

    • FOR YOUR NEW POST, Pick one of the Following, (Note which Question #)
      1. [R.2.4] How does the author of Point use reasoning and evidence to develop the claim compared to the author of Counterpoint? Which claim was more valid and effective? Explain your evaluation and cite evidence from the text(s).
      2. [R.2.4] How do the authors of Point and Counterpoint interpret the same information? Which author used the information more effectively? Explain your evaluation and cite evidence from the text(s).
• Submitted
  • To TURNITIN.com students should have submitted their COMPLETED Summer Reading notecard
  • To Study Sync-All Tabs as noted above
• Homework
  • SUMMER READING PROJECT POWERPOINT!!!
    • NO LATER THAN Friday students should have all Quotes & Images in their PPT, EX: Mrs Reed Girl Wash Your Face-ALL Visual Step 2
  • Discussion Board Posts