Day: September 15, 2014

PERIOD 2

WARNING:  This is a tentative calendar for the week.  I post this to provide my students with an opportunity to preview the week and to help them plan accordingly.  Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated.  Sometimes what I believed would take ten minutes at the beginning of class ends up taking an entire class.  Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better.  Anyways, you get the picture: TENTATIVE…otherwise known as maybe, perhaps, we will see.  As my grandmother used to say, “we make plans and the universe laughs”.

 

Monday 9.15: Themes and Issues in Mexican American Literature 

UNIT GOAL: Define identity terms as they apply to Mexican American literature and evaluate basic issues and themes.

Objective(s): After completing CORNELL NOTES on video, “Exploring the Borderlands,” students will be able to write a summary that identifies significant historical contexts and themes of Mexican American Literature.

Handouts: Cornell Notes Guide and Instructions, “Exploring the Borderlands”, Analytical Summary

Homework: Notebook due on FRIDAY! Rubric

 

Tuesday 9.16: Assimilation, Acculturation, & Resistance

UNIT GOAL: Define identity terms as they apply to Mexican American literature and evaluate basic issues and themes.

Objective(s): After participating in and PHILOSOPHICAL CHAIRS DISCUSSION, students will be able to use academic behaviors and practice discourse of scholarship to discuss and define ASSIMILATION, ACCULTURATION, and RESISTANCE and evaluate the importance of each term to the study of cultural identity.

Handouts: Philsophical Chairs, (Handout)

Homework: Notebook due on FRIDAY! Rubric

Wednesday 9.17: SOCRATIC SEMINAR PREP DAY

UNIT GOAL: Define identity terms as they apply to Mexican American literature and evaluate basic issues and themes.

Objective: After annotating Noah Remnick’s article “Why Ethnic Studies is Good for California, and America?” students will be able to practice academic behaviors to discuss the value of Ethnic Studies in a Socratic Seminar.

Handouts: Socratic Seminar Evaluation Guide, Questioning Guide

Homework: Notebook due on FRIDAY! Rubric

Thursday 9.18: SOCRATIC SEMINAR DAY

UNIT GOAL: Define identity terms as they apply to Mexican American literature and evaluate basic issues and themes.

Objective: After annotating Noah Remnick’s article “Why Ethnic Studies is Good for California, and America?” students will be able to practice academic behaviors to discuss the value of Ethnic Studies in a Socratic Seminar.

Handouts: Socratic Seminar Evaluation Guide, Questioning Guide

Homework: Notebook due on FRIDAY! Rubric

Friday 9.19: Guest Speaker, Dr. Paul Apodaca

UNIT GOAL: Define identity terms as they apply to Mexican American literature and evaluate basic issues and themes.

Objective: After completing notes on Dr. Paul Apodaca’s lecture on oral narratives and indigenous cultures, students will be able to define and evaluate the importance of cultural literacy by completing an analytical summary. 

Handouts: Analytical Summary

Homework: Notebook due on TODAY! Rubric

WARNING:  This is a tentative calendar for the week.  I post this to provide my students with an opportunity to preview the week and to help them plan accordingly.  Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated.  Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class.  Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better.  Anyways, you get the picture: TENTATIVE means maybe, if time allows, perhaps.  As my grandmother used to say, “we make plans and the universe laughs”.

Monday 9.15: Progress Check

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: Students will provide evidence of objective mastery by completing a progress check that 1) defines the concept of America and American identity 2.) Describes the effects of European settlement on American Indian populations 3.) Compares Puritan and Rationalist views on God, Human Nature, and Government. 

Handouts: N/A

Homework: Notebook due on FRIDAY! Rubric

Tuesday 9.16:Mastery Assessment

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: Students will self assess objective mastery by completing a progress check that 1) defines the concept of America and American identity 2.) Describes the effects of European settlement on American Indian populations 3.) Compares Puritan and Rationalist views on God, Human Nature, and Government. 

Handouts: N/A

Homework: Read Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s“Discourse on Inequality” , Notebook due on FRIDAY! Rubric

Wednesday 9.17: Human Nature

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s“Discourse on Inequality” students will be able compare and contrast Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” in a Socratic Seminar to understand European influence of Early American literature.  

Handouts: a. from Leviathan by Thomas Hobbes b. from Discourse on Inequality by Jean Jacques Rousseau c. Human Nature Socratic Seminar

Homework: Notebook due on FRIDAY! Rubric

Thursday 9.18: Socratic Seminar

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s“Discourse on Inequality” students will be able compare and contrast Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” in a Socratic Seminar to understand European influence of Early American literature.  

Handouts: a. from Leviathan by Thomas Hobbes b. from Discourse on Inequality by Jean Jacques Rousseau d. Questioning Guide e. Socratic Seminar Evaluation Guide

Homework: Notebook due on FRIDAY! Rubric

Friday 9.19: Introduction to First Literatures

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After annotating passages from creation stories of the Americas, students will be able to identify native views of “human nature” completing summaries that include events used to develop moral lesson in the story.

Handouts: a. PREREADING: Native Voices Video b. READING: from “Coyote Finishes His Work” p. 25 & The Big Myth c. POST READING: Summary Template

Homework: Notebook due on TODAY! Rubric

WARNING:  This is a tentative calendar for the week.  I post this to provide my students with an opportuinty to preview the week and to help them plan accordingly.  Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated.  Sometimes what I believed would take ten minutes at the beginning of class ends up taking an entire class.  Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better.  Anyways, you get the picture: TENTATIVE.  As my grandmother used to say, “we make plans and the universe laughs”.

Monday 9.15: Progress Check

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: Students will provide evidence of objective mastery by completing a progress check that 1) defines the concept of America and American identity 2.) Describes the effects of European settlement on American Indian populations 3.) Compares Puritan and Rationalist views on God, Human Nature, and Government. 

Handouts: N/A

Homework: Notebook due on FRIDAY! Rubric

Tuesday 9.16: Encounters and Foundations

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: Students will self assess objective mastery by completing a progress check that 1) defines the concept of America and American identity 2.) Describes the effects of European settlement on American Indian populations 3.) Compares Puritan and Rationalist views on God, Human Nature, and Government. 

Handouts: N/A

Homework: Notebook due on FRIDAY! Rubric

Wednesday 9.17: Human Nature Pt. 1

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s“Discourse on Inequality” students will be able compare and contrast Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” in a Socratic Seminar to understand European influence of Early American literature.  

Handouts: a. from Leviathan by Thomas Hobbes b. from Discourse on Inequality by Jean Jacques Rousseau

Homework:Notebook due on FRIDAY! Rubric

Thursday 9.18: Human Nature Pt. 2

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s“Discourse on Inequality” students will be able compare and contrast Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” in a Socratic Seminar to understand European influence of Early American literature.  

Handouts: a. from Leviathan by Thomas Hobbes b. from Discourse on Inequality by Jean Jacques Rousseau

Homework: Notebook due on FRIDAY! Rubric

Friday 9.19: Human Nature Socratic Seminar

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s“Discourse on Inequality” students will be able compare and contrast Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” in a Socratic Seminar to understand European influence of Early American literature.  

Handouts: a. from Leviathan by Thomas Hobbes b. from Discourse on Inequality by Jean Jacques Rousseau

Homework: Notebook due on FRIDAY! Rubric