Mexican American Literature & Culture: Weekly Update 9.22-9.26

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 9.22: SOCRATIC SEMINAR

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: N/A

Tuesday 9.23: Why Ethnic Studies?

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

Objective(s): After participating in SOCRATIC SEMINAR, students will be able to write a paragraphs that evaluates the importance of each term to the study of cultural identity.

Handouts: Socratic Seminar Guide, Class Survey

Homework: N/A

Wednesday 9.24: Intro to Perspectives on the Conquest

UNIT GOAL: After investigating and analyzing perspectives of Early American encounters through texts which include Spanish account, Aztec poetry, 20th Century art and poetry, students will write an expository essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Objective: After completing notes on IMAGERY in Diego Rivera’s La Gran Tenochtitlan, students will be able to write an Analytical Summary

Handouts: La Gran Tenochtitlan,Analytical Summary

Homework: N/A

Thursday 9.25: Perspectives in the Conquest

UNIT GOAL: After investigating and analyzing perspectives of Early American encounters through texts which include Spanish account, Aztec poetry, 20th Century art and poetry, students will write an expository essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Objective: After participating in Learning Stations, students will be able to compare perspectives of the conquest depicted by IMAGERY by completing Dialectical Journal

Handouts: Dialectical Journal

Homework: N/A

Friday 9.26: Perspectives in the Conquest

UNIT GOAL: After investigating and analyzing perspectives of Early American encounters through texts which include Spanish account, Aztec poetry, 20th Century art and poetry, students will write an expository essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Objective: After participating in Learning Stations, students will be able to compare perspectives of the conquest depicted by IMAGERY by completing Dialectical Journal

Handouts: Dialectical Journal

Homework: N/A

 

English 3P Honors: Weekly Update 9.22-9.26

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 9.22: Human Nature & Native American Oral Narratives

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: Native Voices Video,The Sun Still Risesby Joseph Bruchac, The Sun Still Rises Annotation Guide

Homework: N/A

Tuesday 9.23: Human Nature & Native American Oral Narratives

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 DIALECTICAL JOURNALS and Summaries that include events used to develop moral lesson in the story.

Handouts/ Reading: “The Sky Tree” a Huron narrative, “Coyote Finishes his Work” a Nez Perce Story, pp. 21-24 Dialectical Journal

Homework: N/A

Wednesday 9.24: Introduction to First Literatures 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: 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: N/A

Thursday 9.25: Introduction to Puritan Writing

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: Puritan Writing: SWBAT compare how Anne Bradstreet and Jonathan Edwards used figurative language and imagery to reveal their ideas about HUMAN NATURE.

Handouts: PRE-READING: Anticipation Guide,Edwards Notes & Tone Words

Homework: Read Anne Bradstreet, “Here Follow Some Verses upon the Burning of Our House, July 10, 1666” pp. 28-29

Friday 9.26: Jonathan Edwards

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: Puritan Writing: SWBAT compare how Anne Bradstreet and Jonathan Edwards used figurative language and imagery to reveal their ideas about HUMAN NATURE.

Handouts: “Sinners in the Hands of an Angry God” by Jonathan Edwards, pp. 44-49, Dialectical Journal

Homework: Read Anne Bradstreet, “Here Follow Some Verses upon the Burning of Our House, July 10, 1666” pp. 28-29 write a SUMMARY & COMPLETE DIALECTICAL JOURNAL

English 3P: Weekly Update 9.22-9.26

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 9.22: SOCRATIC SEMINAR 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: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’sDiscourse 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

Tuesday 9.23: SOCRATIC SEMINAR Assessment & GOOGLE CLASS Set Up

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 SOCRATIC SEMINAR FINAL THOUGHTS.

Handouts: N/A

Homework: N/A

Wednesday 9.24: Human Nature & Native American Oral Narratives

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: Native Voices Video,The Sun Still Risesby Joseph Bruchac, The Sun Still Rises Annotation Guide

Homework: N/A

Thursday 9.25: Human Nature & Native American Oral Narratives

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 DIALECTICAL JOURNALS and Summaries that include events used to develop moral lesson in the story.

Handouts/ Reading: “The Sky Tree” a Huron narrative, “Coyote Finishes his Work” a Nez Perce Story, pp. 21-24 Dialectical Journal

Homework: N/A

Friday 9.26: Introduction to First Literatures 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: 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: N/A