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