English 3P Honors Weekly Update: 10.27-10.31

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 10.27 “The Autobiography of The Declaration of Independence”

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 CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by ASSESSING a PROGRESS CHECK.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31!

Tuesday 10.28 Quarter Benchmark

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE 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: By completing QUARTER BENCHMARK, students will be able to mastery level for QUARTER 1.

Handouts: N/A

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

Wednesday 10.29 Socratic Seminar Preparation

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE 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: By preparing for a Socratic Seminar, students will be able to compare how ideas about human nature explored by Early American writers influenced the theme(s) depicted in Arthur Miller’s play The Crucible. 

Handouts: The Crucible Socratic Seminar, Cornell_Notes

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

Thursday 10.30 Socratic Seminar

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE 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: By participating in a Socratic Seminar, students will be able to compare how ideas about human nature explored by Early American writers influenced the theme(s) of Arthur Miller’s play The Crucible. 

Handouts: The Crucible Socratic Seminar, Socratic Seminar Evaluation Guide

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

Friday 10.31 Unit Final

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: In a TIMED WRITE ESSAY, SWBAT compare how ideas about human nature explored by Early American writers influenced the theme(s) depicted in Arthur Miller’s play The Crucible. 

Handouts: Learning Scale & Rubric

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

English 3P Weekly Update: 10.27-10.31

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 10.27 “Autobiography of The Declaration of Independence”

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 CLOSE READING, SWBAT COMPLETE A PROGRESS CHECK that identifies how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence”

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31, QUARTER Final on 11.3

Tuesday 10.28 QUARTER BENCHMARK

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: By completing QUARTER BENCHMARK, students will be able to mastery level for QUARTER 1.

Handouts: N/A

Homework: Notebooks due 10.31, QUARTER Final on 11.3

Wednesday 10.29 Writers’ Workshop & Intro to Philosophical Chairs

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 CLOSE READING, SWBAT identify ASSESS their ability to identify how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing peer review and evaluation process.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31, QUARTER Final on 11.3

Thursday 10.30 Philosophical Chairs

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: By reflecting and discussing Early American values and philosophical ideas, students will be able to explain how these early writers’ views of human nature influenced American identity and political thought.

Handouts: Philosophical Chairs Presentation, Philosophical Chairs

Homework: Notebooks due 10.31, QUARTER Final 11.3

Friday 10.31 World Cafe Day

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 participating in World Cafe, SWBAT discuss and analyze early American views of human nature.

Handouts: World Cafe Presentation, Handouts

Homework: QUARTER Final 11.3

Mexican American Literature and Culture: Weekly Update 10. 20-10.24

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 10.20: Perspectives of 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 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 reflective essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Handouts: Dialectical JournalLearning Stations

Homework: Notebooks due 10.31, Perspectives of the Conquest Portfolio Due 10.31

Tuesday 10.21: Perspectives of 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 reflective 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 investigating and analyzing perspectives of Early American encounters through texts which include Spanish account, Aztec poetry, 20th Century art and poetry, students will EVALUATE and REVISE a PEERS reflective essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Handouts: Revision GUIDE, Portfolio Guide

Homework: Notebooks due 10.31, Perspectives of the Conquest Portfolio Due 10.31

Wednesday 10.22: Introduction to the Mexican American War

UNIT GOAL: Students will write a persuasive essay which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.

Objective: After completing CORNELL NOTES on documentary on Mexican American War, students will be able to SUMMARIZE events leading up to the Mexican American War. 

Handouts: CORNELL NOTES, Summary Template

Homework: Notebooks due 10.31, Perspectives of the Conquest Portfolio Due 10.31

Thursday 10.23: Manifest Destiny

UNIT GOAL: Students will write a persuasive essay which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.

Objective: After analyzing John Gast’s painting, “American Progress,” students will be able to describe the painting and identify the message the painting conveys by completing a SAYS MEANS MATTERS and SUMMARY. 

Handouts: American Progress by John Gast Says Means Matters, Summary Template

Homework: Notebooks due 10.31, Perspectives of the Conquest Portfolio Due 10.31

Friday 10.24: John O’Sullivan, “The Great Nation of Futurity”

UNIT GOAL: Students will write a persuasive essay which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.

Objective: After a close reading of John O’Sullivan’s essay, “The Great Nation of Futurity,” students will be able to identity author’s claim and use of rhetorical triangle to achieve purpose. 

Handouts:  “Manifest Destiny” by John O’Sullivan

Homework: Notebooks due 10.31, Perspectives of the Conquest Portfolio Due 10.31

English 3P Honors: Weekly Update 10.20-10.24

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 10.20 Introduction to The Declaration of Independence

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE 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 viewing video on the The Declaration of Independence and Thomas Jefferson’s background, students will be able to write a background paragraph that describes the historical context of the founding document.

Handouts: Declaration of Independence Notes

Homework: Read & Summarize Dekanawida, Elizabeth Cady Stanton pp. 107-110, ACT IV of The Crucible, Notebooks due 10.31

Tuesday 10.21 “Autobiography of The Declaration of Independence

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE 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 CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a Dialectical Journal.

Handouts: Notes, “The Autobiography of The Declaration of Independence”

Homework: Read & Summarize Dekanawida, Elizabeth Cady Stanton pp. 107-110, ACT IV of The Crucible, Notebooks due 10.31

Wednesday 10.22 “Autobiography of The Declaration of Independence

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE 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 CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a TREE MAP.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Read & Summarize Dekanawida, Elizabeth Cady Stanton pp. 107-110, ACT IV of The Crucible, Notebooks due 10.31

Thursday 10.23 “Autobiography of The Declaration of Independence

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE 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 CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a PROGRESS CHECK.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal, Summary Template

Homework: Read & Summarize Dekanawida, Elizabeth Cady Stanton pp. 107-110, ACT IV of The Crucible, Notebooks due 10.31

Friday 10.24 “Autobiography of The Declaration of Independence

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 CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by ASSESSING a PROGRESS CHECK.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31

English 3P Weekly Update: 10.20-10.24

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 10.20 Introduction to The Declaration of Independence

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 viewing video on the The Declaration of Independence and Thomas Jefferson’s background, students will be able to write a background paragraph that describes the historical context of the founding document.

Handouts: Declaration of Independence Notes

Homework: Notebooks due 10.31

Tuesday 10.21 “Autobiography of The Declaration of Independence

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 CLOSE READING, SWBAT identify how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing annotations. 

Handouts: Notes, “The Autobiography of The Declaration of Independence”

Homework: Notebooks due 10.31

Wednesday 10.22 “Autobiography of The Declaration of Independence

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 CLOSE READING, SWBAT identify how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a Dialectical Journal.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31

Thursday 10.23 “Autobiography of The Declaration of Independence

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 CLOSE READING, SWBAT identify how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a SUMMARY.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal, Summary Template

Homework: Notebooks due 10.31

Friday 10.24 “Autobiography of The Declaration of Independence

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 CLOSE READING, SWBAT COMPLETE A PROGRESS CHECK that identifies how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence”

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31

English 3P Honors: Weekly Update 10.13-10.17

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 10.13 “The Interesting Life of Olaudah Equiano”

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 CLOSE READING, SWBAT WRITE A SUMMARY that identifies how Olaudah Equiano used figurative language, imagery, and the rhetorical triangle to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts: “The Interesting Life of Olaudah Equiano,” Notes, Summary Template

Homework: Read ACT 3 of Arthur Miller’s The Crucible, Phyllis Wheatly’s poem “To the Right Honorable William Earl of Dartmouth,”  “Notebooks due 10.31!

Tuesday 10.14 “The Interesting Life of Olaudah Equiano”

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 CLOSE READING SWBAT to use DIALECTICAL JOURNAL to identify how Equiano used rhetorical triangle to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts: Say Means Matters

Homework: Read ACT 3 of Arthur Miller’s The Crucible, Phyllis Wheatly’s poem “To the Right Honorable William Earl of Dartmouth,”  “Notebooks due 10.31!

Wednesday 10.15 “The Rhetoric of Slave Narratives” 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 CLOSE READING SWBAT to complete a progress check that describes how Equiano used figurative language, imagery, and the rhetorical triangle to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts: N/A

Homework: Notebooks due 10.31

Thursday 10.16 Introduction to The Declaration of Independence

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 viewing video on the The Declaration of Independence and Thomas Jefferson’s background, students will be able to write a background paragraph that describes the historical context of the founding document.

Handouts: The Declaration of Independence Notes

Homework: Notebooks due 10.31

Friday 10.17 “Autobiography of The Declaration of Independence

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 CLOSE READING, SWBAT identify how Thomas Jefferson used rhetorical triangle and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence”

Handouts:

Homework: Notebooks due TODAY!

English 3P Weekly Updates: 10.13-10.17

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 10.13 “The Interesting Life of Olaudah Equiano”

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 CLOSE READING, SWBAT WRITE A SUMMARY that identifies how Olaudah Equiano used figurative language, imagery, and the rhetorical triangle to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts: “The Interesting Life of Olaudah Equiano,” Notes, Summary Template

Homework: Notebooks due 10.31!

Tuesday 10.14 “The Interesting Life of Olaudah Equiano”

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 CLOSE READING SWBAT to use DIALECTICAL JOURNAL to identify how Equiano used rhetorical triangle to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts: Dialectical Journal

Homework: Notebooks due Friday

Wednesday 10.15 “The Interesting Life of Olaudah Equiano” 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 CLOSE READING SWBAT to complete a progress check that describes how Equiano used figurative language, imagery, and the rhetorical triangle to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts: N/A

Homework: Notebooks due 10.31

Thursday 10.16 Introduction to The Declaration of Independence

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 viewing video on the The Declaration of Independence and Thomas Jefferson’s background, students will be able to write a background paragraph that describes the historical context of the founding document.

Handouts: The Declaration of Independence Notes

Homework: Notebooks due 10.31

Friday 10.17 “Autobiography of The Declaration of Independence

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 CLOSE READING, SWBAT identify how Thomas Jefferson used rhetorical triangle and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence”

Handouts

Homework: Notebooks due TODAY!

Mexican American Litearture & Culture: Weekly Update 10.6-10.10

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 10.6: Perspectives of 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 JournalLearning Stations

Homework: Notebooks due Friday

Tuesday 10.7: Perspectives of 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,Learning Stations

Homework: Notebooks due Friday

Wednesday 10.8: Poetry of Perspective

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 Dialectical Journals in Learning Stations, students will be able to compare perspectives of conquest by writing, BioPoems, Found Poems, and Dialogue Poems

Handouts: Debrief Poems, Dialectical JournalLearning Stations,

Homework: Notebooks due Friday

Thursday 10.9: Poetry of Perspective

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 Dialectical Journals in Learning Stations, students will be able to compare perspectives of conquest by PERFORMING Dialogue Poems

Handouts: Debrief Poems, Dialectical JournalLearning Stations,

Homework: Notebooks due Friday

Friday 10.10: “Silence Concerning an Ancient Stone”

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 a close reading Rosario Castellanos‘s poem “Silence Concerning an Ancient Stone” students will be able to evaluate how the author utilizes imagery to communicate her perspective on the “conquest.”   

Handouts: Making Sense of Poetry for Rosario Castellanos’ poem “Silence Concerning and Ancient Stone”

Homework: Notebooks due TODAY!

English 3P Honors: Weekly Update 10.6-10.10

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 10.6: Jonathan Edwards & The Crucible

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: The Crucible Act 2 Dialectical Journal, Read The Crucible & Anne Bradstreet, “Here Follow Some Verses upon the Burning of Our House, July 10, 1666″ pp. 28-29 write a SUMMARY & COMPLETE DIALECTICAL JOURNAL

Tuesday 10.7 Puritan Writing 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: 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: Notebooks due Friday

Wednesday 10.8 Introduction to Slave 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: SWBAT compare how Phyllis Wheatley and Olaudah Equiano used figurative language and imagery to reveal their ideas about HUMAN NATURE.

Objective: AFTER viewing video on the MIDDLE PASSAGE and OLAUDAH EQUIANO’s background, students will be able to write a background paragraph that describes the historical context of “The Interesting Life of Olaudah Equiano.”

Handouts: Olaudah Equiano Notes & Tone Words

Homework: N/A

Thursday 10.9 “The Interesting Life of Olaudah Equiano”

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 CLOSE READING, SWBAT identify how Olaudah Equiano used figurative language and imagery to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts“The Interesting Life of Olaudah Equiano”

Homework: Phyllis Wheatly

Friday 10.10 “The Interesting Life of Olaudah Equiano”

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 CLOSE READING SWBAT to use DIALECTICAL JOURNAL to SUMMARIZE how Olaudah Equiano used figurative language and imagery to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts“The Interesting Life of Olaudah Equiano”

Homework: Phyllis Wheatly

English 3P: Weekly Update 10.6-10.10

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 10.6 “Sinners in the Hands of an Angry God”

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 CLOSE READING, SWBAT identify how Jonathan Edwards used figurative language and imagery to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

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

Homework: Notebooks due Friday

Tuesday 10.7 “Sinner in the Hands of an Angry God”

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 CLOSE READING SWBAT to use DIALECTICAL JOURNAL to SUMMARIZE how Jonathan Edwards used figurative language and imagery to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

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

Homework: Notebooks due Friday

Wednesday 10.8 “Sinner in the Hands of an Angry God”

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 CLOSE READING SWBAT to complete a progress check that describes how Jonathan Edwards used figurative language and imagery to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

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

Homework: Notebooks due Friday

Thursday 10.9 Introduction to Slave 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 viewing video on the MIDDLE PASSAGE and OLAUDAH EQUIANO’s background, students will be able to write a background paragraph that describes the historical context of “The Interesting Life of Olaudah Equiano.”

Handouts: Olaudah Equiano Notes & Tone Words

Homework: Notebooks due Friday

Friday 10.10 “The Interesting Life of Olaudah Equiano”

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 CLOSE READING, SWBAT identify how Olaudah Equiano used figurative language and imagery to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE.

Handouts“The Interesting Life of Olaudah Equiano”,Dialectical Journal

Homework: Notebooks due TODAY!