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!