Month: December 2014

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 12.15 Introduction to Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By researching Edgar Allan Poe’s background, students will be able to: 1.) identify influences on philosophical attitudes and themes c 2.) analyze the effect of Edgar Allan Poe’s writing on American culture and literature.

Handouts: Edgar Allan Poe Notes, “The Raven”,

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

Tuesday 12.16 “The Raven” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.

Handouts: Edgar Allan Poe Notes, The Raven,

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

Wednesday 12.17 “The Raven” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.

Handouts:  Edgar Allan Poe Notes, The Raven, Says Means Matters

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

Thursday 12.18 “The Raven” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.

Handouts:  Edgar Allan Poe Notes, The Raven, Says Means Matters

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

Friday 12.19 Romantic Symbolism in “The Raven” & “The Pit and the Pendulum” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.

Handouts:  Edgar Allan Poe Notes, The Raven, Says Means Matters

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

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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,

Monday 12.15 La Llorona as a subverted Archetype

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 Juana Alicia’s mural “The Wisdom of the Elders”, students will be able to write a paragraph which evaluates Juana Alicia’s use of “La Llorona” and the Nahuatl mythology to subvert traditional notions of gender. 

Handouts: Notes

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6

Tuesday 12.16 Introduction to Zoot Suit by Luis Valdez

UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.

Objective: After completing CORNELL NOTES on research questions, students will be able to write a summary that identifies significant historical contexts and issues inspired Luis Valdez to write Zoot Suit.

Handouts:  Cornell Notes, Slide Presentations, video

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6

Wednesday 12.17 Historical Context Presentations

UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.

Objective: After completing CORNELL NOTES on research questions, students will be able to write a summary that identifies significant historical contexts and issues inspired Luis Valdez to write Zoot Suit.

Handouts:  CORNELL NOTES Handout

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6

 

Thursday 12.18 Zoot Suit a play by Luis Valdez

UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans use art and writing to assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.

Objective: After completing ANALYSIS MAP of Zoot Suit, students will be able to identify THEME communicated about Mexican American identity through the symbolism of the “Pachuco” or zoot suiter.

Handouts: Analysis Map

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6

 

Friday 12.19 Zoot Suit a play by Luis Valdez

UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans use art and writing to assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.

Objective: After completing ANALYSIS MAP of Zoot Suit, students will be able to identify THEME communicated about Mexican American identity through the symbolism of the “Pachuco” or zoot suiter.

Handouts: Analysis Map

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6

 

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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 12.15 Thoreau Progress Check

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to provide evidence OF THEIR ABILITY TO ANALYZE how the author uses paradox to convey his ideas about the individual and SOCIETY by assessing Romanticism Progress Check 2.2.

Handouts: N/A

Homework: Notebooks due 12.19

Tuesday 12.16 Thoreau Progress Check Assessment

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to ASSESS MASTERY OF THEIR ABILITY TO ANALYZE how the author uses paradox to convey his ideas about the individual and SOCIETY by assessing Romanticism Progress Check 2.2.

Handouts: N/A

Homework: Notebooks due 12.19

Wednesday 12.17 Introduction to Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After watching video clips on Edgar Allan Poe, students will be able to use notes to write a background paragraph that describes the author’s background, writing careers, and influences.  

Handouts: Edgar Allan Poe Notes, Introduction Video

Homework: Notebooks due 12.19

Thursday 12.18 “The Raven” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After reading Edgar Allan Poe’s poem  “The Raven”, students will be able to identify the author’s use of symbolism and unreliable narrator paradox to convey his ROMANTIC views about TRUTH and DEATH 

Handouts: “The Raven,” Say Means Matters, Summary Template

Homework: Notebooks due 12.19

Friday 12.19 “The Raven” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After reading Edgar Allan Poe’s poem  “The Raven”, students will be able to identify the author’s use of symbolism and unreliable narrator paradox to convey his ROMANTIC views about TRUTH and DEATH 

Handouts: “The Raven,” Say Means Matters, Summary Template

Homework: Notebooks due 12.19

 

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,

Monday 12.8 Corridos Progress Check Assessment

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 corridos, and completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to write a paragraph that defines corridos and evaluates the  the film and write a character analysis of masculine figures as depicted in corridos.  

Handouts: Corridos Infosheet, Corridos Notes, El Corrido de Gregorio Cortez, Film Questions

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Tuesday 12.9 Introduction to Cuentos

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.

Handouts:  Pre-reading: What is a cuento or a folk tale? What is its function? Who is “La Llorona”? What cultural values and fears are communicated by this feminine archetype?

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Wednesday 12.10 La Llorona (Late Start)

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.

Handouts:  Pre-reading: What is a cuento or a folk tale? What is its function? Who is “La Llorona”? What cultural values and fears are communicated by this feminine archetype?

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Thursday 12.11 La Llorona Analysis

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.

Handouts:  Reading: “La Llorona“, Spiritual Cleansing: A Mexican Ghost Story

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Friday 12.12 Retelling La Llorona

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.

Handouts:  Analytical Summary, SOAPS Analysis, Write your Own Cuento starring La Llorona

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

 

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 12.8 Thoreau Progress Check

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Henry David Thoreau’s essays from “Walden” and “Resistance to Civil Government”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about INDIVIDUALITY & SOCIETY by completing Romanticism Progress Check 2.0.

Handouts: N/A

Homework: N/A

Tuesday 12.9 Thoreau Progress Check Assessment

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Henry David Thoreau’s essays from “Walden” and “Resistance to Civil Government”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about INDIVIDUALITY & SOCIETY by assessing Romanticism Progress Check 2.0.

Handouts: Romanticism Learning Scale

Homework: N/A

Wednesday 12.10 Introduction to Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.

Handouts: Notes,

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

Thursday 12.11 “The Raven” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.

Handouts: Notes,

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

Friday 12.12 “The Raven” by Edgar Allan Poe

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.

Handouts:  Says Means Matters Summarize 

Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis

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 12.8 Emerson Progress Check Assessment

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Ralph Waldo Emerson’s essays “Nature” and “Self-Reliance”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by assessing Romanticism Progress Check 1.0.

Handouts: Self Reliance, Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework:

Tuesday 12.9 Introduction to Henry David Thoreau

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Thoreau Transcendentalism,

Homework: N/A

Wednesday 12.10 Henry David Thoreau & from “Civil Disobedience” (Late Start)

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After reading from Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206

Thursday 12.11 Henry David Thoreau & from “Civil Disobedience”

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After reading from Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206

Friday 12.12 Henry David Thoreau & from “Civil Disobedience”

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After reading from Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206

 

Handouts:  Says Means Matters Summarize 

Homework: Read from “On Nonviolent Resistance” by Mohandas Ghandi and “Letter from Birmingham” by Dr. Martin Luther King, Jr. pp. 220-222

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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 12.1 Non Student Day

 

Tuesday 12.2: “The Ballad of Gregorio Cortez” film

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos.  

Handouts: The Ballad of Gregorio Cortez Film Notes

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Wednesday 12.3: “The Ballad of Gregorio Cortez” film

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos.  

Handouts: The Ballad of Gregorio Cortez Film Notes, Summary Template

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Thursday 12.4: “The Ballad of Gregorio Cortez” film

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 while viewing the film, “The Ballad of Gregorio Cortez,” students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos.

Handouts: Corridos Infosheet, Corridos Notes, El Corrido de Gregorio Cortez, Background

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Friday 12.5: “The Ballad of Gregorio Cortez” Progress Check

UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio 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 while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos.  

Handouts: Corridos Infosheet, Corridos Notes, El Corrido de Gregorio Cortez, Film Questions

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

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 12.1 Non Student Day

 

Tuesday 12.2 Introduction to Henry David Thoreau

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Thoreau Transcendentalism, Walden p. 189-206

Homework: Summarize Walden

Wednesday 12.3 Henry David Thoreau & from “Walden”

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Thoreau Transcendentalism, Walden p. 189-206

Homework: Summarize Walden

Thursday 12.4 Henry David Thoreau & from “Civil Disobedience”

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After reading from Henry David Thoreau’s essay “Civil Disobedience”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.  

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206, Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Friday 12.5 Henry David Thoreau & from “Civil Disobedience”

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Henry David Thoreau’s essay “Self-Reliance”, students will be able to identify how the author uses METAPHORS to convey his ideas about NATURE and SOCIETY by completing SAYS MEANS MATTERS TEMPLATE.  

Handouts:  Says Means Matters Summarize 

Homework: Read from “On Nonviolent Resistance” by Mohandas Ghandi and “Letter from Birmingham” by Dr. Martin Luther King, Jr. pp. 220-222

 

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 12.1 Non Student Day

 

Tuesday 12.2 Self Reliance

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Ralph Waldo Emerson’s essay’s “Self Reliance”, students will be able to identify how the author uses metaphor to convey his ideas about the individual and SOCIETY.

Handouts: Self Reliance, Emerson’s Transcendentalism Notes

Homework: Summarize “Self-Reliance” and Read Walt Whitman’s excerpt Number 52 from “Song of Myself”

Wednesday 12.3 Metaphor and Self- Reliance

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Ralph Waldo Emerson’s essay’s “Self-Reliance”, students will be able to identify how the author uses metaphor to convey his ideas about Nature, the individual, and SOCIETY by completing SAYS MEANS MATTERS TEMPLATE and SUMMARY.

Handouts: Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Summarize “Self-Reliance” and RRead Walt Whitman’s excerpt Number 52 from “Song of Myself”

Thursday 12.4 Emerson Progress Check

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Ralph Waldo Emerson’s essays “Nature” and “Self-Reliance”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by completing Romanticism Progress Check 1.0.

Handouts: Self Reliance, Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Thoreau Quote Analysis

Friday 12.5 Emerson Progress Check Assessment

Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: After close reading an excerpt of Ralph Waldo Emerson’s essays “Nature” and “Self-Reliance”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by assessing Romanticism Progress Check 1.0.

Handouts: Self Reliance, Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Thoreau Quote Analysis