English 3P Weekly Updates: 12.8-12.12

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 GoalWrite 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.

HandoutsSelf RelianceNatureEmerson’s Transcendentalism NotesSays Means MattersAnalytical Summary

Homework:

Tuesday 12.9 Introduction to Henry David Thoreau

Unit GoalWrite 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.  

HandoutsThoreau Transcendentalism,

Homework: N/A

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

Unit GoalWrite 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 MattersSummarize

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

Thursday 12.11 Henry David Thoreau & from “Civil Disobedience”

Unit GoalWrite 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 MattersSummarize

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

Friday 12.12 Henry David Thoreau & from “Civil Disobedience”

Unit GoalWrite 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 MattersSummarize

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