English 3P Honors: Notes and Handouts for Week of 2.9-2.12

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice

Week’s Objectives: After reading, Frederick Douglass’s “Narrative of the Life of Frederick Douglass” and “What to the Slave is the Fourth of July,”  students will be able to write a paragraph that analyzes and evaluates the abolitionist arguments and use of ethos, pathos, and logos as support.

2.8 HOMEWORK: SOAPSDialectical Journal of Fredrick Douglass’s “Narrative of the Life of Frederick Douglass” pp. 398-404.

2.9 Abolitionist Propaganda & Douglass Notes

2.10 What to the Slave is the Fourth of July by Frederick Douglass read by Danny Glover

2.11 COLLABORATION DAY SCHEDULE: What to the Slave is the Fourth of July SOAPS & Rhetorical Analysis using Dialectical Journal

2.12 Progress Check on Unit Series Objectives

* After completing notes and discussing ideas with pods, students will be able to define Realism and evaluate its treatment on the topics of JUSTICE.

*  After reading, Frederick Douglass’s “Narrative of the Life of Frederick Douglass” and “What to the Slave is the Fourth of July,”  students will be able to write a paragraph that analyzes and evaluates the abolitionist arguments and use of ethos, pathos, and logos as support.

 

Mexican American Literature & Culture: 2.9-2.12

Objective: This week, students will be able to define central terms and evaluate basic issues and themes in Mexican American Literature and Culture by completing the following activities:

2.9. ” The Dangers of the Single Story” by Chimamanda Ngozi Adichie for TED TALKS

2.10. Summarize Adichie’s TED Talk &

2.11 Why ethnic studies programs are good for California, and America – LA Times

2.12 Assimilation, Acculturation, and Resistance: Philosophical Chairs Activity

 

English 3P: 2.9-2.12 Notes & Handouts

UNIFrederick_Douglass_c1860sT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Week’s Objectives: After reading, Frederick Douglass’s “Narrative of the Life of Frederick Douglass,” students will be able to write a paragraph that analyzes and evaluates the abolitionist arguments and use of ETHOS, PATHOS, and LOGOS as support.

2.9  Abolitionist Propaganda

2.10 Introduction to Frederick Douglass

2.11 Read: from the “Narrative of the Life of Frederick Douglass” pp. 398-404 Dialectical Journal

2.12 ANALYZE “Narrative of the Life of Frederick Douglass” by completing  Dialectical JournalSOAPS Analysis pp. 398-404

2.13-2.16 Four Day WEEKEND!  Enjoy President’s Valentine’s Day! PREPARE for Progress Check on “Narrative of the Life of Frederick Douglass” on 2/17