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

English 3P Honors: Handouts and Notes for 2.2-2.6

AMERICAN REALISM: 1860-1914

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

2.2 Quarter 3 Syllabus Honors

2.3 What is Reality? and Introduction to Justice

2.3 B: HW: Read “The Rise of Realism” by Gary Arpin pp. 382-395 and Create Cornell Notes labeled 2.3B this should include summary that prepares you to answer the questions:

1.) How and when did American writers and poets respond to the Civil War? 2.) What are the basic characteristics of realism? 3.) What did the naturalist writers believe?

2.4 Introduction to Realism: Notes

2.5 Historical Context of Realism Gallery Walk: Dialectical Journal

2.6 The Rise of Realism by Gary Arpin Notes & Rhetorical Appeals in Abolitionist Propaganda

H.W. Read “Narrative of the Life of Frederick Douglass” pp. 396-404 & complete SOAPS and Rhetorical Analysis as item 2.8

English 3P: Notes & Handouts for 2.2-2.6

AMERICAN REALISM: 1860-1914

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

2.2 Quarter 3 Class Syllabus

2.3 What does Plato’s Cave teach about reality?

2.4 Introduction to Justice

2.5 Introduction to Realism: Notes, Introductory Video

2.6 Historical Context of Realism Gallery WalkDialectical Journal

 

 

Mexican American Literature and Culture: Week of 2.2.2015

Welcome to Mexican American Literature & Culture Spring Semester Edition!

Over the next week we will be completing the following activities to meet the class objectives.

Introduction:

2.2  Class Orientation &  Class Syllabus, Subscribe to Class REMIND: (714) 872-8810 @mexamlit and/ or follow TWITTER FEED: @AlbasclassGGHS

2.3 Identity Circles

2.4 Family Interviews

2.5 “I am from” poems

2.6 Introductory Readings:

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

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

c.  YouRadio.org Essay: What is this student’s opinion? Do you Agree or Disagree?