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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: SOAPS & Dialectical 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.
T 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. 