English 3P Honors: Notes and Handouts 3.23-3.27

3.23 “The Moderns: : 1914-1949” by John Leggett and John Malcolm Brinnin pp. 562-569, Cornell Notes

3.24 Introduction to the American Dream

3.25 Introduction to Modernism: Pick up Gatsby Features of Modernism

3.26: Gatsby Chapter 1:  Who is the narrator?  What is his background and how are his character traits revealed by his interest in Gatsby?

3.27:  Gatsby Chapter 1:  Describe the setting and explain how Fitzgerald introduces features of Modernism in Chapter 1.

English 3P: 3.23-3.27 Notes and Handouts

3.23 “The Moderns: : 1914-1949” by John Leggett and John Malcolm Brinnin pp. 562-569, Cornell Notes

3.24 Introduction to the American Dream

3.25 Introduction to Modernism: Pick up Gatsby

3.26 Realism Essay Turnitin.com: Directions

Class Codes:

Period 1: 9125638 PW: 3PPer1

Period 3: 9125667 PW: 3PPer3

Period 6: 9125677 PW: 3PPer6

Features of Modernism

3.27: Gatsby Chapter 1:  Who is the narrator?  What is his background and how are his character traits revealed by his interest in Gatsby?

 

English 3P Honors: 3.16-3.20 Notes and Handouts

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 selections of American Realist literature, students will be able to analyze and evaluate the literary movement’s philosophical attitude through essay revisions and a Socratic Seminar discussion.

3.16 Progress Check Revision and Evaluation, Realism Final Directions and Rubric

3.17 Realism and Justice Reflection, Realism Gallery Walk

3.18 Socratic Seminar Preparation: Socratic Seminar Preparation Notes

3.19 Socratic Seminar Day 1: Socratic Seminar Evaluation Guide

3.20 Socratic Seminar Day 2: Socratic Seminar Evaluation Guide

 

#English3P: 3.16-3.20 Notes and Handouts

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 selections of American Realist literature, students will be able to analyze and evaluate the literary movement’s philosophical attitude through essay revisions and a Socratic Seminar discussion.

3.16 Progress Check Revision and Evaluation, Realism Final Directions and Rubric

3.17 Realism and Justice Reflection, Realism Gallery Walk

3.18 Socratic Seminar Preparation: Socratic Seminar Preparation Notes

3.19 Socratic Seminar Day 1: Socratic Seminar Evaluation Guide

3.20 Socratic Seminar Day 2: Socratic Seminar Evaluation Guide

 

#English3PHonors: 3.9-3.13 Notes and Handouts #notebooksdueFriday

Week’s Objective: After CLOSE READING Ambroce Bierce’s short story “Occurrence at Owl Creek Bridge” & Kate Chopin’s “Story of an Hour,” students will analyze the use of POINT OF VIEW as a feature of PSYCHOLOGICAL REALISM to reveal philosophical beliefs about (in)justice.

3.9 “Occurence at Owl Creek Bridge.” Dialectical Journal & SOAPS

3.10 Watch Twilight Zone Episode of “Occurrence at Owl Creek Bridge”: Prepare for Mini-Socratic Seminar on Justice in “Occurrence at Owl Creek Bridge” and “The Story of An Hour”  by Kate Chopin.

3.11 Collaboration Day: Mark Twain Progress Check Assessment Revision

3.12 Socratic Seminar: Gender, War, and Justice

3.13 Realism Progress Check 3.3

* Can you identify stylistic features of Psychological Realism in Ambroce Bierce’s “Occurrence at Owl Creek Bridge” and Kate Chopin’s “The Story of an Hour”?

* Can you compare the use of POINT OF VIEW to convey philosophical attitudes and ideas about JUSTICE in both texts?

 

#Mexamlitgghs: 3.9-3.13 Notes and Handouts #notebooksdueFriday

Objectives: This week, students will be able to write a summary that identifies significant historical contexts, tropes, and themes of Mexican American Literature.

3.9  What does the short story “Senior Picture Day” reveal about the narrator’s identity and her relationship to an “Indian” heritage? & Image analysis of Aztec Calendar

3.10 Making Sense of Poetry for Rosario Castellanos’ poem “Silence Concerning and Ancient Stone”

3.11 Analytical Summary and Reaction: What does the poem reveal about the narrator’s identity and her relationship to an “Indian Heritage”?

3.12 Image Analysis of Diego Rivera’s La Gran Tenochtitlan

3.13  Analytical Summary and Reaction: What does the mural La Gran Tenochtitlan reveal about the artists identity and his relationship to an “Indian Heritage”?: NOTEBOOKS DUE TODAY

#English3P: 3.9-3.13 Notes and Handouts #notebooksdueFRIDAY

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.

AbierceWeek’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude and use of  ETHOS, PATHOS, and LOGOS as support.

3.9:  Bierce Notes & Close Read:“Occurrence at Owl Creek Bridge.” & Watch Twilight Zone Episode of “Occurrence at Owl Creek Bridge”

3.10 ANALYZE “Occurrence at Owl Creek Bridge.” using Dialectical Journal & SOAPS

3.11 Watch Twilight Zone Episode of “Occurrence at Owl Creek Bridge”

3.12 “The Lowest Animal” Revision

3.13 “Occurrence at Owl Creek Bridge” Progress Check: 2.23-3.13 NOTEBOOKS DUE TODAY

MISC: Socratic Seminar Preparation Notes