Monday 10.23 “Autobiography of The Declaration of Independence“
Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: After CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a Says Means Matters
Tuesday 10.24 Contextualizing “Autobiography of The Declaration of Independence“
Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: After CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a SOAPS
Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: After CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing a PROGRESS CHECK.
Handouts: Learning Scale
Homework: N/A
Thursday 10.25 Public Documents Progress Check
Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: After CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by ASSESSING a PROGRESS CHECK.
Handouts: Learning Scale, Progress Check Revision
Homework: N/A
Friday: Encounters and Foundations Introduction Paragraph
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: By reflecting on UNIT CONCEPTS, students will be able to write an introductory paragraphs that explains how these early writers’ views of human nature influenced American identity and political thought.
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: By reviewing terms, writers, and reflecting and discussing Early American values and philosophical ideas, students will be able to explain how these early writers’ views of human nature influenced American identity and political thought.
Handouts: Graffiti Wall
Homework: Start on Midterm Paper
Tuesday: Encounters and Foundations Introduction Paragraph
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: By reflecting on UNIT CONCEPTS, students will be able to write an introductory paragraphs that explains how these early writers’ views of human nature influenced American identity and political thought.
Homework: Enconters Final due on November 2! Quarter 1 Benchmark on November 4
Wednesday: MLA Style
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: By reflecting on UNIT CONCEPTS, students will be able to write an introductory paragraphs that explains how these early writers’ views of human nature influenced American identity and political thought.
Homework: Enconters Final due on November 2! Quarter 1 Benchmark on November 4
Thursday: Introduction to Romanticism
Unit Goal:Write 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.
Homework: Enconters Final due on November 2! Quarter 1 Benchmark on November 4
Friday: Introduction to Romanticism
Unit Goal:Write 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: Students can define features of American Romanticism as a cultural and intellectual movement that arose out of the historical context of the early 19th century by completing American Romanticism Pamphlet in small groups
MONDAY: “Speech to the Virginia Convention” Progress Check
OBJECTIVE: After reading, annotating, and discussing Patrick Henry’s “Speech to the Virginia Convention”, students will be able to complete a progress check that reveals evidence of their ability to : 1.) identify authors’ purpose , claim and use of parallel structure, loaded words, and the rhetorical triangle 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did authors of Early American speeches such as Patrick Henry view HUMAN NATURE? How did these thinkers use the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
TUESDAY: “Speech to the Virginia Convention” Progress Check REVISION
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
OBJECTIVE: After reading, annotating, and discussing Patrick Henry’s “Speech to the Virginia Convention”, students will be able to assess and revise a progress check that reveals evidence of their ability to : 1.) identify authors’ purpose , claim and use of parallel structure, loaded words, and the rhetorical triangle 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did authors of Early American speeches such as Patrick Henry view HUMAN NATURE? How did these thinkers use the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: By reflecting and discussing Early American values and philosophical ideas, students will be able to explain how these early writers’ views of human nature influenced American identity and political thought.
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: By reflecting and discussing Early American values and philosophical ideas, students will be able to explain how these early writers’ views of human nature influenced American identity and political thought.
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: By reviewing terms, writers, and reflecting and discussing Early American values and philosophical ideas, students will be able to explain how these early writers’ views of human nature influenced American identity and political thought.
MONDAY: The Interesting Life of Olaudah Equiano PROGRESS CHECK
OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to write formal analytical paragraphs that provide evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
TUESDAY: The Interesting Life of Olaudah Equiano PROGRESS CHECK PEER REVISION
OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to write formal analytical paragraphs that provide evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
OBJECTIVE: After reading and annotating Phyllis Wheatly’s “To the Right Honorable William, Earl of Dartmouth”, students will be able to provide evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did authors view HUMAN NATURE? How did Phyllis Wheatly use IMAGERY and to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
THURSDAY: Introduction to the Declaration of Independence
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: AFTER viewing video on the The Declaration of Independence and Thomas Jefferson’s background, students will be able to write a background paragraph that describes the historical context of the founding document.
Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.
Objective: After CLOSE READING, SWBAT compare how Thomas Jefferson and Elizabeth Cady Stanton used rhetorical triangle and parallelism to achieve purpose, communicate tone, and reveal their ideas about HUMAN NATURE in The Declaration of Independence”
Essential Question: How did authors such as Thomas Jefferson view HUMAN NATURE? How did documents like the Declaration of Independence, use the RHETORICAL TRIANGLE & PARALLELISM to communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
OBJECTIVE: By building background on the author of “The Interesting Life of Olaudah Equiano”, students will be able to: 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did author’s of slave narratives such as Olaudah Equiano and Phyllis Wheatly view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano” and Phyllis Wheatly’s poetry, use IMAGERY and the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
TUESDAY: Persuasive Imagery in “The Interesting Life of Olaudah Equiano”
OBJECTIVE: By reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to: 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
WEDNESDAY: Introduction to the Aristotelian Triangle & Rhetorical Analysis of “The Interesting Life of Olaudah Equiano”
OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to provide evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
THURSDAY: The Interesting Life of Olaudah Equiano SOAPS
OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to complete SOAPS to to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
FRIDAY: The Interesting Life of Olaudah Equiano PROGRESS CHECK
OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to write formal analytical paragraphs that provide evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
OBJECTIVE: By reading and annotating Patrick Henry’s “Speech to the Virginia Convention”, students will be able to: 1.) identify authors’ purpose , claim and use of parallel structure, loaded words, and the rhetorical triangle 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did authors of Early American speeches such as Patrick Henry view HUMAN NATURE? How did these thinkers use the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
OBJECTIVE: By reading and annotating Patrick Henry’s “Speech to the Virginia Convention”, students will be able to: 1.) identify authors’ purpose , claim and use of parallel structure, loaded words, and the rhetorical triangle 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did authors of Early American speeches such as Patrick Henry view HUMAN NATURE? How did these thinkers use the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
THURSDAY: Rhetorical Triangle in “Speech to the Virginia Convention”
OBJECTIVE: By reading and annotating Patrick Henry’s “Speech to the Virginia Convention”, students will be able to: 1.) identify authors’ purpose , claim and use of parallel structure, loaded words, and the rhetorical triangle 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did authors of Early American speeches such as Patrick Henry view HUMAN NATURE? How did these thinkers use the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
FRIDAY: “Speech to the Virginia Convention” Progress Check
OBJECTIVE: After reading, annotating, and discussing Patrick Henry’s “Speech to the Virginia Convention”, students will be able to complete a SOAPS hat reveals evidence of their ability to : 1.) identify authors’ purpose , claim and use of parallel structure, loaded words, and the rhetorical triangle 2.) explain how these early writers’ views of human nature influenced American identity and political thought.
Essential Question: How did authors of Early American speeches such as Patrick Henry view HUMAN NATURE? How did these thinkers use the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
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Monday: Where I’m From Poem
Objective: This exercise will help elicit fresh and surprising insights into your relationship to friends, neighborhood, and community.
MONDAY: ARCHETYPES in Native American Oral Narratives
OBJECTIVE: After ANNOTATING passages from creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing ARCHETYPES and completing SUMMARIES that include events used to develop moral lesson in the story.
ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
TUESDAY: ARCHETYPES in “The Sky Tree” & “Coyote Finishes His Work” Coffeehouse Discussion
OBJECTIVE: After ANNOTATING passages from creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing ARCHETYPES in COFFEEHOUSE DISCUSSION.
ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
WEDNESDAY: ARCHETYPES in “Coyote Finishes his Work” Gallery Walk
OBJECTIVE: After COFFEEHOUSE DISCUSSION on creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing PEER’S VIEWS of archetypal significance of Coyote by participating in a GALLERY WALK.
ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
THURSDAY: NATIVE AMERICAN ORAL NARRATIVES PROGRESS CHECK
OBJECTIVE: After close reading and academic discussions on creation stories of the Americas, students will be able to provide evidence of their ability to identify archetypes that express native views of “human nature” by completing PROGRESS CHECK.
ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
Notes & Handouts: LEARNING SCALE
FRIDAY: NATIVE AMERICAN ORAL NARRATIVES PROGRESS CHECK REVISION
OBJECTIVE: After completing a PROGRESS CHECK on creation stories of the Americas, students will be able to ASSESS MASTERY LEVEL according to evidence of their ability to identify archetypes that express native views of “human nature” by completing PROGRESS CHECK.
ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?
MONDAY: ARCHETYPES in Native American Oral Narratives
TUESDAY: ARCHETYPES in “The Sky Tree” & “Coyote Finishes His Work” Coffeehouse Discussion
THURSDAY: NATIVE AMERICAN ORAL NARRATIVES PROGRESS CHECK