Month: October 2015

Monday: Artist Biography

Objective: Students will use Artist Bio guiding questions to write artist biography for Creative Nonfiction Collection.

Handouts: Artist Bio guiding questions & Example

Announcements/Upcoming: Creative Nonfiction Collection Due: Friday, Cr8 Cafe Reading on Friday

Tuesday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to complete Creative Nonfiction Collection.

Handout: Creative Nonfiction Portfolio

CHECKLIST:

__ Cover

__ Dedication & Quote

__ Original Works

__ Reflection

__ Artist Bio

__ Reading

__ e-mail three pictures on Friday!

Announcements/Upcoming: Creative Nonfiction Collection Due: Friday, Cr8 Cafe Reading on Friday

Wednesday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to complete Creative Nonfiction Collection.

Handout: Creative Nonfiction Portfolio

CHECKLIST:

__ Cover

__ Dedication & Quote

__ Original Works

__ Reflection

__ Artist Bio

__ Reading

__ e-mail three pictures on Friday!

Announcements/Upcoming: Creative Nonfiction Collection Due: Friday, Cr8 Cafe Reading on Friday

Thursday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to complete Creative Nonfiction Collection.

Handout: Creative Nonfiction Portfolio

CHECKLIST:

__ Cover

__ Dedication & Quote

__ Original Works

__ Reflection

__ Artist Bio

__ Reading

__ e-mail three pictures on Friday!

Announcements/Upcoming: Creative Nonfiction Collection Due: Friday, Cr8 Cafe Reading on Friday

Friday: READING!

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

Handouts: Notes, “The Autobiography of The Declaration of Independence”

Homework: Read about Elizabeth Cady Stanton and Write Background Paragraph, Close Read & Annotate The Declaration of Sentiments on the Rights of Women, Complete 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

Handouts: SOAPS

Homework: Read about Elizabeth Cady Stanton and Write Background Paragraph, Close Read & Annotate The Declaration of Sentiments on the Rights of Women, Complete Says-Means-Matters

Wednesday 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 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.

Handouts: Gallery Walk Review

Homework:  Encounters Final  due on November 4 Quarter 1 Benchmark on November 4

Monday:  Unit Review Graffiti Wall

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.

Handouts: Gallery Walk Review

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.

Handouts: MLA RULES  www.turnitin.com Formatting Video, Works Cited Video (instructions for turnitin.com click here)

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.

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 notes.

Handouts: Notes.

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

Handouts: American Romanticism Pamphlet in small groups

Homework:  Enconters Final  due on November 2! Quarter 1 Benchmark on November 4

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?

HANDOUTS:    Learning Scales

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?

HANDOUTS:    Progress Check Revision Learning Scales

WEDNESDAY: Philosophical Chairs Prep (Late Start)

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.

Handouts: Philosophical Chairs Presentation, Philosophical Chairs

Homework: Notebooks due 10.23, QUARTER Final 11.4

THURSDAY: Philosophical Chairs Prep

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.

Handouts: Philosophical Chairs Presentation, Philosophical Chairs

Homework: Notebooks due 10.23, QUARTER Final 11.4

FRIDAY:  Unit Review Graffiti Wall

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: NOTEBOOKS DUE TODAY!

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?

HANDOUTS:   Learning Scales, Progress Check Revision Guide

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?

HANDOUTS:   Learning Scales, Progress Check Revision Guide

WEDNESDAY:  Phyllis Wheatly Revision

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?

Homework: Annotate & Summarize Phyllis Wheatly’s poem, ““To the Right Honourable William, Earl of Dartmouth”

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.

Handouts:from “The Autobiography: The Declaration of Independence” Declaration of Independence Notes,

FRIDAY:  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 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?

Handouts:from “The Autobiography: The Declaration of Independence” Declaration of Independence Notes,

Homework: Read about Elizabeth Cady Stanton and Write Background Paragraph, Close Read & Annotate The Declaration of Sentiments on the Rights of Women, Complete Says-Means-Matters

 

Monday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Tuesday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Wednesday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Thursday: Critical Feedback Practice Day 1

Objective:  Students will use Lerman Method for Critical Feedback to evaluate autobiographical story and poem from Always Running by Luis Rodriguez.

Handouts: from Always Running by Luis Rodriguez, Lerman Method for Critical Feedback

Announcements/Upcoming: Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Friday: Critical Feedback Day 2

Objective:  Students will use Lerman Method for Critical Feedback to revise creative nonfiction collection in peer groups.

Handouts: Cisneros on Search for Place and Fiction, Mentor text, Student Samples

Announcements/Upcoming:  Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

MONDAY:  Introduction to Slave Narratives

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?

HANDOUTS:   Olaudah Equiano Notes, The Interesting Life of Olaudah Equiano

Homework: Summary Template

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?

HANDOUTS:   Olaudah Equiano NOTES, The Interesting Life of Olaudah Equiano,

Homework: Summary Template

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?

HANDOUTS:   Olaudah Equiano NOTES, Rhetorical Triangle, Dialectical Journal

Homework: Annotate & Summarize Phyllis Wheatly’s poem, ““To the Right Honourable William, Earl of Dartmouth”

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?

HANDOUTS:   SOAPS

Homework: Annotate & Summarize Phyllis Wheatly’s poem, ““To the Right Honourable William, Earl of Dartmouth”

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?

HANDOUTS:   Learning Scales, Progress Check Revision Guide

MONDAY:  Introduction to Patrick Henry

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?

HANDOUTS:   Patrick Henry Notes, Patrick Henry Biography

Homework: Summary Template

TUESDAY:   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?

HANDOUTS:   “Speech to the Virginia Convention”

Homework: Summary Template

 

WEDNESDAY:  PSAT for all Juniors

 

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?

HANDOUTS:   Says-Means-Matters —

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?

HANDOUTS:   SOAPS, Learning Scales

HOMEWORK:  Expository Summary

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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.

Handouts: Where I’m from by George Ella Lyon, Where Im From, Student Samples

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Tuesday:  Critical Feedback

Objective: Students will use Lerman Method for Critical Feedback to revise and workshop new works.

Handouts: Lerman Method for Critical Feedback

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Wednesday: I want to know why

Objective : Identify gaps in your understanding or knowledge in order to generate raw material for short stories.

Handouts: Exercises

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Thursday: Revisions for “Where I’m from” short story, or “I want to know why”

Objective: Use “Where I’m from” and “I want to know why” exercises to write a personal narrative that uses detailed imagery.

Handouts: Exercises Presentation

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Friday: Writing Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

 

 

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?

Notes & Handouts: Read and Summarize Joseph Bruchac Essay

HOMEWORK: Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

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?

Notes & Handouts: Introduction to Native Stories Notes Joseph Bruchac Essay, Write Summarizing Paragraph, Read and Annotate “The Sky Tree” p. 24

HOMEWORK: Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

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?

Notes & Handouts: Oral Narratives,  “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

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?

Notes & Handouts: Foundations Learning Scale 3H, Progress Check Revision Guide