English 3P Weekly Updates: 10.19-10.23

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!

English 3P Honors Weekly Updates: 10.19-10.23

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 ScalesProgress 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 ScalesProgress 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