Monday: Psychological Realism: Ambroce Bierce. “Occurence at Owl Creek Bridge.” pp. 423-431
Week’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.
Tuesday: Psychological Realism: Kate Chopin. “Story of an Hour.”
Week’s Objectives: After reading Kate Chopin’s short story, “Story of an Hour” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.
Wednesday: Psychological Realism: Kate Chopin. “Story of an Hour.”
Week’s Objectives: After reading Kate Chopin’s short story, “Story of an Hour” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.
Week’s Objectives: After reading Kate Chopin’s short story, “Story of an Hour” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.
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Monday: Psychological Realism: Ambroce Bierce. “Occurence at Owl Creek Bridge.” pp. 423-431
Week’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.
Tuesday: Psychological Realism: Kate Chopin. “Story of an Hour.”
Week’s Objectives: After reading Kate Chopin’s short story, “Story of an Hour” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.
Wednesday: Psychological Realism: Kate Chopin. “Story of an Hour.”
Week’s Objectives: After reading Kate Chopin’s short story, “Story of an Hour” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.
Week’s Objectives: After reading Kate Chopin’s short story, “Story of an Hour” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.
1.Choose 3-5 objects that best describe who you are. These not only play an important role in your daily life; together they accurate compose of picture and a story of you, their owner. These could be anything from pencil to an instrument or an electronic device.
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Tuesday: Introduction to Ambroce Bierce and Psychological Realism
Week’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
Wednesday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431
Week’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.
AGENDA: Read “Occurrence at Owl Creek Bridge” pp. 423-431
Homework: Quarter 2 Benchmark on January 26
Thursday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431
Week’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.
Friday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431
Week’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.
Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,” and Mark Twain’s satirical essay “The Lowest Animal” students will be able to write a paragraph that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.
AGENDA: Progress Check
Homework: Quarter 2 Benchmark on January 26
Wednesday: Introduction to Ambroce Bierce and Psychological Realism
Week’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
Thursday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431
Week’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.
AGENDA: Read “Occurrence at Owl Creek Bridge” pp. 423-431
Homework: Quarter 2 Benchmark on January 26
Friday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431
Week’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.
1. REFLECTION & DISCUSSION: Check out Emotions Handout, Choose from one of these and freewrite on the emotion that best describes how you feel today.
2. Figurative Language Poems: Choose your favorite emotion, the emotion you feel today, the emotion you never want to feel. Write a poem about each.
Tuesday: Food Memory Poems
Agenda:
1. REFLECTION & DISCUSSION: What is your favorite food? When do you eat it? What are its ingredient? What does it taste like? With whom do you eat this?
2. Read Li Young Lee’s poem “Eating Together”: Why is this meal important? Who is there and who is missing? How is it different than previous meals?
1. REFLECTION & DISCUSSION: Make a list of objects that play an important role in your everyday life. Share your list with your partner and explain why you selected them. Discuss what you feel these objects represent for you.
2. Read “Mirror” by Sylvia Plath, Write a personified object poem
Thursday: Personified Object Poem #2
Agenda:
1. REFLECTION & DISCUSSION: Finish your Personified Object POEMS and Share in Pods. While you listen to colleagues. Give Props, state what pops, and ask a What if Question. Choose one to read to class.
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.
Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,” and Mark Twain’s satirical essay “The Lowest Animal” and “The Celebrated Jumping Frog of Calaveras County,” students will be able to participate in a Socratic Seminar that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.
Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,” and Mark Twain’s satirical essay “The Lowest Animal” and “The Celebrated Jumping Frog of Calaveras County,” students will be able to participate in a Socratic Seminar that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.
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Monday: Rhetorical Triangle in “What to the Slave is the Fourth of July” by Frederick Douglass
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.
Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,” and Mark Twain’s satirical essay “The Lowest Animal” students will be able to write a paragraph that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.
1. REFLECTION & DISCUSSION: Find a quote that most stood out from Mark Polonsky’s article and explain what it means and why it caught your eye and sparked thoughts.
3. Freewrite: Pretend that you are Brandon, the young man who inspired Martin Espada’s poem “Poet in the Box” and choose one of the following options. A) Write the poem that you imagine Brandon write’s about while in solitary confinement B) Write a letter in which Brandon explains why he writes poetry.
Wednesday: Love Poems
Agenda:
1. REFLECTION & DISCUSSION: Finish your response to “Poet in the Box” and Share in Pods. While you listen to colleagues. Give Props, state what pops, and ask a What if Question.
2. Write a LOVE POEM
Thursday: Hate Poems
Agenda:
1. REFLECTION & DISCUSSION: Finish your LOVE POEMS and Share in Pods. While you listen to colleagues. Give Props, state what pops, and ask a What if Question. Choose one to read to class.