Digital resources and support for Ms. Alba's students and friends.
Monday: End of Semester World Cafe, Homework: Read & Annotate “What is an American” by Hector St. John De Crevecoeur
Tuesday: Socratic Seminar Preparation, Cornell Notes
Wednesday: Finals Day 1, Socratic Seminar, Socratic Seminar Evaluation Guide
Thursday: Finals Day 2, Socratic Seminar Evaluation Guide
Friday: Non-Student Day
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: Share Dialectical Journal & Complete SOAPS in PODS
Homework: Quarter 2 Benchmark on January 29
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.
AGENDA: 1. Introduction Kate Chopin Background, 2. Kate Chopin Notes 3. Close Read “Story of an Hour”
Homework: Quarter 2 Benchmark on January 29
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.
AGENDA: 1. Review Kate Chopin Background, 2. Summarize “Story of an Hour” 3. Chopin dialectical journal
Homework: Quarter 2 Benchmark on January 29
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.
AGENDA: Progress Check
Homework: Quarter 2 Benchmark on January 29
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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: Share Dialectical Journal & Complete SOAPS in PODS
Homework: Quarter 2 Benchmark on January 29
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.
AGENDA: 1. Introduction Kate Chopin Background, 2. Kate Chopin Notes 3. Close Read “Story of an Hour”
Homework: Quarter 2 Benchmark on January 29
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.
AGENDA: 1. Review Kate Chopin Background, 2. Summarize “Story of an Hour” 3. Chopin dialectical journal
Homework: Quarter 2 Benchmark on January 29
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.
AGENDA: Progress Check
Homework: Quarter 2 Benchmark on January 29
Agenda:
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.
2. Write Favorite Possession Poems
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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: Pre-Reading Activities Ambroce Bierce’s Civil War & Bierce Notes
Homework: Quarter 2 Benchmark on January 26
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
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: Finish Reading “Occurrence at Owl Creek Bridge” pp. 423-431, watch “Occurrence at Owl Creek Bridge” Twilight Zone Episode & Complete Dialectical Journal,
Homework: Quarter 2 Benchmark on January 26
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: Share Dialectical Journal & Complete SOAPS in PODS
Homework: Quarter 2 Benchmark on January 26
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
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: Pre-Reading Activities Ambroce Bierce’s Civil War & Bierce Notes
Homework: Quarter 2 Benchmark on January 26
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
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: Finish Reading “Occurrence at Owl Creek Bridge” pp. 423-431, watch “Occurrence at Owl Creek Bridge” Twilight Zone Episode & Complete Dialectical Journal,
Homework: Quarter 2 Benchmark on January 26
Agenda:
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.
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?
3. Write Food Memory Poems
Agenda:
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
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.
2. Write Personified Object Poem #2
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.
Agenda: Mark Twain Notes, Mark Twain Background Video
Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions
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.
Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”
Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions
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.
Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”, Complete Dialectical Journal to identify Twain’s use Ethos, Pathos, and Logos
Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions
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.
AGENDA: Socratic Seminar Preparation
Homework: Finish “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions
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.
AGENDA: Socratic Seminar Preparation, Socratic Seminar Evaluation Form
Homework: No Homework
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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.
AGENDA: Finish Close Reading What to the Slave is the Fourth of July?, and complete Dialectical Journal
Homework: Essay due on January 11 @ 11:59 p.m. on Google Classroom @11:59 p.m.
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.
Agenda: Mark Twain Notes, Mark Twain Background Video
Homework: Notebooks due ______
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.
Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”
Homework: Notebooks due ______
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.
Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”, Complete Dialectical Journal to identify Twain’s use Ethos, Pathos, and Logos
Homework: Notebooks due ______
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: No Homework
Agenda:
1. REFLECTION & DISCUSSION: What is poetry? Why do we write Poetry?
2. TED Talk on Poetry: Respond to the TED TALK by summarizing Stephen Burt’s argument
3. Read & Annotate “Why Poetry” by Mark Polonsky
Agenda:
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.
2. Listen, Read and Annotate “Poet in the Box” by Martin Espada
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.
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
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.
2. Write a HATE POEM