Day: January 4, 2016

Monday: Introduction to Poetry Part 1

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

Tuesday: Introduction to Poetry Part 2

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.  

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.

2. Write a HATE POEM

Friday: Writing Workshop at Computer Lab

 

Monday: Introduction to Realism

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: Students can define features of American Realism as a cultural and intellectual movement that arose out of conditions of late 19th Century by completing notes and summarizing knowledge in formal paragraph.

AGENDA:  Introduction to Realism

Homework: Begin Reading, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing Dialectical Journal.

Tuesday: Introduction to Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

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: I.  Pre-Reading: Background Video,  Introduction to Frederick Douglass

Homework:  Read, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing Dialectical Journal.

Wednesday: “What to the Slave is the Fourth of July” by Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

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: Frederick Douglass, Read & Annotate What to the Slave is the Fourth of July?

Homework: Homework: Begin Reading, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing Dialectical Journal.

Thursday: Rhetorical Triangle in Slave Narratives

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

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:  Read, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing  Dialectical Journal

Friday: Frederick Douglass Progress Check

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: After reading, Frederick Douglass’s “Narrative of the Life of Frederick Douglass” and “What to the Slave is the Fourth of July,”  students will be able to write a paragraph that analyzes and evaluates the abolitionist arguments and use of ethos, pathos, and logos as support.

AGENDA: Progress Check

Homework: No Homework

Monday: Progress Check Revision

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: By reading and annotating Transcendentalist literature, students will be able to: 1.) identify author’s argument 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on NATURE.

AGENDA: 1. Review Objective for Progress Check Assessments for Edgar Allan Poe & Nathaniel Hawthorne 2. Progress Check Revision Guide

Handouts: Progress Check Revision Guide, Romanticism Learning Scale

Homework: N/A

Tuesday: Romanticism Unit Final Draft

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: By reviewing the definition of Romanticism and the historical background of unit’s author’s, students will be able to write an introduction and background for Unit Final Essay.

AGENDA: 1. Review Final Instructions and Rubric 2.) Write introduction and historical background

Handouts: Romanticism Final, Romanticism Essay Guide, Final Editing CHECKLIST

Homework: Essay due on January 11 in Google Classroom, Hard copy is due in class along with all previous progress checks.

Wednesday: Introduction to Realism

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: Students can define features of American Realism as a cultural and intellectual movement that arose out of conditions of late 19th Century by completing notes and summarizing knowledge in formal paragraph.

AGENDA:  Introduction to Realism

Homework: Essay due on January 11

Thursday: Introduction to Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

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: I.  Pre-Reading: Background Video,  Introduction to Frederick Douglass

Homework: Essay due on January 11

Friday: “What to the Slave is the Fourth of July” by Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

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: Frederick Douglass, Read & Annotate What to the Slave is the Fourth of July?

Homework: Essay due on January 11