Day: January 11, 2016

Monday: Figurative Language Poems

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.

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?

3. Write Food Memory Poems

Wednesday: Personified Objects Poem

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

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.

2. Write Personified Object Poem #2

Friday: Writing Workshop at Computer Lab

Monday: Mark Twain and AMERICAN SATIRE. The Lowest Animal, p. 468-477 & “The Celebrated Jumping Frog of Calaveras County” pp. 460.

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: Mark Twain Notes, Mark Twain Background Video

Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions

Tuesday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

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: Mark Twain Notes, Read and Annotate “The Lowest Animal”

Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions

Wednesday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

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: 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

Thursday: Socratic Seminar Preparation

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 “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

Friday: Socratic Seminar on Man’s Capacity for Justice According to Mark Twain

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 “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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Monday: Rhetorical Triangle in “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: 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.

Tuesday: Introduction Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

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: Mark Twain Notes, Mark Twain Background Video

Homework: Notebooks due ______

Wednesday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

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: Mark Twain Notes, Read and Annotate “The Lowest Animal”

Homework: Notebooks due ______

Thursday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

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: Mark Twain Notes, Read and Annotate “The Lowest Animal”, Complete Dialectical Journal to identify Twain’s use Ethos, Pathos, and Logos

Homework: Notebooks due ______

Friday: Frederick Douglass & Mark Twain 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 “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