English 3P Honors Weekly Updates: 1.4-1.8

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