Monday: Introduction to Realism
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
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
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
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
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