Month: January 2017

Monday: Dialogue Poems

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Objective: Evaluate point of view and perspective of by writing Dialogue Poems.

I.  Pre-Writing: “Runagate Runagate” by Robert Hayden, Dialogue Poems Description & Examples II. Writing: Dialogue Poems

Tuesday: Dialogue Poems Recitation

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Objective: Evaluate point of view and perspective of by writing Dialogue Poems.

I.  Pre-Speaking: Poetry Recitation Rubric, Dialogue Poems Description & Examples Speaking: Dialogue Poems

Wednesday & Thursday: Finals

MONDAY: “What to the Slave is the Fourth of July” by Frederick Douglass First Read

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Selection Objective: After Close Reading Lincoln’s “What to  the Slave is the Fourth of July” by Frederick Douglass students will identify rhetorical features in the speech, including word choice and parallelism, or the use of similar grammatical structures to express new ideas of freedom.

Agenda: 1.)Morgan Freeman2.) What to the Slave is the Fourth of July: Says-Means-Matters

Homework: The Individual and Society Final Portfolio Checklist, Notebook Due Friday

TUESDAY: “What to the Slave is the Fourth of July” by Frederick Douglass 2nd Read

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Selection Objective: After Close Reading Lincoln’s “What to  the Slave is the Fourth of July” by Frederick Douglass students will identify rhetorical features in the speech, including word choice and parallelism, or the use of similar grammatical structures to express new ideas of freedom.

Agenda: 1.) Readings: Morgan Freeman, Danny Glover , James Earl Jones 2.) What to the Slave is the Fourth of July: SOAPS

Homework: The Individual and Society Final Portfolio Checklist, Notebook Due Friday

WEDNESDAY: Compare Lincoln v. Douglass

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Selection Objective: After reading speeches by Abraham Lincoln and Frederick Douglass, students will be able to summarize views of FREEDOM depicted by both authors..

Agenda: 1.) Frederick Douglass By Robert Hayden 2.) Compare and Contrast Summary

Homework: The Individual and Society Final Portfolio Checklist, Notebook Due Friday

THURSDAY: Quarter 2 Benchmark

FRIDAY: Dialogue Poems

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Objective: Evaluate point of view and perspective of by writing Dialogue Poems.

I.  Pre-Writing: “The 54th Massachusetts” Dialogue Poems Description & Examples

II. Writing: Dialogue Poems

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Tuesday: “Against Nature” Progress Check Peer Revision & Assessment

Objective: Students will identify ways that Oates tries to to persuade the reader through the use of structure.

Agenda: 1.) Against Nature: Progress Check Assessment

Homework: The Individual and Society Final Portfolio Checklist

Wednesday: “Second Inaugural Address” by Abraham Lincoln Introduction

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Selection Objective: After Close Reading Lincoln’s “Second Inaugural Address” by Abraham Lincoln students will identify rhetorical features in the speech, including word choice and parallelism, or the use of similar grammatical structures to express new ideas of freedom.

Agenda: 1.) Robeson Quote Analysis 2.)“Freedom’s Road: Slavery and the Opposition” 3.) Second Inaugural Address: First Read

Homework: The Individual and Society Final Portfolio Checklist

Thursday: “Second Inaugural Address” by Abraham Lincoln

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Selection Objective: After Close Reading Lincoln’s “Second Inaugural Address” by Abraham Lincoln students will identify rhetorical features in the speech, including word choice and parallelism, or the use of similar grammatical structures to express new ideas of freedom.

Agenda: 1.) Quote Analysis 2.)  Second Inaugural Address: Says-Means-Matters

Homework: The Individual and Society Final Portfolio Checklist

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

Unit Goal: Students will explore how African Americans and women gained new freedoms after a bloody civil war

Selection Objective: After Close Reading Lincoln’s “What to  the Slave is the Fourth of July” by Frederick Douglass students will identify rhetorical features in the speech, including word choice and parallelism, or the use of similar grammatical structures to express new ideas of freedom.

Agenda: 1.) Quote Analysis 2.) What to the Slave is the Fourth of July: Says-Means-Matters

Homework: The Individual and Society Final Portfolio Checklist

Monday: Introduction to”Against Nature” by Joyce Carol Oates

Objective: Students will identify ways that Oates tries to to persuade the reader through the use of structure.

Agenda: 1.) Emily Dickinson Reflections 2.)  Joyce Carol Oates Background  3.) “Against Nature” Preview

Homework: The Individual and Society Final Portfolio Checklist

Tuesday: “Against Nature” by Joyce Carol Oates

Objective: Students will identify ways that Oates tries to to persuade the reader through the use of structure.

Agenda: 1.) Review Genre & Purpose 2.) Close Reading “Against Nature” by Joyce Carol Oates

Homework: The Individual and Society Final Portfolio Checklist

Wednesday: “Against Nature” by Joyce Carol Oates (Late Start)

Objective: Students will identify ways that Oates tries to to persuade the reader through the use of structure.

Agenda: 1.) Review “Against Nature” 2.) Dialectical Journal analyzing “Against Nature”

Homework: The Individual and Society Final Portfolio Checklist

Thursday: “Against Nature” Philosophical Chairs

Objective: Students will identify ways that Oates tries to to persuade the reader through the use of structure.

Agenda: 1.) Philosophical Chairs

Homework: The Individual and Society Final Portfolio Checklist

Friday: “Against Nature” Progress Check

Objective: Students will identify ways that Oates tries to to persuade the reader through the use of structure.

Agenda: 1.) Against Nature: Progress Check

Homework: The Individual and Society Final Portfolio Checklist

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Monday: No School for Observed Holiday

Tuesday: “Much Madness is divinest Sense”

Objective: After participating in Peer Revision Process, students will be able to self-assess, edit and revise Romanticism timed write.

Agenda: 1.) 2017 Intentions 2.) “Much Madness” Quick Analysis

Homework: NOTEBOOK Due Friday

Wednesday: Writing Revisions

Unit Goal: By completing unit portfolio which includes a reflective essay, an analytical essay, a poem, and an argumentative response students will provide evidence of standards mastery The Individual & Society Unit.

Objective: After participating in Peer Revision Process, students will be able to self-assess, edit and revise Romanticism timed write.

1.) Essay Revision 2.) Timed Write Reflection

Homework: NOTEBOOK Due Friday

Thursday: Intro to Emily Dickinson

Unit Goal: By completing unit portfolio which includes a reflective essay, an analytical essay, a poem, and an argumentative response students will provide evidence of standards mastery The Individual & Society Unit.

Objective: After analyzing poems by Emily Dickinson, students will be able to evaluate how she uses figurative language to express feelings about life.

1.) Emily Dickinson Background 2.) Poems by Emily Dickinson 3.) Emily Dickinson Close Reading

Homework: NOTEBOOK Due Friday Bring The Scarlet Letter 

Friday: Response to Emily Dickinson

Unit Goal: By completing unit portfolio which includes a reflective essay, an analytical essay, a poem, and an argumentative response students will provide evidence of standards mastery The Individual & Society Unit.

Objective: After analyzing poems by Emily Dickinson, students will be able to WRITE A READER RESPONSE that evaluates how she uses figurative language to express feelings about life.

1.) Emily Dickinson Give One Get One  2.) Reader Response Overview 3.) Reader Response

Homework: NOTEBOOK Due Friday Bring The Scarlet Letter