Monday: Martin Luther King and the Philosophy of Nonviolence

Objective: After CLOSE READING Dr. Martin Luther King’s Nobel Peace Prize Acceptance Speech students will be able to explain philosophy of nonviolence and evaluate how the author uses evidence and rhetorical strategies (i.e.) ethos, pathos, and/or logos to communicate and support and ideas across genres.

Agenda: 1. Agree or Disagree: ANY Conflict can be resolved without violence 2. Art Analysis “Nonviolent Resistance” from World Wall: A Vision of  the Future without Fear by Judy Baca 3. Close Read:“Nobel Peace Prize Acceptance Speech” by Dr. Martin Luther King

HW. Last Notebooks & End of Course Project Due June 20th

Tuesday: Malcolm X’s Response to Dr. King’s Philosophy of Nonviolence

Objective: After CLOSE READING Malcolm X’s “Advice to Mississippi Youth” students will be able to explain philosophy of nonviolence and evaluate how the author uses evidence and rhetorical strategies (i.e.) ethos, pathos, and/or logos to communicate and support and ideas across genres.

Agenda: 1. Agree or Disagree: “Nobel Peace Prize Acceptance Speech” by Dr. Martin Luther King 2. Close Read: “Advice to Mississippi

HW. Last Notebooks & End of Course Project Due June 20th

Monday: Big Idea Bank

UNIT GOAL: : At the end of the course, students will complete an group argument paper where they: write a 3-5 page SYNTHESIS paper that addresses the major ideas covered by this course using support from both fictional and informational texts read over the course of the semester

Objective: After completing BIG IDEA CIRCLE MAP, students will identify big ideas, writers, and terms that they learned through a class that features American Literature.

1.  Yearbook Survey 2. BIG IDEA CIRCLE MAP 3.  Select Research Questions and Map Out Ideas w/ Pod group

HW. Late Start Wednesday 6/7, Benchmarks Thursday 6/8

Tuesday: Group Agreements and Timeline

UNIT GOAL: : At the end of the course, students will complete an group argument paper where they: write a 3-5 page SYNTHESIS paper that addresses the major ideas covered by this course using support from both fictional and informational texts read over the course of the semester.

Objective: After discussing features of effective group work, students will write GROUP AGREEMENTS, PROJECT PROPOSAL, and delegate tasks through the use of TIMELINES.

HW. Late Start Wednesday 6/7, Benchmarks Thursday 6/8

Wednesday: Thesis Statements

UNIT GOAL: : At the end of the course, students will complete an group argument paper where they: write a 3-5 page SYNTHESIS paper that addresses the major ideas covered by this course using support from both fictional and informational texts read over the course of the semester.

Objective: After reviewing features of effective Thesis Statements and analyzing an example, students will write GROUP thesis statement draft.

HW. Benchmarks Thursday 6/8

Thursday: Quarter 4 Benchmarks

Friday: Thesis Statement Feedback and Introduction to Civil Rights

UNIT GOAL: : At the end of the course, students will complete an group argument paper where they: write a 3-5 page SYNTHESIS paper that addresses the major ideas covered by this course using support from both fictional and informational texts read over the course of the semester.

Objective(s): 1. After reviewing features of effective Thesis Statements and analyzing PEER EXAMPLES, students will revise GROUP thesis statement draft.

2. After CLOSE READING Dr. Martin Luther King’s Nobel Peace Prize Acceptance Speech students will be able to explain philosophy of nonviolence and evaluate how the author uses evidence and rhetorical strategies (i.e.) ethos, pathos, and/or logos to communicate and support and ideas across genres.

HW.Last Notebooks & End of Course Project Due June 20th

Tuesday: The Crucible Coffeehouse Discussion

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: After watching an interview with Arthur Miller and participating in Coffeehouse Discussion  students will analyze Acts in The Crucible to understand theme and its relevance to contemporary American culture.

Homework: Socratic Seminar Prep: Write Questions and Analysis. Notebook Due Friday!

Wednesday: Socratic Chairs

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: By participating in Socratic Chairs discussion students will evaluate relevance of themes in The Crucible by Arthur Miller to contemporary society.

Homework: Read Tragedy and the Modern Man by Arthur Miller, Notebook Due Friday!

Thursday: Timed Write

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective:

Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.

Homework: Notebook Due Friday!

Friday: Timed Write Evaluation and Peer Assessment

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective:

Evaluate an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Homework: Notebook Due Today!

Monday: Last day of CAASP Testing and District Survey!

Tuesday: The Crucible Act II by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions how dialogue in Act II reveals Proctor’s character traits and internal conflict.

Agenda: 1.  Analyze Act II: What happens? Who makes it happen? Why does it happen?

Homework: Notebook Due Friday!

Wednesday: The Crucible Act III by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions how dialogue in Act III reveals Proctor’s character traits and internal conflict.

Agenda: 1.  Analyze Act III: What happens? Who makes it happen? Why does it happen?

Homework: Notebook Due Friday!

Thursday: The Crucible Act IV by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions how dialogue in Act III reveals Proctor’s character traits and internal conflict.

Agenda: 1. Analyze Act III: What happens? Who makes it happen? Why does it happen?

Homework: Notebook Due Friday!

Friday: The Crucible Act IV Argumentative Essay by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions how dialogue in Act III reveals Proctor’s character traits and internal conflict.

Agenda: 1. Analyze Act III: What happens? Who makes it happen? Why does it happen?

Homework: Notebook Due Friday!

CAASP Testing all week!

Monday: The Crucible Act III by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions how dialogue in Act III reveals Proctor’s character traits and internal conflict.

Agenda: 1.  Literary Revision Reflections :Essay Presentation & Revision Reflection 2.  Analyze Act III: What happens? Who makes it happen? Why does it happen?

Homework: SBAC Test Next Week

Tuesday: The Crucible Act IV by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions in the resolution and analyze how MONOLOGUE in Act IV reveals Proctor’s character traits and internal conflict.

Agenda:   Analyze Act III: What happens? Who makes it happen? Why does it happen?

Homework: SBAC Test Next Week!

Wednesday: Pre-Reading Trial for The Crucible 

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: By participating in Philosophical Chairs Activity students will debate the causes of the central problem in Arthur Miller’s play The Crucible.  

Agenda:   Philosphical Chairs Activity

Homework: SBAC Test Next Week

Thursday:

Monday: Socratic Chairs

Unit Goal: Discuss what makes a successful film adaptation of a literary text by comparing The Great Gatsby directed by Jack Clayton (1974) and The Great Gatsby directed by Baz Luhrmann (2013)

Objective: Consider two portrayals of the same literary text through film to examine what gives characters lasting power and why and how they evolve over time.

Agenda: 1.  Discuss  The Great Gatsby (1974) and The Great Gatsby (2013).  Which is GREATEST?

Homework: Notebooks due Friday and Literary Analysis Essay Final Draft due in class Monday, May 8 (Essay Presentation)

Tuesday: Introduction to The Crucible by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Compare the historical context and setting of Arthur Miller’s play The Crucible.  

Agenda: 1.  Introduction to Arthur Miller Background Video 2.  Compare and Contrast the Salem Witch Trials and McCarthyism by completing Tree Map.

Homework: Notebooks due Friday and Literary Analysis Essay Final Draft due in class Monday, May 8 (Essay Presentation)

Wednesday: The Crucible Act I by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions in the exposition and analyze how dialogue in Act I reveals central conflict and relationships between characters.

Agenda: 1.  Character Background 2. Readers’ Theater: Analyze Act I

Homework: Notebooks due Friday and Literary Analysis Essay Final Draft due in class Monday, May 8 (Essay Presentation)

Thursday: The Crucible Act II by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions in the exposition and analyze how dialogue in Act II reveals Proctor’s character traits and internal conflict.

Agenda: 1.  Character Background 2. Readers’ Theater: Analyze Act II

Homework: Notebooks due Friday and Literary Analysis Essay Final Draft due in class Monday, May 8 (Essay Presentation)

Friday: The Crucible Act III by Arthur Miller

Unit Goal: Write an argumentative essay that makes the case for or against the causes of the central problem in Arthur Miller’s The Crucible.  

Objective: Discuss purpose of stage directions in the exposition and analyze how dialogue in Act II reveals Proctor’s character traits and internal conflict.

Agenda: 1.  Character Background 2. Readers’ Theater: Analyze Act II

Homework: Notebooks due Friday and Literary Analysis Essay Final Draft due in class Monday, May 8 (Essay Presentation)

Monday: Timed Write Modernist Features in The Great Gatsby by F. Scott Fitzgerald

Unit Goal: By reading and annotating F. Scott Fitzgerald’s novel The Great Gatsby, students will be able to 1.) evaluate philosophical attitudes and views of the American Dream and 2.) identify Modernist features of subversion, alienation, and antiheroes 3.) analyze the use of symbolism and archetype to convey theme.

Objectives:

– Analyze use of symbols to communicate Modernist attitudes.

–  Identify Modernist features.

– Evaluate the use of feminine archetypes.

Agenda: Timed Write Essay (Rubric)

Tuesday: Timed Write Assessment Modernist Features in The Great Gatsby by F. Scott Fitzgerald

Unit Goal: By reading and annotating F. Scott Fitzgerald’s novel The Great Gatsby, students will be able to 1.) evaluate philosophical attitudes and views of the American Dream and 2.) identify Modernist features of subversion, alienation, and antiheroes 3.) analyze the use of symbolism and archetype to convey theme.

Objectives:

– Analyze use of symbols to communicate Modernist attitudes.

–  Identify Modernist features.

– Evaluate the use of feminine archetypes.

Agenda: 1. Essay Peer Revision and (Essay Presentation)

Wednesday: Timed Write Reflection & Self Reflection

Unit Goal: By reading and annotating F. Scott Fitzgerald’s novel The Great Gatsby, students will be able to 1.) evaluate philosophical attitudes and views of the American Dream and 2.) identify Modernist features of subversion, alienation, and antiheroes 3.) analyze the use of symbolism and archetype to convey theme.

Objectives:

– Analyze use of symbols to communicate Modernist attitudes.

–  Identify Modernist features.

– Evaluate the use of feminine archetypes.

Agenda: 1. Essay Revision Reflection: Final Draft due in class Monday, May 8 (Essay Presentation) 2.  What makes a good film adaptation?  3. Watch Opening Scene of The Great Gatsby (1974)

Thursday: Adaptation Comparison

Unit Goal: Discuss what makes a successful film adaptation of a literary text by comparing The Great Gatsby directed by Jack Clayton (1974) and The Great Gatsby directed by Baz Luhrmann (2013)

Objective: Consider two portrayals of the same literary text through film to examine what gives characters lasting power and why and how they evolve over time.

Agenda: 1.  Compare  The Great Gatsby (1974) and The Great Gatsby (2013)

Homework: Essay Revision: Final Draft due in class Monday, May 8 (Essay Presentation)

Friday: Socratic Chairs

Unit Goal: Discuss what makes a successful film adaptation of a literary text by comparing The Great Gatsby directed by Jack Clayton (1974) and The Great Gatsby directed by Baz Luhrmann (2013)

Objective: Consider two portrayals of the same literary text through film to examine what gives characters lasting power and why and how they evolve over time.

Agenda: 1.  Discuss  The Great Gatsby (1974) and The Great Gatsby (2013).  Which is GREATEST?

Homework: Essay Revision: Final Draft due in class Monday, May 8 (Essay Presentation)

Monday: Modernist Features in The Love Song of J. Alfred Prufrock

Unit Goal: By reading and annotating F. Scott Fitzgerald’s novel The Great Gatsby, students will be able to 1.) evaluate philosophical attitudes and views of the American Dream and 2.) identify Modernist features of subversion, alienation, and antiheroes 3.) analyze the use of symbolism and archetype to convey theme.

Objectives:

–Discuss the symbolic value Modernist archetypes.

–Evaluate the influence of MODERNIST texts and ideas on American culture, society and literary themes.

AGENDA:

1. Class Officer Voting
2. Review Modernist Features
3. Close Read “Love Song of J. Alfred Prufrock” by T.S. Eliot: What does T.S. Eliot’s Prufrock have in common with Gatsby and/or Nick Carraway?

H.W. Summarize Ch. 6-9 of The Great Gatsby and prepare expert square for Literary Circles on 3.19

 

Tuesday: EAP Presentation at the Library

Wednesday: Modernist Features in the Resolution of The Great Gatsby

Unit Goal: By reading and annotating F. Scott Fitzgerald’s novel The Great Gatsby, students will be able to 1.) evaluate philosophical attitudes and views of the American Dream and 2.) identify Modernist features of subversion, alienation, and antiheroes 3.) analyze the use of symbolism and archetype to convey theme.

Objectives:

–Discuss the symbolic value Modernist archetypes.

–Evaluate the influence of MODERNIST texts and ideas on American culture, society and literary themes.

AGENDA:

1. Summary Check In
2. Crash Course: The Great Gatsby Part II
3. Literary Circles: Archetypes and Symbols in Ch. 6-9

H.W. Socratic Seminar #2 Preparation: Complete Discussion Questions w/ answers and cite page #s as references

Thursday: The Great Gatsby Socratic Seminar #2

Unit Goal: By reading and annotating F. Scott Fitzgerald’s novel The Great Gatsby, students will be able to 1.) evaluate philosophical attitudes and views of the American Dream and 2.) identify Modernist features of subversion, alienation, and antiheroes 3.) analyze the use of symbolism and archetype to convey theme.

Objectives:

–Discuss the symbolic value Modernist archetypes.

–Evaluate the influence of MODERNIST texts and ideas on American culture, society and literary themes.

AGENDA:

1. Partner Check In
2. Topic Introduction
3. Socratic Seminar

H.W. Prep work for Gatsby Party: World Cafe

Friday: The Great Gatsby World Cafe Gatsby Party

Unit Goal: By reading and annotating F. Scott Fitzgerald’s novel The Great Gatsby, students will be able to 1.) evaluate philosophical attitudes and views of the American Dream and 2.) identify Modernist features of subversion, alienation, and antiheroes 3.) analyze the use of symbolism and archetype to convey theme.

Objectives:

–Discuss the symbolic value Modernist archetypes.

–Evaluate the influence of MODERNIST texts and ideas on American culture, society and literary themes.

AGENDA:

1. Symbols Mingle
2. Expert Stations 1 & 2
3. Learning Station

H.W. Prep work for Gatsby Party: Timed Write on Monday

Monday: Intro to Silence Concerning an Ancient Stone

Agenda:

1. Into the Beautiful North: Ch. 24
2. Rosario Castellanos: Silence Concerning an AncientStone Notes

Tuesday: Silence Concerning an Ancient Stone

Agenda:

1. Into the Beautiful North: Ch. 25
2. “Silence Concerning an Ancient Stone” by Rosario Castellanos: (Silence Concerning an AncientStone Notes)