Digital resources and support for Ms. Alba's students and friends.
Essential Question: What is identity? How does race/ethnicity affect our identity?
Agenda:
1. Read Into the Beautiful North by Luis Alberto Urrea Chapter 5 (Post It-Exchange)
2. Identity Circle
3. Identity Give One Get One
Essential Question: What is identity? How does race/ethnicity affect our identity?
Agenda:
1. Identity Terms
2. Identity Corners
Unit Goal:
Today’s Objective: By reading and annotating Jack London’s “To Build a Fire” students will be able to identify elements of Naturalism in the story’s characters, setting, and plot.
Agenda: 1. The Awakening Summary Check for Ch. 1-10 II. Read & Discuss Naturalist Features in “To Build a Fire”
Homework: Progress Check 5.2 Tomorrow & Read The Awakening: Lit Circles For Ch. XI- XXII
Unit Goal:
Today’s Objective: By completing a PROGRESS CHECK on Jack London’s “To Build a Fire” students will be able to provide evidence that they can identify elements of Naturalism in the story’s characters, setting, and plot.
Agenda: 1. Progress Check 5.2 Naturalist Features in “To Build a Fire” & Kate Chopin’s The Awakening Ch. I-X.
Homework: Read The Awakening: Lit Circles For Ch. XI- XXII
Unit Goal:
Today’s Objective: By PEER REVISING a PROGRESS CHECK on Jack London’s “To Build a Fire” students will be able to SELF ASSESS evidence that they can identify elements of Naturalism in the story’s characters, setting, and plot.
Agenda: 1. PEER REVISION Progress Check 5.2 Naturalist Features in “To Build a Fire” & Kate Chopin’s The Awakening Ch. I-X.
Homework: Read The Awakening: Lit Circles For Ch. XI- XXII
Unit Goal:
Objective: By reading and annotating American Realist literature, students will be able to 1.) evaluate REALIST philosophical attitudes and features 2.) analyze the effect of SATIRE and IRONY
Agenda: Mark Twain Notes, Mark Twain Background Video, Read and Annotate “The Lowest Animal”
The Awakening by Kate Chopin2020 Reading Schedule
EQ: How does Kate Chopin introduce Naturalist ideas and features in the novel’s exposition?
Annotate & Summarize Chapters: Characters and character traits, basic situation, significant relationships, symbolism of setting that reveals Naturalist elements.
EQ: How does Kate Chopin introduce Naturalist ideas and features in the novel’s RISING ACTION? How does the author convey REGIONALISM through the dialogue and relationships of the novel’s characters?
Annotate Summarize Chapters: Characters and character traits, rising complication, IRONY, significant relationships, symbolism of setting that reveals Naturalist elements.
EQ: How does Kate Chopin introduce REGIONALISM through dialogue and relationships of the novel’s characters? What Naturalist ideas are conveyed through the characters’ internal life and conflicts?
Annotate Summarize Chapters: Characters and character traits, rising complication, IRONY, significant relationships, symbolism of setting that reveals Naturalist elements.
EQ: What is the theme revealed by the novel’s resolution? How is it reflective of PSYCHOLOGICAL REALISM and NATURALIST ideas/ philosophy? How does Chopin use recurring SYMBOLS and IMAGERY to emphasize these ideas?
Annotate Summarize Chapters: Characters and character traits, rising complication, IRONY, significant relationships, symbolism of setting that reveals Naturalist elements.
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Essential Question: How does our background determine our identity?
Agenda:
1. Review Author Background Circle Map and Paragraph Frame written as you watched Video #1 What is Luis Alberto Urrea’s background? How did it influence his writing? Video #2Interview with Maria Hinojosa
2. Review Into the Beautiful North by Luis Alberto Urrea Chapter 1-3: GROUP A: What is the setting of Into the Beautiful North? GROUP B: Name and describe the characters that are introduced in Chapters 1-3. (Post It-Exchange)
3. Family Search and Research: Begin each conversation with…”I am not a single story, but if there is one you need to know in order to get me…”
Essential Question: What ideas or themes are found in Mexican American Literature.
Agenda:
1. Read Ch. 3 of Into the Beautiful North: Post-It Exchange
2. Introduction to Mexican American Literature:(Handout)
Essential Question: What ideas or themes are found in Mexican American Literature.
Agenda:
1. Read Ch. 4 of Into the Beautiful North: Post-It Exchange
2. Introduction to Mexican American Literature:Philsophical Chairs (Handout)
Essential Question: What ideas or themes are found in Mexican American Literature?
Agenda:
1. Read Ch. 4 of Into the Beautiful North: Post-It Exchange
2. Introduction to Themes in Mexican American Literature:Philsophical Chairs (Handout)DEBRIEF
Unit Goal:
Today’s Objective: Provide evidence that you can describe background and contributions of Jacob Riis to Realism as an artistic movement.
Agenda: Realism and Jacob Riis Progress Check
Homework: N/A
Unit Goal:
Today’s Objective: Assess evidence that you can describe background and contributions of Jacob Riis to Realism as an artistic movement.
Agenda: Realism and Jacob Riis Progress Check Self-Assesment
Homework: Read and annotate-What ideas about the conditions of women is revealed by Declaration of Sentiments by Elizabeth Cady Stanton? How would the ideas of this document influence American writers and artists?
Unit Goal:
Today’s Objective: After reading and discussing Elizabeth Cady Stanton’s Declaration of Sentiments, students will be able to discuss influences of early feminism on Realist Writers such as Kate Chopin.
Agenda: 1.Declaration of Sentiments: Tea Party Discussion 2. Introduction to Kate Chopin & The Awakening 3. The Awakening Reading Schedule
Homework: Read The Awakening Ch. I-X by Tuesday February 21
Unit Goal:
Today’s Objective: By reading and annotating Jack London’s “To Build a Fire” students will be able to identify elements of Naturalism in the story’s characters, setting, and plot.
Agenda: 1. Introduction to Jack London : Background & Influence II. Introduction to Naturalism III. Read “To Build a Fire”
Homework: Read The Awakening: Lit Circles For Ch. 1-10 on Tuesday
Monday: Introduction to Mexican American Literature & CultureEssential Question: What will we learn? How will we learn it?
Agenda: 1. Equity Cards 2. Mexican American Literature Syllabus 3. Classroom Agreements
Essential Question: What is our story?
Agenda: 1. Review Mexican American Literature Syllabus & Classroom Agreements 2. Trading Card Introductions
Essential Question: What is a single story? What makes it dangerous?
Agenda: 1.Family Search and Research 2. The Dangers of A Single Story by Chimamanda Ngozi Adichie 3. What is the message of Adichie’s TED TALK how does it relate to the content of this class? the world around you? to you?
Essential Question: What is a single story? What makes it dangerous?
Agenda: 1. The Dangers of A Single Story by Chimamanda Ngozi Adichie 3. What is the message of Adichie’s TED TALK how does it relate to the content of this class? the world around you? to you?
Essential Question: How does an author’s background determine what he writes about?
Agenda: 1. Complete Author Background Circle Map and Paragraph Frame as you watch Video #1 What is Luis Alberto Urrea’s background? How did it influence his writing? Video #2 Interview with Maria Hinojosa 2. Read Into the Beautiful North by Luis Alberto Urrea Chapter 1-3: What is the setting of Into the Beautiful North? Name and describe the characters that are introduced in Chapters 1-3.
Unit Goal:
Today’s Objective: Discuss Realism
I. Semester 2 Equity Cards II. Pre-Reading: What is reality according to Plato’s Allegory of the Cave ?III. Reading: Introduction to Realism
Homework: Read “America Transformed” pp. 329-330 in textbook prepare for 3-2-1 Check In: (3 important details from reading, 2 terms or big ideas, 1 question)
Unit Goal:
Today’s Objective: Define Realism and explain its causes.
I. Pre-Reading: 3-2-1 Check In on “America Transformed” pp. 329-330 in Textbook Reading: Introduction to Realism
Homework: N/A
Unit Goal:
Today’s Objective: Identify the features of Realism and compare it to Romanticism.
I. Reading: Introduction to Realism, Video II. Post Reading: What is realism? Gallery Walk Quotes
Homework: N/A
Unit Goal:
Today’s Objective: Describe background and contributions of Jacob Riis to Realism as an artistic movement.
I. Pre- Writing :Video II. Speaking: Gallery Walk Debrief III. Writing: What is realism? IV: Introduction to Jacob Riis: Jacob Riis Photographs
Homework: N/A
Unit Goal:
Today’s Objective: Describe background and contributions of Jacob Riis to Realism as an artistic movement.
I. Pre- Reading: Jacob Riis Presentation & Videos II: Reading: Genesis of the Tenement” an essay from How the Other Half Lives III. Post-Reading SOAPS & Summary
Homework: Finish Summary & SOAPS & Prepare for a Progress Check on Tuesday when we return from 3 day weekend!
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
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
Directions: As we have gone through the unit, you have practiced the skills to master the standards by discussing, analyzing, and writing literary analysis, which explored historical contexts and voices of the American Romantic movement. You will bring together the best evidence of what you have learned through this unit in a professional portfolio. This will be shared in Semester Symposium. Use this checklist to organize your work.
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
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
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
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 & AssessmentObjective: 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
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 LincolnUnit 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 IntroducitonUnit 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