Author: AdrianaAlba

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3.23 “The Moderns: : 1914-1949” by John Leggett and John Malcolm Brinnin pp. 562-569, Cornell Notes

3.24 Introduction to the American Dream

3.25 Introduction to Modernism: Pick up Gatsby

3.26 Realism Essay Turnitin.com: Directions

Class Codes:

Period 1: 9125638 PW: 3PPer1

Period 3: 9125667 PW: 3PPer3

Period 6: 9125677 PW: 3PPer6

Features of Modernism

3.27: Gatsby Chapter 1:  Who is the narrator?  What is his background and how are his character traits revealed by his interest in Gatsby?

 

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.

Week’s Objectives: After reading selections of American Realist literature, students will be able to analyze and evaluate the literary movement’s philosophical attitude through essay revisions and a Socratic Seminar discussion.

3.16 Progress Check Revision and Evaluation, Realism Final Directions and Rubric

3.17 Realism and Justice Reflection, Realism Gallery Walk

3.18 Socratic Seminar Preparation: Socratic Seminar Preparation Notes

3.19 Socratic Seminar Day 1: Socratic Seminar Evaluation Guide

3.20 Socratic Seminar Day 2: Socratic Seminar Evaluation Guide

 

3.16 “A View From the Melting Pot”: A Conversation with Richard Rodriguez

3.17 David Botello Murals: “Read Between the Lines” & “Dream of Flight”: Botello Handout

3.18 “Couple in a Cage” by Guillermo Gomez Pena Analytical Summary & Personal Response

3.19 Imagery Poems

3.20 Unit Reflection & Portfolio

 

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.

Week’s Objectives: After reading selections of American Realist literature, students will be able to analyze and evaluate the literary movement’s philosophical attitude through essay revisions and a Socratic Seminar discussion.

3.16 Progress Check Revision and Evaluation, Realism Final Directions and Rubric

3.17 Realism and Justice Reflection, Realism Gallery Walk

3.18 Socratic Seminar Preparation: Socratic Seminar Preparation Notes

3.19 Socratic Seminar Day 1: Socratic Seminar Evaluation Guide

3.20 Socratic Seminar Day 2: Socratic Seminar Evaluation Guide

 

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Week’s Objective: After CLOSE READING Ambroce Bierce’s short story “Occurrence at Owl Creek Bridge” & Kate Chopin’s “Story of an Hour,” students will analyze the use of POINT OF VIEW as a feature of PSYCHOLOGICAL REALISM to reveal philosophical beliefs about (in)justice.

3.9 “Occurence at Owl Creek Bridge.” Dialectical Journal & SOAPS

3.10 Watch Twilight Zone Episode of “Occurrence at Owl Creek Bridge”: Prepare for Mini-Socratic Seminar on Justice in “Occurrence at Owl Creek Bridge” and “The Story of An Hour”  by Kate Chopin.

3.11 Collaboration Day: Mark Twain Progress Check Assessment Revision

3.12 Socratic Seminar: Gender, War, and Justice

3.13 Realism Progress Check 3.3

* Can you identify stylistic features of Psychological Realism in Ambroce Bierce’s “Occurrence at Owl Creek Bridge” and Kate Chopin’s “The Story of an Hour”?

* Can you compare the use of POINT OF VIEW to convey philosophical attitudes and ideas about JUSTICE in both texts?

 

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Objectives: This week, students will be able to write a summary that identifies significant historical contexts, tropes, and themes of Mexican American Literature.

3.9  What does the short story “Senior Picture Day” reveal about the narrator’s identity and her relationship to an “Indian” heritage? & Image analysis of Aztec Calendar

3.10 Making Sense of Poetry for Rosario Castellanos’ poem “Silence Concerning and Ancient Stone”

3.11 Analytical Summary and Reaction: What does the poem reveal about the narrator’s identity and her relationship to an “Indian Heritage”?

3.12 Image Analysis of Diego Rivera’s La Gran Tenochtitlan

3.13  Analytical Summary and Reaction: What does the mural La Gran Tenochtitlan reveal about the artists identity and his relationship to an “Indian Heritage”?: NOTEBOOKS DUE TODAY

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.

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude and use of  ETHOS, PATHOS, and LOGOS as support.

3.9:  Bierce Notes & Close Read:“Occurrence at Owl Creek Bridge.” & Watch Twilight Zone Episode of “Occurrence at Owl Creek Bridge”

3.10 ANALYZE “Occurrence at Owl Creek Bridge.” using Dialectical Journal & SOAPS

3.11 Watch Twilight Zone Episode of “Occurrence at Owl Creek Bridge”

3.12 “The Lowest Animal” Revision

3.13 “Occurrence at Owl Creek Bridge” Progress Check: 2.23-3.13 NOTEBOOKS DUE TODAY

MISC: Socratic Seminar Preparation Notes

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Overall Score: 2.3 = D

Liked: Toward the end of the discussion, comments were more insightful. The discussion on religion. Switching the inner and outer circle so all had a chance to speak.Outer circle participation.  Questions that made us think. People had something to say about others opinions. Class was able to have conversation about opinions. People were willing to speak out. Second session had more participation. The outer circle participated and helped the conversation keep going (x2).  Twain’s uses facts to describe religion as a conflict. Arguments were based on both opinion and experience.  Interesting conversations. Hot Seat. Passionate about opinions and beliefs.

Learned: The role of religion and conflict (x 2). How human will fight for what they believe in (x2). How Twain uses rhetorical triangle.  Use of imagery to show point of difference. Lots of conflict with disagreement. Even with rules to prevent dilemmas we still bend and break those. Classmates views on society. Discussing how far humans can go with only their will. Twain uses imagery to help readers understand his point. Religions are complicated. Humans may not be a dominant species. Religion is important to all. Religion’s role in the way people ac (x2)t.

Room for Improvement: Provide more details to explain what we mean.  More participation (x 10). The essay was difficult and satire caused confusion.  Work on more preparation to understand the story.  Be more specific and clear when writing questions.  More classroom exercises to build community and rapport between students. Story more related to students. Mark Twain was a trip.  We have difficult time understanding his combination of satire, humor, and philosophy.  Teacher should call on people (x 2).  Limiting participation of outer circle.  More direct references to text. More details. We miss Mark Garcia!  Hard to tell when they are going to speak!  Anxiety with new classmates.  Feeling judged by others and being afraid that comments are going to be taken personal.

Overall Score: 4.35

Liked: Discussed many themes and connections to real world. Interesting conversation with wide discussion from most participants.  Started to correlate justice to the texts and morals and values.  How participants used evidence from texts. Good points that covered topics.  Use of logical reasons. Like to learn about moral sense and how it causes greed. Got to hear different views of morals. Ideas of Realist literature could be adapted to modern society. Everyone’s ideas related one way or another. We connected the two texts (x2). Seminar explained the jumping frog. Discussion integrated views of justice. Very active outer circle during discussion. Very good flow and clarification was always available to keep conversation going and went into different topics organically.  No awkward silence!(x2)  Interesting!

Learned: About human forces that drive us (x2). Relationship between greed and power (x 2) The relationship between justice and stories.  Moral sense in the wrong hands can lead to darkness and evil.  Society should change morals to improve society. We must keep our moral sense! What the Jumping Frog really means (x2). How hu/man’s moral sense is the ultimate downfall. Animals can be better than humans. Moral sense can cause conflict but can be good. Greed can shape moral sense. Gaining power can destroy moral sense. Connection between human nature and justice. Despite moral sense being considered a defect by Twain, it also help us as individuals.  The purpose and message of “The Celebrated Jumping Frog.”  Mark Twain’s ideals and how they related to historical context and recurring themes. How having moral sense can cause individuality!

Room for Improvement: Make questions more related to Overarching Topic. Focus more on texts equally (x2).  Better system that incorporates everyone’s views and voices (x8).  More evidence! More participation (x3) More students providing their questions (x6).   Outer Circle has to chill!  Wait for inner circle to finish speaking (x2) Everyone participated but we should wait for other to speak. Maybe twice before jumping back into the conversation.

Overall Score:  2.9= C-

Strengths:

What we liked…

Students used evidence to support reasons and claims and made connections from Mark Twain’s time to present day. Discussion was respectful and everyone was engaged (x2). Good ideas and the conversation flowed well with diverse opinions.  Questions were very broad and it got the group into the conversation.  Everyone knows when to jump into the conversation.  Participants argued respectfully and gave their perspective and opinion.  Everyone shared questions.  No awkward silence.  Conversation stayed on topic x2. We got to have some insight on how our classmates see the world. Mark Garcia gave good questions and insightful comments.  Everyone consistent talked and discussed different questions.  Students used real world examples. Most people agreed and showed understanding of speaker’s point of view and opinion. It was professional. Everyone used evidence and facts as support.  Everyone gave good answers and showed understanding. Students brought others into the conversation. Good questions kept the conversation going.  Liked the essay.  No one was messing around being distracting and immature.  No interruptions. Valid points and good examples of justice. Good responses to ideas with thoughtful opinions.

What we learned… many perspectives on justice or injustice based on Mark Twain’s essay “The Lowest Animal.” How Mark Twain’s essay is useful for today.

Challenges & Room For Growth

What should improve/change: Have everyone participate, get involved,  and speak up! ( x17) Only a few people held on to the discussion for a large part of the time (x4).  Provide other students with chance to speak. Ask more questions and discuss disagreement while having a broader point of view and seeing other perspectives(x3). Don’t be so shy or intimidated and gather up courage to speak up (x5). Some people need to be more clear when they speak so everyone can understand. Consider counterarguments to our points of view. Second session was cut short.  Bring in PEERS!!