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Read and annotate ” The Celebrated Jumping Frog of Calaveras County” by Mark Twain pp. 459-467 complete Dialectical Journal and SOAPS

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, Frederick Douglass’s “Narrative of the Life of Frederick Douglass” and “What to the Slave is the Fourth of July,”  and Mark Twain’s “The Celebrated Jumping Frog of Calaveras County” along with “The Lowest Animal,” students will be able to write a paragraph that analyzes and evaluates arguments and use of ethos, pathos, and logos as support.

2.17 Progress Check on Frederick Douglass:   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.

2.18 American Realism Progress Check 3.1 Assessment and Peer Revision

2.19 Introduction to Satire & Twain

2.20 Read and annotate “The Lowest Animal”by Mark Twain:  2.2-2.20 Notebook DUE! CLICK HERE FOR RUBRIC and GUIDELINES

H.W. Read and annotate ” The Celebrated Jumping Frog of Calaveras County” by Mark Twain pp. 459-467 complete Dialectical Journal and SOAPS

Objective: This week, students will be able to define central terms and evaluate basic issues and themes in Mexican American Literature and Culture by completing the following activities:

2.17 Assimilation, Acculturation, and Resistance: Philosophical Chairs Activity

2.18 Read Rift in Arizona as Latino Class Is Found Illegal &  “Why Long Beach Needs Ethnic Studies“: What is the author’s opinion? Do you Agree or Disagree? Why?

2.19 Close Read Rift in Arizona as Latino Class Is Found Illegal &  “Why Long Beach Needs Ethnic Studies“: What is the author’s opinion? Do you Agree or Disagree? Why?

2.20 Prepare for Why Ethnic Studies Socratic Seminar: Socratic Seminar Evaluation Guide.Cornell Notes Template Notebooks DUE!

 

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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, Frederick Douglass’s “Narrative of the Life of Frederick Douglass,” and Mark Twain’s “The Lowest Animal” students will be able to write a paragraph that analyzes and evaluates the abolitionist arguments and use of ETHOS, PATHOS, and LOGOS as support.

2.17 American Realism Progress Check 3.1 on Frederick Douglass’s “Narrative of the Life of Frederick Douglass”

2.18 American Realism Progress Check 3.1 and Peer Revision & Assessment

2.19 Introduction to Satire & Twain

2.20 Read and annotate “The Lowest Animal”by Mark Twain:  2.2-2.20 Notebook DUE! CLICK HERE FOR RUBRIC and GUIDELINES

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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, 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.

2.8 HOMEWORK: SOAPS & Dialectical Journal of Fredrick Douglass’s “Narrative of the Life of Frederick Douglass” pp. 398-404.

2.9 Abolitionist Propaganda & Douglass Notes

2.10 What to the Slave is the Fourth of July by Frederick Douglass read by Danny Glover

2.11 COLLABORATION DAY SCHEDULE: What to the Slave is the Fourth of July SOAPS & Rhetorical Analysis using Dialectical Journal

2.12 Progress Check on Unit Series Objectives

* After completing notes and discussing ideas with pods, students will be able to define Realism and evaluate its treatment on the topics of JUSTICE.

*  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.

 

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Objective: This week, students will be able to define central terms and evaluate basic issues and themes in Mexican American Literature and Culture by completing the following activities:

2.9. ” The Dangers of the Single Story” by Chimamanda Ngozi Adichie for TED TALKS

2.10. Summarize Adichie’s TED Talk &

2.11 Why ethnic studies programs are good for California, and America – LA Times

2.12 Assimilation, Acculturation, and Resistance: Philosophical Chairs Activity

 

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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, Frederick Douglass’s “Narrative of the Life of Frederick Douglass,” students will be able to write a paragraph that analyzes and evaluates the abolitionist arguments and use of ETHOS, PATHOS, and LOGOS as support.

2.9  Abolitionist Propaganda

2.10 Introduction to Frederick Douglass

2.11 Read: from the “Narrative of the Life of Frederick Douglass” pp. 398-404 Dialectical Journal

2.12 ANALYZE “Narrative of the Life of Frederick Douglass” by completing  Dialectical Journal&  SOAPS Analysis pp. 398-404

2.13-2.16 Four Day WEEKEND!  Enjoy President’s Valentine’s Day! PREPARE for Progress Check on “Narrative of the Life of Frederick Douglass” on 2/17

Getting concrete on something abstract! #realisms

AMERICAN REALISM: 1860-1914

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. 

2.2 Quarter 3 Syllabus Honors

2.3 What is Reality? and Introduction to Justice

2.3 B: HW: Read “The Rise of Realism” by Gary Arpin pp. 382-395 and Create Cornell Notes labeled 2.3B this should include summary that prepares you to answer the questions:

1.) How and when did American writers and poets respond to the Civil War? 2.) What are the basic characteristics of realism? 3.) What did the naturalist writers believe?

2.4 Introduction to Realism: Notes

2.5 Historical Context of Realism Gallery Walk: Dialectical Journal

2.6 The Rise of Realism by Gary Arpin Notes & Rhetorical Appeals in Abolitionist Propaganda

H.W. Read “Narrative of the Life of Frederick Douglass” pp. 396-404 & complete SOAPS and Rhetorical Analysis as item 2.8