Digital resources and support for Ms. Alba's students and friends.
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.
2.3 What does Plato’s Cave teach about reality?
2.5 Introduction to Realism: Notes, Introductory Video
2.6 Historical Context of Realism Gallery Walk: Dialectical Journal
Over the next week we will be completing the following activities to meet the class objectives.
2.2 Class Orientation & Class Syllabus, Subscribe to Class REMIND: (714) 872-8810 @mexamlit and/ or follow TWITTER FEED: @AlbasclassGGHS
2.3 Identity Circles
2.4 Family Interviews
2.6 Introductory Readings:
a. ” The Dangers of the Single Story” by Chimamanda Ngozi Adichie for TED TALKS
b. Why ethnic studies programs are good for California, and America – LA Times
c. YouRadio.org Essay: What is this student’s opinion? Do you Agree or Disagree?
II. Thesis Guide
III. The Ten Commandments of Literary Quotation
WARNING: This is a tentative calendar for the week. I post this to provide my students with an opportunity to preview the week and to help them plan accordingly. Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated. Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class. Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better. Anyways, you get the picture: TENTATIVE means maybe, if time allows, perhaps. As my grandmother used to say, “we make plans and the universe laughs”.
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Edgar Allan Poe’s poem “The Raven” and short story “The Pit and the Pendulum”, students will be able to provide evidence OF THEIR ABILITY TO ANALYZE how the author uses symbolism and unreliable narrator to convey his ideas about TRUTH AND DEATH by completing Romanticism Progress Check 2.3.Handouts: N/A
Homework: Quarter 2 Benchmark 1.21, Notebooks Due 1.23
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Edgar Allan Poe’s poem “The Raven”, students will be able to ASSESS evidence OF THEIR ABILITY TO ANALYZE how the author uses symbolism and unreliable narrator to convey his ideas about TRUTH AND DEATH by completing Romanticism Progress Check 2.3.
Handouts: N/A
Homework: Quarter 2 Benchmark 1.21, Notebooks Due 1.23
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After reading Nathaniel Hawthorne’s “The Minister’s Black Veil” and “Dr. Heidegger’s Experiment”, students will be able to identify the author’s use of symbolism, allegory, and parable to convey his ROMANTIC views about TRUTH and DEATH.
Handouts: Notes, The Minister’s Black Veil, Says Means Matters
Homework: Read “Dr. Heidegger’s Experiment” pp. 228-229, Quarter 2 Benchmark 1.21, Notebooks Due 1.23
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After reading Nathaniel Hawthorne’s “The Minister’s Black Veil” and “Dr. Heidegger’s Experiment”, students will be able to identify the author’s use of symbolism, allegory, and parable to convey his ROMANTIC views about TRUTH and DEATH.
Handouts: Notes, The Minister’s Black Veil, Says Means Matters
Homework: Read “Dr. Heidegger’s Experiment” pp. 228-229, Quarter 2 Benchmark 1.21, Notebooks Due 1.23
WARNING: This is a tentative calendar for the week. I post this to provide my students with an opportunity to preview the week and to help them plan accordingly. Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated. Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class. Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better. Anyways, you get the picture: TENTATIVE means maybe, if time allows, perhaps. As my grandmother used to say, “we make plans and the universe laughs”.
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After reading Edgar Allan Poe’s poem “The Raven”, students will be able to identify the author’s use of symbolism and unreliable narrator to convey his ROMANTIC views about TRUTH and DEATH
Handouts: “The Raven,” Say Means Matters, Summary Template
Homework: Summarize “The Raven” and finish SAYS MEANS MATTERS, Quarter 2 Benchmark 1.21, Notebooks Due 1.23
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Edgar Allan Poe’s poem “The Raven”, students will be able to provide evidence OF THEIR ABILITY TO ANALYZE how the author uses symbolism and unreliable narrator to convey his ideas about TRUTH AND DEATH by completing Romanticism Progress Check 2.3.Handouts: N/A
Homework: Summarize “The Raven” and finish SAYS MEANS MATTERS, Quarter 2 Benchmark 1.21, Notebooks Due 1.23
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Edgar Allan Poe’s poem “The Raven”, students will be able to ASSESS evidence OF THEIR ABILITY TO ANALYZE how the author uses symbolism and unreliable narrator to convey his ideas about TRUTH AND DEATH by completing Romanticism Progress Check 2.3.
Handouts: N/A
Homework: Quarter 2 Benchmark 1.21, Notebooks Due 1.23
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After reading Nathaniel Hawthorne’s “The Minister’s Black Veil”, students will be able to identify the author’s use of symbolism and parable to convey his ROMANTIC views about TRUTH and DEATH.
Handouts: Notes, The Minister’s Black Veil, Says Means Matters
Homework: Quarter 2 Benchmark 1.21, Notebooks Due 1.23
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After reading Nathaniel Hawthorne’s “The Minister’s Black Veil”, students will be able to identify the author’s use of symbolism and parable to convey his ROMANTIC views about TRUTH and DEATH
Handouts: Notes, The Minister’s Black Veil, Says Means Matters
Homework: Quarter 2 Benchmark 1.21, Notebooks Due 1.23
WARNING: This is a tentative calendar for the week. I post this to provide my students with an opportunity to preview the week and to help them plan accordingly. Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated. Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class. Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better. Anyways, you get the picture: TENTATIVE means maybe, if time allows, perhaps. As my grandmother used to say, “we make plans and the universe laughs”.
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By researching Edgar Allan Poe’s background, students will be able to: 1.) identify influences on philosophical attitudes and themes c 2.) analyze the effect of Edgar Allan Poe’s writing on American culture and literature.
Handouts: Edgar Allan Poe Notes, “The Raven”,
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.
Handouts: Edgar Allan Poe Notes, The Raven,
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.
Handouts: Edgar Allan Poe Notes, The Raven, Says Means Matters
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.
Handouts: Edgar Allan Poe Notes, The Raven, Says Means Matters
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.
Handouts: Edgar Allan Poe Notes, The Raven, Says Means Matters
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis
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WARNING: This is a tentative calendar for the week. I post this to provide my students with an opportunity to preview the week and to help them plan accordingly. Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated. Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class. Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better. Anyways, you get the picture: TENTATIVE means maybe, if time allows,
UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.
Objective: After analyzing Juana Alicia’s mural “The Wisdom of the Elders”, students will be able to write a paragraph which evaluates Juana Alicia’s use of “La Llorona” and the Nahuatl mythology to subvert traditional notions of gender.
Handouts: Notes
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6
UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.
Objective: After completing CORNELL NOTES on research questions, students will be able to write a summary that identifies significant historical contexts and issues inspired Luis Valdez to write Zoot Suit.
Handouts: Cornell Notes, Slide Presentations, video
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6
UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.
Objective: After completing CORNELL NOTES on research questions, students will be able to write a summary that identifies significant historical contexts and issues inspired Luis Valdez to write Zoot Suit.
Handouts: CORNELL NOTES Handout
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6
UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans use art and writing to assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.
Objective: After completing ANALYSIS MAP of Zoot Suit, students will be able to identify THEME communicated about Mexican American identity through the symbolism of the “Pachuco” or zoot suiter.
Handouts: Analysis Map
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6
UNIT GOAL: Beginning with the Sleepy Lagoon trial as depicted through Luis Valdez’s play “Zoot Suit” and Rudolfo “Corky” Gonzalez’s poem “I am Joaquin,” students will examine the inter- and intra-cultural conflicts which result as Mexican Americans use art and writing to assert and negotiate identity as common yet distinct from both Mexican nationals and European Americans.
Objective: After completing ANALYSIS MAP of Zoot Suit, students will be able to identify THEME communicated about Mexican American identity through the symbolism of the “Pachuco” or zoot suiter.
Handouts: Analysis Map
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16, Unit Portfolio Due on January 6
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WARNING: This is a tentative calendar for the week. I post this to provide my students with an opportunity to preview the week and to help them plan accordingly. Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated. Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class. Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better. Anyways, you get the picture: TENTATIVE means maybe, if time allows, perhaps. As my grandmother used to say, “we make plans and the universe laughs”.
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to provide evidence OF THEIR ABILITY TO ANALYZE how the author uses paradox to convey his ideas about the individual and SOCIETY by assessing Romanticism Progress Check 2.2.
Handouts: N/A
Homework: Notebooks due 12.19
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to ASSESS MASTERY OF THEIR ABILITY TO ANALYZE how the author uses paradox to convey his ideas about the individual and SOCIETY by assessing Romanticism Progress Check 2.2.
Handouts: N/A
Homework: Notebooks due 12.19
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After watching video clips on Edgar Allan Poe, students will be able to use notes to write a background paragraph that describes the author’s background, writing careers, and influences.
Handouts: Edgar Allan Poe Notes, Introduction Video
Homework: Notebooks due 12.19
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After reading Edgar Allan Poe’s poem “The Raven”, students will be able to identify the author’s use of symbolism and unreliable narrator paradox to convey his ROMANTIC views about TRUTH and DEATH
Handouts: “The Raven,” Say Means Matters, Summary Template
Homework: Notebooks due 12.19
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After reading Edgar Allan Poe’s poem “The Raven”, students will be able to identify the author’s use of symbolism and unreliable narrator paradox to convey his ROMANTIC views about TRUTH and DEATH
Handouts: “The Raven,” Say Means Matters, Summary Template
Homework: Notebooks due 12.19
WARNING: This is a tentative calendar for the week. I post this to provide my students with an opportunity to preview the week and to help them plan accordingly. Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated. Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class. Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better. Anyways, you get the picture: TENTATIVE means maybe, if time allows,
UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.
Objective: After analyzing corridos, and completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,” students will be able to write a paragraph that defines corridos and evaluates the the film and write a character analysis of masculine figures as depicted in corridos.
Handouts: Corridos Infosheet, Corridos Notes, El Corrido de Gregorio Cortez, Film Questions
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16
UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.
Objective: After researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.
Handouts: Pre-reading: What is a cuento or a folk tale? What is its function? Who is “La Llorona”? What cultural values and fears are communicated by this feminine archetype?
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16
UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.
Objective: After researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.
Handouts: Pre-reading: What is a cuento or a folk tale? What is its function? Who is “La Llorona”? What cultural values and fears are communicated by this feminine archetype?
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16
UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.
Objective: After researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.
Handouts: Reading: “La Llorona“, Spiritual Cleansing: A Mexican Ghost Story
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16
UNIT GOAL: After investigating and analyzing perspectives on Mexican American War through primary documents, art, corridos and cuentos students will write a complete a unit portfolio which evaluates the impact of the annexation of Mexico’s northern territories by the United States on contemporary Mexican American culture, identity, and politics.
Objective: After researching the popular cuento of “La Llorona,” students will be able to identify central ideas in stories about La Llorona and purpose of archetype by completing analytical summaries, SOAPS analysis, and writing an original cuento which uses the archetype of “La Llorona” in a contemporary context.
Handouts: Analytical Summary, SOAPS Analysis, Write your Own Cuento starring La Llorona
Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16
WARNING: This is a tentative calendar for the week. I post this to provide my students with an opportunity to preview the week and to help them plan accordingly. Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated. Sometimes, what I believed would take ten minutes at the beginning of class ends up taking an entire class. Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better. Anyways, you get the picture: TENTATIVE means maybe, if time allows, perhaps. As my grandmother used to say, “we make plans and the universe laughs”.
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Henry David Thoreau’s essays from “Walden” and “Resistance to Civil Government”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about INDIVIDUALITY & SOCIETY by completing Romanticism Progress Check 2.0.
Handouts: N/A
Homework: N/A
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: After close reading an excerpt of Henry David Thoreau’s essays from “Walden” and “Resistance to Civil Government”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about INDIVIDUALITY & SOCIETY by assessing Romanticism Progress Check 2.0.
Handouts: Romanticism Learning Scale
Homework: N/A
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.
Handouts: Notes,
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.
Handouts: Notes,
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis
Unit Goal: Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.
Objective: By reading and annotating Edgar Allan Poe’s “The Raven” and “The Pit and the Pendulum”, students will be able to: 1.) compare philosophical attitudes and themes communicated through allegory and 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on DEATH.
Handouts: Says Means Matters Summarize
Homework: Read The Pit and the Pendulum pp. 257-269, Complete Reading Guide Analysis