Author: AdrianaAlba

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”.

Monday 12.8 Emerson Progress Check Assessment

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 Ralph Waldo Emerson’s essays “Nature” and “Self-Reliance”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by assessing Romanticism Progress Check 1.0.

Handouts: Self Reliance, Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework:

Tuesday 12.9 Introduction to Henry David Thoreau

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 viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Thoreau Transcendentalism,

Homework: N/A

Wednesday 12.10 Henry David Thoreau & from “Civil Disobedience” (Late Start)

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 from Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206

Thursday 12.11 Henry David Thoreau & from “Civil Disobedience”

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 from Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206

Friday 12.12 Henry David Thoreau & from “Civil Disobedience”

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 from Henry David Thoreau’s essay “Resistance to Civil Government”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206

 

Handouts:  Says Means Matters Summarize 

Homework: Read from “On Nonviolent Resistance” by Mohandas Ghandi and “Letter from Birmingham” by Dr. Martin Luther King, Jr. pp. 220-222

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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…otherwise known as maybe, perhaps, we will see.  As my grandmother used to say, “we make plans and the universe laughs”.

Monday 12.1 Non Student Day

 

Tuesday 12.2: “The Ballad of Gregorio Cortez” film

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 completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos.  

Handouts: The Ballad of Gregorio Cortez Film Notes

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Wednesday 12.3: “The Ballad of Gregorio Cortez” film

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 completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos.  

Handouts: The Ballad of Gregorio Cortez Film Notes, Summary Template

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Thursday 12.4: “The Ballad of Gregorio Cortez” film

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 completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,” students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos.

Handouts: Corridos Infosheet, Corridos Notes, El Corrido de Gregorio Cortez, Background

Homework: Notebooks due 12.19, Field Trip to LA Plaza on January 16

Friday 12.5: “The Ballad of Gregorio Cortez” Progress Check

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 completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize 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

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”.

Monday 12.1 Non Student Day

 

Tuesday 12.2 Introduction to Henry David Thoreau

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 viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Thoreau Transcendentalism, Walden p. 189-206

Homework: Summarize Walden

Wednesday 12.3 Henry David Thoreau & from “Walden”

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 viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Thoreau Transcendentalism, Walden p. 189-206

Homework: Summarize Walden

Thursday 12.4 Henry David Thoreau & from “Civil Disobedience”

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 from Henry David Thoreau’s essay “Civil Disobedience”, students will be able to identify the author’s use of figurative language and paradox to convey his central claim and write a paragraph that describes the the influence of Transcendentalist ideas on 20th Century Nonviolent Resistance Movements.  

Handouts: Says Means Matters, Summarize

Homework: Read from “Civil Disobedience” pp. 189-206, Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Friday 12.5 Henry David Thoreau & from “Civil Disobedience”

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 “Self-Reliance”, students will be able to identify how the author uses METAPHORS to convey his ideas about NATURE and SOCIETY by completing SAYS MEANS MATTERS TEMPLATE.  

Handouts:  Says Means Matters Summarize 

Homework: Read from “On Nonviolent Resistance” by Mohandas Ghandi and “Letter from Birmingham” by Dr. Martin Luther King, Jr. pp. 220-222

 

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”.

Monday 12.1 Non Student Day

 

Tuesday 12.2 Self Reliance

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 Ralph Waldo Emerson’s essay’s “Self Reliance”, students will be able to identify how the author uses metaphor to convey his ideas about the individual and SOCIETY.

Handouts: Self Reliance, Emerson’s Transcendentalism Notes

Homework: Summarize “Self-Reliance” and Read Walt Whitman’s excerpt Number 52 from “Song of Myself”

Wednesday 12.3 Metaphor and Self- Reliance

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 Ralph Waldo Emerson’s essay’s “Self-Reliance”, students will be able to identify how the author uses metaphor to convey his ideas about Nature, the individual, and SOCIETY by completing SAYS MEANS MATTERS TEMPLATE and SUMMARY.

Handouts: Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Summarize “Self-Reliance” and RRead Walt Whitman’s excerpt Number 52 from “Song of Myself”

Thursday 12.4 Emerson Progress Check

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 Ralph Waldo Emerson’s essays “Nature” and “Self-Reliance”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by completing Romanticism Progress Check 1.0.

Handouts: Self Reliance, Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Thoreau Quote Analysis

Friday 12.5 Emerson Progress Check Assessment

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 Ralph Waldo Emerson’s essays “Nature” and “Self-Reliance”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by assessing Romanticism Progress Check 1.0.

Handouts: Self Reliance, Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Thoreau Quote Analysis

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…otherwise known as maybe, perhaps, we will see.  As my grandmother used to say, “we make plans and the universe laughs”.

Monday 11.17: Corridos as Counternarratives

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 POINT OF VIEW in popular corridos students will be able to identify central argument and purpose of archetype by completing analytical summaries, SOAPS Analysis, and writing their own corrido based on important post-Mexican American war figure.

Handouts: Corridos Infosheet, Corridos Notes

Homework: Notebooks due 11.21

Tuesday 11.18: Americo Paredes & “El Corrido de Joaquin Murrieta”

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 completing a web search on Americo Paredes, students will be able to write a background paragraph that describes the author’s background and influences.

Handouts: Corridos Infosheet, Corridos Notes, “El Corrido de Joaquin Murrieta”

Homework: Notebooks due 11.21

Wednesday 11.19: “El Corrido de Gregorio Cortez”

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 close reading of “El Corrido de Gregorio Cortez” students will be able to write an analytical summary that identifies the point of view and argument of the counternarrative.

Handouts: Corridos Infosheet, Corridos Notes, El Corrido de Gregorio Cortez

Homework: Notebooks due 11.21

Thursday 11.20: “The Ballad of Gregorio Cortez” film

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 completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize the film and write a character analysis of masculine figures as depicted in corridos. 

Handouts: Corridos Infosheet, Corridos Notes, El Corrido de Gregorio Cortez, Background

Homework: Notebooks due 11.21

Friday 11.21: “The Ballad of Gregorio Cortez” film

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 completing Cornell Notes while viewing the film, “The Ballad of Gregorio Cortez,”  students will be able to summarize 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 11.21

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”.

Monday 11.17 Imagery in Nature

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 Ralph Waldo Emerson’s essay’s Nature, students will be able to identify how the author uses imagery to convey his ideas about NATURE and SOCIETY by completing SAYS MEANS MATTERS TEMPLATE.

Handouts: Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Tuesday 11.18 Romanticism Progress Check 1.0

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 William Cullen Bryant’s poem “Thanatopsis” and excerpts of Ralph Waldo Emerson’s essays “Nature” and “Self Reliance”, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by completing Romanticism Progress Check 1.0.

Handouts: Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Notebooks due 11.21

Wednesday 11.19 Henry David Thoreau

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 viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Emerson’s Transcendentalism Notes

Homework: Read Walden pp. 189-206, Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Thursday 11.20 District Writing Assessment

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 viewing a background video on Henry David Thoreau, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and cultural influence of Transcendentalism.  

Handouts: Emerson’s Transcendentalism Notes

Homework: Read Walden pp. 189-206, Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Friday 11.21 Walden

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 “Walden”, students will be able to identify how the author uses METAPHORS to convey his ideas about NATURE and SOCIETY by completing SAYS MEANS MATTERS TEMPLATE. 

Handouts: Emerson’s Transcendentalism Notes

Homework: Read Walden pp. 189-206, Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

 

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”.

Monday 11.17 Ralph Waldo Emerson

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 viewing a background video on Ralph Waldo Emerson, and participating in Graffitti Wall Discussion, students will be able to write a paragraph that describes the background and influence of Transcendentalism.  

Handouts: Emerson’s Transcendentalism Notes

Homework: Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Tuesday 11.18 Nature

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 Ralph Waldo Emerson’s essay’s Nature, students will be able to identify how the author uses imagery to convey his ideas about NATURE and SOCIETY.

Handouts: Nature, Emerson’s Transcendentalism Notes

Homework: Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Wednesday 11.19 Imagery in Nature

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 Ralph Waldo Emerson’s essay’s Nature, students will be able to identify how the author uses imagery to convey his ideas about NATURE and SOCIETY by completing SAYS MEANS MATTERS TEMPLATE and SUMMARY.

Handouts: Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Notebooks due 11.21, District Writing Assessment THIS THURSDAY 11.20

Thursday 11.20 District Writing Assessment

 

Friday 11.21 Emerson Progress Check

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 Ralph Waldo Emerson’s essay’s Nature, students will be able to identify MASTERY LEVEL OF THEIR ABILITY TO ANALYZE how the author uses imagery to convey his ideas about NATURE and SOCIETY by completing Romanticism Progress Check 1.0.

Handouts: Nature, Emerson’s Transcendentalism Notes, Says Means Matters, Analytical Summary

Homework: Notebooks due 11.21

Here is a GREAT opportunity for Juniors and Seniors!!!   B of A provides paid Student Leader internship and training for students.  Check it out – you probably have some students who might be just right for this opportunity.   Here’s the info:

Interested in being a 2015 Student Leader®?

Thank you for your interest in becoming a 2015 Student Leader®. The application period for 2015 will be open November 1st – January 31st.
Eligibility Criteria: Student Leaders is an eight-week summer experience for high school juniors and seniors. Student Leaders includes a paid internship with a local nonprofit organization as well as the Student Leaders Summit in Washington, D.C. Student Leaders gives young leaders the opportunity to develop and apply leadership skills through hands-on community work experience while discovering their own talents for serving their community and leading others.
To become a Student Leader, you must:

·         Currently be a junior or senior in high school

·         Be able to participate in an 8-week paid internship at a local nonprofit/charitable organization and work 35 hours a week

·         Be legally authorized to work in the US without sponsorship through the end of September

·         Be able to participate in a week-long Student Leadership Summit in Washington, DC from July 12-17, 2015 (All expenses paid as part of the Student Leaders Program. This week will be part of your 8-week experience.)

·         Be a student in good standing at your school

·         Obtain a letter of recommendation from a teacher, guidance counselor, or school administrator

 

 

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”.

Monday 10.27 “The Autobiography of The Declaration of Independence”

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After CLOSE READING, SWBAT compare how Thomas Jefferson, Dekanawida, and Elizabeth Cady Stanton used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by ASSESSING a PROGRESS CHECK.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31!

Tuesday 10.28 Quarter Benchmark

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: By completing QUARTER BENCHMARK, students will be able to mastery level for QUARTER 1.

Handouts: N/A

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

Wednesday 10.29 Socratic Seminar Preparation

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: By preparing for a Socratic Seminar, students will be able to compare how ideas about human nature explored by Early American writers influenced the theme(s) depicted in Arthur Miller’s play The Crucible. 

Handouts: The Crucible Socratic Seminar, Cornell_Notes

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

Thursday 10.30 Socratic Seminar

Unit Goal: In a TIMED WRITE ESSAY, SWBAT COMPARE how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: By participating in a Socratic Seminar, students will be able to compare how ideas about human nature explored by Early American writers influenced the theme(s) of Arthur Miller’s play The Crucible. 

Handouts: The Crucible Socratic Seminar, Socratic Seminar Evaluation Guide

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

Friday 10.31 Unit Final

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: In a TIMED WRITE ESSAY, SWBAT compare how ideas about human nature explored by Early American writers influenced the theme(s) depicted in Arthur Miller’s play The Crucible. 

Handouts: Learning Scale & Rubric

Homework: Notebooks due 10.31, The Crucible Act 4, Unit Final on Friday 10.31

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”.

Monday 10.27 “Autobiography of The Declaration of Independence”

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After CLOSE READING, SWBAT COMPLETE A PROGRESS CHECK that identifies how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence”

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31, QUARTER Final on 11.3

Tuesday 10.28 QUARTER BENCHMARK

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: By completing QUARTER BENCHMARK, students will be able to mastery level for QUARTER 1.

Handouts: N/A

Homework: Notebooks due 10.31, QUARTER Final on 11.3

Wednesday 10.29 Writers’ Workshop & Intro to Philosophical Chairs

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After CLOSE READING, SWBAT identify ASSESS their ability to identify how Thomas Jefferson used rhetorical triangle, loaded words, and parallelism to achieve purpose, communicate tone, and reveal his ideas about HUMAN NATURE in The Declaration of Independence” by completing peer review and evaluation process.

Handouts: Notes, “The Autobiography of The Declaration of Independence,” Dialectical Journal

Homework: Notebooks due 10.31, QUARTER Final on 11.3

Thursday 10.30 Philosophical Chairs

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: By reflecting and discussing Early American values and philosophical ideas, students will be able to explain how these early writers’ views of human nature influenced American identity and political thought.

Handouts: Philosophical Chairs Presentation, Philosophical Chairs

Homework: Notebooks due 10.31, QUARTER Final 11.3

Friday 10.31 World Cafe Day

Unit Goal: In a TIMED WRITE ESSAY, SWBAT describe how Early American texts and genres explored and communicated views of human nature through the use of the rhetorical triangle, imagery, and figurative language.

Objective: After participating in World Cafe, SWBAT discuss and analyze early American views of human nature.

Handouts: World Cafe Presentation, Handouts

Homework: QUARTER Final 11.3