Ms. Alba's Class

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Monday:  Where I’m From Poem

Objective:  This exercise will help elicit fresh and surprising insights into your relationship to friends, neighborhood, and community.

Handouts: Where I’m from by George Ella Lyon, Where Im From, Student Samples

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Tuesday:  Critical Feedback

Objective: Students will use Lerman Method for Critical Feedback to revise and workshop new works.

Handouts: Lerman Method for Critical Feedback

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Wednesday: I want to know why

Objective : Identify gaps in your understanding or knowledge in order to generate raw material for short stories.

Handouts: Exercises

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Thursday: Revisions for “Where I’m from” short story, or “I want to know why”

Objective: Use “Where I’m from” and “I want to know why” exercises to write a personal narrative that uses detailed imagery.

Handouts: Exercises Presentation

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Friday: Writing Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Creative Writing Weekend Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

 

 

MONDAY: ARCHETYPES in Native American Oral Narratives

OBJECTIVE: After ANNOTATING passages from creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing ARCHETYPES and completing SUMMARIES that include events used to develop moral lesson in the story.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Read and Summarize Joseph Bruchac Essay

HOMEWORK: Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

TUESDAY:  ARCHETYPES in “The Sky Tree” & “Coyote Finishes His Work” Coffeehouse Discussion

OBJECTIVE: After ANNOTATING passages from creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing ARCHETYPES in COFFEEHOUSE DISCUSSION.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Introduction to Native Stories Notes Joseph Bruchac Essay, Write Summarizing Paragraph, Read and Annotate “The Sky Tree” p. 24

HOMEWORK: Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

WEDNESDAY:  ARCHETYPES in “Coyote Finishes his Work” Gallery Walk

OBJECTIVE: After COFFEEHOUSE DISCUSSION on creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing PEER’S VIEWS of archetypal significance of Coyote by participating in a GALLERY WALK.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Oral Narratives,  “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

THURSDAY:  NATIVE AMERICAN ORAL NARRATIVES PROGRESS CHECK

OBJECTIVE: After close reading and academic discussions on  creation stories of the Americas, students will be able to provide evidence of their ability to identify archetypes that express native views of “human nature” by completing PROGRESS CHECK.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: LEARNING SCALE

FRIDAY:  NATIVE AMERICAN ORAL NARRATIVES PROGRESS CHECK REVISION

OBJECTIVE: After completing a PROGRESS CHECK on  creation stories of the Americas, students will be able to ASSESS MASTERY LEVEL according to evidence of their ability to identify archetypes that express native views of “human nature” by completing PROGRESS CHECK.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Foundations Learning Scale 3H, Progress Check Revision Guide

 

 

MONDAY:  The Interesting Life of Olaudah Equiano Close Reading

OBJECTIVE: By reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to: 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:   The Interesting Life of Olaudah Equiano

Homework: Summary Template

TUESDAY:   Persuasive Imagery in “The Interesting Life of Olaudah Equiano”

OBJECTIVE: By reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to: 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:   Olaudah Equiano NOTES, The Interesting Life of Olaudah Equiano, Dialectical Journal

Homework: Summary Template

WEDNESDAY:  Introduction to the Aristotelian Triangle & Rhetorical Analysis of “The Interesting Life of Olaudah Equiano”

OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to provide evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:   Olaudah Equiano NOTES, Rhetorical Triangle

Homework: Summary Template

THURSDAY:  The Interesting Life of Olaudah Equiano Progress Check

OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to write formal analytical paragraphs that provide evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:   Learning Scales, Progress Check Revision Guide

FRIDAY:  The Interesting Life of Olaudah Equiano Progress Check Revision

OBJECTIVE: After reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to SELF-ASSESS evidence of their ability to : 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use IMAGERY and the ARISTOTELIAN TRIANGLE to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:   Learning Scales, Progress Check Revision Guide

 

 

from Dark
A novel by Kenji Jasper

Of the four of us, I was the smart one. I did the best in school, I got a few awards, and I even got to introduce Mayor Barry when he came to visit my junior high school. E was the lucky one. Everything always went his way no matter what the odds were. Ray Ray was the crazy one. He would do anything just for the rush. He’d smash somebody in the mouth at a party a half a city away from home just to see the look on the man’s face when he took that first hit. But Snowflake was the bad one. He did what he wanted. And when you were around him, you did what he wanted too. If you didn’t he caused problems. Even though he was our main boy, we didn’t want any problems from him.

We all lived in Shaw. And Shaw was a place where you didn’t come to play around. The threat of bullets and beat-downs always hung in the air like the smell of burning tar. If you walked by the right building at the right time you might hear the Williamses arguing about their son Damien’s crack habit or Mr. Harris on the third floor yelling at the newspaper about how the Redskins wouldn’t make it to another Super Bowl in his lifetime. Or there was always Frank, who spent his days over on the playground impressing the little kids by showing them the bullet scar on his calf and the chrome- plated 9mm that gave him the scar when he dropped it on the ground while running from someone he owed money to.

But Shaw was a little different than a lot of the other neighborhoods in Northwest. We went hard but we weren’t anything like the cats down in Southeast or the ones in Northeast off of Montana Avenue. We were right between downtown and U Street, trapped between the suit-and-tie DC you saw in the movies and the place people burned down after they killed Martin Luther King long before I was born. To me that made us special, something more than just another name they called out at the go-go clubs on Saturday nights.

If anybody asked us, that was where we said we were from.

 

Kenji Jasper is the author of the memoir The House on Childress Street (Harlem Moon), and the novels Snow (VIBE Books) and Dark (Broadway Books), a Los Angeles Times and Washington Post bestseller. He co-edited the nonfiction book Beats Rhymes and Life: What We Love and Hate About Hip Hop (Three Rivers Press), and his articles and essays have appeared on NPR, and in Newsweek, The Village Voice, Essence, Ebony, and VIBE, among others. He has taught at Carnegie Mellon University, the University of Florida, Morehouse College, Spelman College, and the College Success Foundation. He holds a BA from Morehouse College. 

Monday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Collaboration day on Wednesday, 1st Draft due Wednesday, Journal due Friday, Luis Rodriguez @ Bowers Museum 10/3, Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Tuesday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Collaboration day on Wednesday, 1st Draft due Wednesday, Journal due Friday, Luis Rodriguez @ Bowers Museum 10/3, Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Wednesday: Writer’s Workshop

Objective: Students will use Google Classroom and Canva to draft first story based on class exercises and cover of Creative Nonfiction Collection.

Handouts: Google Classroom, Canva

Announcements/Upcoming: Collaboration day on Wednesday, 1st Draft due Wednesday, Journal due Friday, Luis Rodriguez @ Bowers Museum 10/3, Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Thursday: Where I’m From Story

Objective:  The exercise will help writers identify important characters from inner circle of friends and background characters that reveal a sense of place.

Handouts: Cisneros on Search for Place and Fiction, Mentor text, Student Samples

Announcements/Upcoming: 9.14-10.2 Journal due Friday, Luis Rodriguez @ Bowers Museum 10/3, Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Friday:  Where I’m From Poem

Objective:  This exercise will help elicit fresh and surprising insights into your relationship to friends, neighborhood, and community.

Handouts: Where I’m from by George Ella Lyon, Where Im From, Student Samples

Announcements/Upcoming: 9.14-10.2 Journal due Friday, Luis Rodriguez @ Bowers Museum 10/3, Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

MONDAY:  Jonathan Edwards Progress Check

OBJECTIVE: By completing a progress check students will provide evidence of their ability to 1.) identify authors’ purpose and use of imagery, figurative language, and rhetorical devices to support claim 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Puritan Writers view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God”, use imagery and figurative language to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS: N/A

TUESDAY:  Jonathan Edwards Progress Check Peer Revision

OBJECTIVE: By evaluating a progress check students will provide evidence of their ability to 1.) identify authors’ purpose and use of imagery, figurative language, and rhetorical devices to support claim 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Puritan Writers view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God”, use imagery and figurative language to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS: Learning Scale, Peer Revision Powerpoint

WEDNESDAY:  Introduction to Olaudah Equiano (Late Start)

OBJECTIVE: By reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to: 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use imagery and the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:  Olaudah Equiano Notes & Tone Words

 

THURSDAY:  The Interesting Life of Olaudah Equiano

OBJECTIVE: By reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to: 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use imagery and the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:  The Interesting Life of Olaudah Equiano, Olaudah Equiano Notes & Tone Words

FRIDAY:  The Interesting Life of Olaudah Equiano Close Reading

OBJECTIVE: By reading and annotating Olaudah Equiano’s “The Interesting Life of Olaudah Equiano”, students will be able to: 1.) identify authors’ purpose , claim and use of imagery 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did author’s of slave narratives such as Olaudah Equiano view HUMAN NATURE? How did slave narratives such as “The Interesting Life of Olaudah Equiano”, use imagery and the Aristotelian Triangle to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HANDOUTS:   The Interesting Life of Olaudah Equiano, Dialectical Journal Summary Template

HOMEWORK: INTERACTIVE NOTEBOOK RUBRIC

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MONDAY:  Puritan Writing Progress Check Peer Review

OBJECTIVE: By completing a progress check students will provide evidence of their ability to 1.) identify authors’ purpose and use of imagery, figurative language, and rhetorical devices to support claim 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Puritan Writers view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” and poetry by Anne Bradstreet, use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Progress Check Revision Guide, Foundations Learning Scale

HOMEWORK:  Define Archetype & annotate essay by Joseph Bruchac Essay on Native American Oral Traditions based on question:  What is the purpose and central claim or his essay?  What evidence does he use to defend it?

TUESDAY: Introduction to Oral Narratives

OBJECTIVE: After annotating passages from creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing ARCHETYPES and completing summaries that include events used to develop moral lesson in the story.

Notes & Handouts: Native Voices Video Joseph Bruchac Essay

HOMEWORK: Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

WEDNESDAY: ARCHETYPES in Native American Oral Narratives

OBJECTIVE: After annotating passages from creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing ARCHETYPES and completing summaries that include events used to develop moral lesson in the story.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Read and Annotate Joseph Bruchac Essay

HOMEWORK: Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

THURSDAY:  ARCHETYPES in Native American Oral Narratives

OBJECTIVE: After annotating passages from creation stories of the Americas, students will be able to identify native views of “human nature” by analyzing ARCHETYPES and completing summaries that include events used to develop moral lesson in the story.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Introduction to Native Stories Notes Joseph Bruchac Essay, Write Summarizing Paragraph, Read and Annotate “The Sky Tree” p. 24

HOMEWORK: Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

FRIDAY:  Native American Oral Narratives

OBJECTIVE: By completing a progress check students will provide evidence of their ability to 1.) identify authors’ purpose and use of imagery, figurative language, and ARCHETYPE to support claim 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

ESSENTIAL QUESTION: How did Native American traditions view HUMAN NATURE? How did Oral Narratives such as “The Sky Tree” and “Coyote Finishes his Work”, use imagery and ARCHETYPES to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Notes & Handouts: Oral Narratives,  “The Sky Tree” p. 24

HOMEWORK: INTERACTIVE NOTEBOOK RUBRIC DUE TODAY, Find definition of Archetype, and identify the character traits of trickster archetype, Read & Annotate “Coyote Finishes his Work” and identify the character traits of Coyote or “Trickster” archetype

Monday: Human Nature Socratic Seminar

OBJECTIVE: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s “Discourse on Inequality” students will be able discuss and evaluate Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” in a Socratic Seminar to understand European influence of Early American literature.  

Essential Question:  What is human nature and how does our view of this philosophical concept influence our socio-political systems?

Handouts & Notes: Socratic Seminar Outer Circle

Tuesday:  Introduction to Puritan Texts Jonathan Edwards 

OBJECTIVE: By writing a reflection on fear and motivation, and compelting Cornell Notes on Jonathan Edwards, students will be able to: 1.) use background knowledge to predict authors’purpose and use of rhetorical devices 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Puritan Writers view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” and poetry by Anne Bradstreet, use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Handouts & Notes:  Socratic Seminar Reflection, Edwards Notes, & Tone Words 

Homework:  Read, Annotate, and Summarize Anne Bradstreet’s Here Follow Some Verses upon the Burning of Our House, July 10, 1666.

Wednesday: Tone and Imagery “Sinners in the Hands of an Angry God” Close Reading

OBJECTIVE: By reading and annotating for imagery and tone in Jonathan Edwards’ sermon “Sinners in the Hands of an Angry God”, students will be able to: 1.) identify authors’ purpose and use of rhetorical devices 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Puritan Writers view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” and poetry by Anne Bradstreet, use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Handouts & Notes: “Sinners in the Hands of an Angry God” by Jonathan Edwards, pp. 44-49,

Homework: Read, Annotate, and Summarize Anne Bradstreet’s Here Follow Some Verses upon the Burning of Our House, July 10, 1666.

Thursday : Imagery and the Aristotelian Triangle in Edwards’ “Sinners in the Hands of An Angry God” 

OBJECTIVE: By completing a DIALECTICAL JOURNAL that identifies Edwards’ use of imagery and figurative language, students will be able to 1.) identify authors’purpose and use of rhetorical devices to support claim 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Puritan Writers view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” and poetry by Anne Bradstreet, use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

Handouts & Notes: Dialectical Journal

HOMEWORK: Read, Annotate, and Summarize Anne Bradstreet’s Here Follow Some Verses upon the Burning of Our House, July 10, 1666.

FRIDAY:  Puritan Writing Progress Check

OBJECTIVE: By completing a progress check students will provide evidence of their ability to 1.) identify authors’purpose and use of imagery, figurative language, and rhetorical devices to support claim 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Puritan Writers view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” and poetry by Anne Bradstreet, use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity?

HOMEWORK:  Define Archetype & annotate essay by Joseph Bruchac Essay on Native American Oral Traditions based on question:  What is the purpose and central claim or his essay?  What evidence does he use to defend it?

Monday: I am a camera

Objective: After reading Christopher Isherwood’s “Goodbye Berlin” students will notice and render vivid details to describe a scene without trying to explain or interpret it as material for Creative Nonfiction piece.

Handouts: Creative NonFiction Exercises A-C, Writer’s Confession by Junot Diaz, I am a camera

Announcements/Upcoming: Collaboration day on Wednesday, Creative Writing Field Trip to see Vietgone by Qui Nguyen at South Coast Repertory on October 17 @ 7:00 p.m.

Tuesday: Things I was Taught/ Things I Wasn’t Taught

Objective: To elicit fresh and surprising insights into your relationship to family, friends, community, and the world.

Handouts: Ian McEwan’s Advice for Aspiring Writers, Mentor Text from Dark, Student Sample

Wednesday: I Want to Know Why

Objective: Identify interesting gaps in your understanding or knowledge in order to generate raw material for short stories.

Handouts: How to tell if you’re a writer, John Iriving, Student Sample

Thursday: Where I’m From

Objective:  Identify important characters from inner circle of friends and background characters that reveal a sense of place.

Handouts: Cisneros on Search for Place and Fiction, Mentor text, Student Samples

Friday:  Writers’ Workshop

 

Monday: Human Nature Socratic Seminar Preparation

OBJECTIVE: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s “Discourse on Inequality” students will be able to compare and contrast Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” and prepare questions for a Socratic Seminar to understand European influence of Early American literature.  

Essential Question:  What is human nature and how does our view of this philosophical concept influence our socio-political systems?

Handouts & Notes: Socratic Seminar Instructions, Questions Guide, Socratic Seminar Prep,

Tuesday: Human Nature Socratic Seminar

OBJECTIVE: After annotating passages from Thomas Hobbes’ Leviathan and from Jean Jacques Rousseau’s “Discourse on Inequality” students will be able discuss and evaluate Thomas Hobbes and Jean Jacques Rousseau’s “state of nature” in a Socratic Seminar to understand European influence of Early American literature.  

Essential Question:  What is human nature and how does our view of this philosophical concept influence our socio-political systems?

Handouts & Notes: Socratic Seminar Outer Circle

Wednesday:  Introduction to Jonathan Edwards

OBJECTIVE: By writing a reflection on fear and motivation, and compelting Cornell Notes on Jonathan Edwards, students will be able to: 1.) use background knowledge to predict authors’purpose and use of rhetorical devices 2.) explain how these early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Jonathan Edwards view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity? 

Handouts & Notes:  Edwards Notes, & Tone Words

Thursday: Tone and Imagery “Sinners in the Hands of an Angry God” Close Reading

OBJECTIVE: By reading and annotating for imagery and tone in Jonathan Edwards’ sermon “Sinners in the Hands of an Angry God”, students will be able to: 1.) identify authors’ purpose and use of rhetorical devices 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Jonathan Edwards view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity? 

Handouts & Notes: “Sinners in the Hands of an Angry God” by Jonathan Edwards, pp. 44-49

Friday: Imagery and the Aristotelian Triangle in Edwards’ “Sinners in the Hands of An Angry God” 

OBJECTIVE: By completing a DIALECTICAL JOURNAL that identifies Edwards’ use of imagery and figurative language, students will be able to 1.) identify authors’purpose and use of rhetorical devices to support claim 2.) explain how this early writers’ views of human nature  influenced American identity and political thought.

Essential Question:  How did Jonathan Edwards view HUMAN NATURE? How did SERMONS such as “Sinners in the Hands of an Angry God” use imagery to clearly communicate their message about human nature? How did his views influence the United States of America as a political and cultural entity? 

Handouts & Notes: Dialectical Journal

Homework: Summarize by completing Summary Template to prepare for Progress Check on Monday!