Ms. Alba's Class

Period 1:

Overall Score: 3.2= C+

Strengths: I like when Zack said, “What can we do to change the humans to be the highest animals?” (x 7)

I liked when we discussed if justice depended on wealth and where your place is (class). (x2)

I liked when Anthony questions if Twain’s comparison between human beings animals without knowledge was fair.  (x2)

I liked when Janet asked if humans can ever rise above being the lowest animals.

I liked the comment that there can not be justice if we do not have moral sense.

I like when people asked specific people to comment on questions.

I liked that most of us disagreed that Mark Twain’s generalizations were inaccurate and exaggerated.  (x2)

Learned about: The importance of respecting different ethnicities and races. Humans should stop judging one another.  Different perspectives on Twain’s ideas in “The Lowest Animal”.  Human beings and animal traits can be different.

Room for Growth: There was awkward silence. Check your body language!  Be prepared! We need more participation and involvement. (x 8) Ask Questions! More response to direct questions (x2).  Speak out!  Don’t be shy… It is not fair when students take up the courage to ask a question and no one follows up with a response.  Don’t spend so much time on a confirmed question. The conversation was at times superficial and could have gone deeper.  More outer circle members  should take the “hot seat”. There should be more preparation and thought going into the questions to inspire conversation.

“Unless we base our sense of identity upon the truth of who we are, it is impossible to attain happiness.”

                                                          –Brenda Shoshana

*  Write the quote

* Explain what the quote means to you.

* Do you agree?  Why or why not?  Explain using evidence from your experiences.

 

Week’s Objectives: After CLOSE READING reading Mark Twain’s The Celebrated Jumping Frog of Calaveras County” along with “The Lowest Animal,” students will be able to discuss views of JUSTICE in Socratic Seminar Discussion and write a paragraph that analyzes REALIST FEATURES and evaluates arguments and use of ethos, pathos, and logos as support.

3.2 Progress Check on Mark Twain

* Compare realist features of Mark Twain’s essay “The Lowest Animal” and “The Celebrated Jumping Frog of Calaveras County”

* What ideas about JUSTICE are conveyed through both texts?

* How does Twain use the rhetorical triangle to communicate REALIST VIEWS  AND PHILOSOPHICAL ATTITUDE?

3.3 JUNIOR GUIDANCE UNIT DAY 1: SOCRATIC SEMINAR DEBRIEF, & Introduction to Ambroce Bierce: Ambroce Bierce’s Civil War

3.4 JUNIOR GUIDANCE UNIT DAY 2: Read “Occurrence at Owl Creek Bridge.”

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

3.7  Homework: Read Kate Chopin’s “The Story of An Hour” and be prepared to compare elements of PSYCHOLOGICAL REALISM with Bierce’s “Occurrence at Owl Creek Bridge”

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

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

3.2 “The Lowest Animal” Progress Check will measure ability to:

* Describe Mark Twain’s background.

* Identify and evaluate the author’s philosophical view and attitude in “The Lowest Animal”

* Explain how the author’s use SATIRE and IRONY in addition to the rhetorical triangle helps to convey views.

3.3: JUNIOR GUIDANCE UNIT: Socratic Seminar Debrief Evaluation & Ambroce Bierce Background:  Ambroce Bierce’s Civil War & Bierce Notes

3.4 JUNIOR GUIDANCE UNIT: Bierce Notes & Close Read:“Occurrence at Owl Creek Bridge.”

3.5 “The Lowest Animal” Progress Check Peer Revision and Evaluation

3.6 “Occurrence at Owl Creek Bridge” using Dialectical Journal & SOAPS

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

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

3.2 a.)Identity Quote Response #1 b.) Historical Context:   “Exploring the Borderlands”, CORNELL NOTES

3.3 Historical Context: Exploring the Borderlands  “Exploring the Borderlands”, Analytical Summary

3.4 Close Read: “Senior Picture Day” by Michelle Serros What does the short story “Senior Picture Day” reveal about the narrator’s identity and her relationship to an “Indian” heritage?

3.5 What does the short story “Senior Picture Day” reveal about the narrator’s identity and her relationship to an “Indian” heritage?

3.6 Perspectives of the Conquest Day 1: Learning Stations 1 & 2

 

 

 

 

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I hear and understand your bafflement at Twain’s story “The Celebrated Jumping Frog of Calaveras County.”  In true Twain Fashion, the story seems to be a rambling of sorts.  Additionally, the structure does not follow the neat beginning, middle, and end with a clear resolution tied neatly with a clear thematic bow that we have come to expect from fiction.

And so many of you have asked, “What am I supposed to get out of it?”

Confusion of course! This confusion is part of the fun that Twain had with his audience.  He makes things sound deceptively simple.  Essentially, it’s a story about a guy telling the story about a guy who tells a story about a frog.  But, oh it is so much more! Let’s use our rhetorical appeals in narrative notes to help us explore the the connection to “The Lowest Animal,” Realism as a literary movement, and our universal concept: JUSTICE.

CENTRAL THEME:  Why does the first narrator tell the story of his encounter with Simon Wheeler?  Why does Simon Wheeler tell the story of Jim Smiley? Compare the theme(s)? What does each story SATIRIZE?

ETHOS: Notice the difference between the two narrators’ speech, point of view, and stories.  Why does each tell their story? What is the difference between the language of these two stories and how does the difference in dialect or vernacular affect our impression of each narrator?  Which do you find more credible and Why?

PATHOS: Note the HYPERBOLES in the abundant imagery and figures of speech.  What emotions do these inspire from the reader?  More specifically how does it create a comic tone and reveal humor?

LOGOS:  Think about the structure of the story.  What are the stories’ plots? How does the resolution of Wheeler’s story help us understand the relationship between “COMPETITION” and “JUSTICE“?  How does the outcome of the first narrator’s story do the same thing?

CALL TO ACTION:  What is the outcome of the frog race and what does this competition reveal about Twain’s views on the relationship between “COMPETITION” and “JUSTICE”?

If you still need more help check out this LEGO Adaptation. 

Hope this helps!

 

For the past two days, Mexican American Literature and Culture have discussed the value of Ethnic Studies after reading the articles, “Why Ethnic Studies is good for California, and America,” Rift in Arizona as Latino Class Is Found Illegal &  “Why Long Beach Needs Ethnic Studies“.  By doing so, #mexamlitgghs scholars practiced speaking academically, thinking critically, and understanding an issue from diverse points of view.  Although, yesterday’s Socratic Seminar was a little squeaky and awkward (as all discussion is when groups are getting to know each other), today I finished class elated at the depth of thinking, maturity of behavior, and the overall commitment to respect that my students exhibited.

I felt dizzy with excitement….It was BEAUTIFUL and everything a teacher hopes for in a class.

I heard well-written high level questions, I saw students in the inner circle and outer circle contributing to discussion with insightful comments and opinion, I heard logical comments that were on point and were backed up with evidence from personal experience and the class readings, I saw nothing but the utmost respect, even when there was disagreement.  All I can say is, “WOW!”

Thank you for a wonderful Socratic Seminar #msalbasclass #mexamlitgghs!  It was an honor and a privilege to be a part of the conversation.  I felt a little like I was sitting in a college classroom again!  Can’t wait for tomorrow!

Week’s Objectives: After CLOSE READING reading Mark Twain’s The Celebrated Jumping Frog of Calaveras County” along with “The Lowest Animal,” students will be able to discuss views of JUSTICE in Socratic Seminar Discussion and write a paragraph that analyzes REALIST FEATURES and evaluates arguments and use of ethos, pathos, and logos as support.

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

2.23 Introduction to Satire & Twain

2.24 Read and annotate “The Lowest Animal”by Mark Twain

2.25 “The Lowest Animal” Dialectical Journal and SOAPS

2.26 Socratic Seminar Preparation

2.27 Socratic Seminar on Man’s Capacity for Justice According to Mark Twain: Socratic Seminar Evaluation Form

3.2 Progress Check on Mark Twain

* Compare realist features of Mark Twain’s essay “The Lowest Animal” and “The Celebrated Jumping Frog of Calaveras County”

* What ideas about JUSTICE are conveyed through both texts?

* How does Twain use the rhetorical triangle to communicate REALIST VIEWS  AND PHILOSOPHICAL ATTITUDE?

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

2.23 DAY 1: Why Ethnic Studies Socratic Seminar: Socratic Seminar Evaluation Guide.

2.24 DAY 2: Why Ethnic Studies Socratic Seminar: Socratic Seminar Evaluation Guide.

2.25 Identity Corners

2.26 Read “Dark” by Kenjii Jasper: Short Story Workshop Dark Model Write

2.27 Poetry Workshop: “Where I’m From”

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Week’s Objectives: After reading Mark Twain’s “The Lowest Animal” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude and use of ETHOS, PATHOS, and LOGOS as support.

2.23 Read and annotate “The Lowest Animal”by Mark Twain

2.24 Read and annotate “The Lowest Animal”by Mark Twain

2.25 “The Lowest Animal” Dialectical Journal & SOAPS

2.26  “The Lowest Animal” & Man’s Capacity for Justice according to Twain: Socratic Seminar Preparation

2.27 Socratic Seminar: Is man capable of JUSTICE? Socratic Seminar Evaluation Guide

This weekend Study for “The Lowest Animal” Progress Check on Monday 3.2 which will measure ability to:

* Describe Mark Twain’s background.

* Identify and evaluate the author’s philosophical view and attitude in “The Lowest Animal”

* Explain how the author’s use SATIRE and IRONY in addition to the rhetorical triangle helps to convey views.