As we read, students were asked to mark significant events on Freytag's pyramid and we discussed where
we stood within the story.
After finishing our reading, students were asked to post one question with their name on it to Moodle Discussion forum for which they will be scored. Types of questions are listed below. Cannot double up with another's question.
Connections to student's life
Connections to Romanticism
Connections to other texts/works that we've read
Distinguishing factors from other periods/works
Questions of analysis of components and literary devices
Questions or prompts concerning the ideologies/ideals/ideas inherit within or exposed by the text
Once students finished posting their own questions, they were asked to respond to at least 2 different posts to provide their understanding/reactions to the questions by tomorrow.
Monday, April 8th:
Gatsby Forum Discussion Report Due: Chapter 6; Read Chapter 7; Questions Due on Wednesday, the 10th.
We watched the Simpsons "Donut" episode so that I could discuss the elements within "The Devil and Tom Walker" that relate to Romaticism and the tradition of Faust
We watched the Simpsons "Raven" interpretation to begin the class
When finished, students were given time to respond to Gatsby Posts.
Homework: Write down the symptoms experienced by the main character in "The Black Cat" and decide upon a diagnosis
Select groups for students, by using seat symbols and let them sift through the specifications and find the proper scientific diagnosis that they can narrow it down to.
Thursday, April 11th:
Each group is given time to put thoughts together and, on a Edmodo post, record
Diagnosis Name
Symptoms Exhibited
Link to show their research
Given question sheet to fill out regarding the story to fill out in groups.
Select a work from the Romantics that we have just read: "The Raven," "The Black Cat," "The Devil and Tom Walker," or "The Minister's Black Veil."
With the selected work, find and read two articles/essays using the libraries resources--Gale Literature Resource Center--that are critical essays of the piece.
FCA 1: For each essay, write a short 5 to 8 sentence summary of the essay that reveals at least 3 main ideas about the text (not part of the plot of the story the essay is about) mentioned in each essay. The summary must be objective and not mention any of your opinions. Also, the main ideas should be paraphrased in your own words. You should begin the summary with an overview sentence of what the entire essay is about. / 10 pts. (highlight the 3 main ideas)
FCA 2: After the summary paragraph of each essay, write a reflection concerning the content of the essay by evaluating and stating an opinion about at least 2 of the main ideas that are present within the essay. In other words, make 2 judgment calls about at least 2 conclusions the author of the essay came to and wrote about within their analysis/critical review of the literary work. This portion should include your opinion about the ideas in the essay: / 10 pts. (underline the opinion language)
Then, we spent the time reading some of the excerpt from Walden
Finish on your own!
I gave students time to finish or ask questions about the essay
Tuesday, April 23rd:
We read "Civil Disobedience"* Students were given a handout to help them grapple with the material of Thoreau's piece
Practice Paraphrasing in groups--grade as a formative.
We then read the essay by Dr. King, "The Ways of Meeting Oppression"
Students were asked to write a summary that corresponded to the manner in which Kind outlined his argument: including, as per FCAs.
1 clear purpose statement for his essay
All the main ideas corresponding to the overall prupose are stated and accurately accounted for
An illustration or detail is given for each main idea before the next main idea is give
FCAs--Expectations: Include author, title (appears in quotes), and author’s purpose in first line.
FCA 1: Summary is in writer's (not author’s) own words. No direct quotations
are used and does not include writer’s opinion or any evaluative
judgments from the writer. /3 points
FCA 2: Summary contains a list of main ideas and an illustration of each main idea. / 8 points
FCA 3: Summary follows the same organizational pattern as the original text. /4 points
Final Grade out of 15 pts.
Due on Thursday, April 25th.
Gatsby Discussion Questions Due: Chpt. 8; Post Responses Due Friday, the 26th
They were also given time to complete the Romantic test study guide
*
Wednesday, Apirl 24th:
Students were introduced to Emily Dickinson and the "Bridge Writers," which begin our next unit on Naturalism and Realism
Students read "Because I could not stop for Death"
Students were given a handout to fill out to grapple with the material and attempt to asnswer the handout items.
Create a summary for "Ways of Meeting Oppression"
Continue to read Gatsby and to respond to the forum discussion posts or work on your summary due tomorrow: "Ways of Meeting Oppression"
Students were asked to write a summary that corresponded to the manner in which Kind outlined his argument: including, as per FCAs.
1 clear purpose statement for his essay
All the main ideas corresponding to the overall prupose are stated and accurately accounted for
An illustration or detail is given for each main idea before the next main idea is give
FCAs--Expectations: Include author, title (appears in quotes), and author’s purpose in first line.
FCA 1: Summary is in writer's (not author’s) own words. No direct quotations are used and does not include writer’s opinion or any evaluative judgments from the writer. /3 points
FCA 2: Summary contains a list of main ideas and an illustration of each main idea. / 8 points
FCA 3: Summary follows the same organizational pattern as the original text. /4 points
Give students 15 miutes to read and explore.
Give each group 4 or 5 minutes to present/discuss the various poems.
Friday, April 26th:
Finish Dickinson presentations.
Unit Review: Make it, take it, with white boards (6 groups)
Create Notes and 1 notecard to use on the test
(Gatsby Responses, Chapter 8 due, Discussion Forum Report Due Tuesday, the 30th)
Unit Test on Monday, the 29th.
Monday, April 29th:
Romanticism Unit Test
Tuesday, April 30th:
Gatsby Forum Discussion Report Due
Afterwards, we read "I Hear America Singing" by Whitman
Then, we read some reactionary poetry by Langston Hughes: "I Too" pg. 449 and "To Walt Whitman" by Angela de Hoyos, pg. 451
- Provide Background Notes Handout
- 228-237
- Divide Groups into sections of the background to create a Googleslides show to share with the rest
- Elect leader
- Share with others
- Share with me
- 1--Timeline: Important events in America (1800--1870) (3)
- 2--Timeline: Important event in World (1800 -- 1870) (3)
- 3--Growing Nation: Historical Background, Growth of Democracy, Young Nation on the World Stage, The Way West and
Economic Expansion, Winds of Change (4)- 4--Literature of the Period: Romanticism, (4)
- 5--Literature of the Period: Transcendentalism (4)
- 6--Major Authors: Washington Irving, Edgar Allan Poe, Nataniel Hawthorne, Ralph Waldo Emerson, Henry David Thoreau,
Emily Dickinson (6)- We began reading "The Devil and Tom Walker"
- As we read, students were asked to mark significant events on Freytag's pyramid and we discussed where
we stood within the story.- I showed short video about Hawthorne
- We began reading "The Minister's Black Veil"
- Fill out question sheet for "Minister's Black Veil"
A lecture on Hawthorne and his times/worksHave all read and done for Monday.
- Select a work from the Romantics that we have just read: "The Raven," "The Black Cat," "The Devil and Tom Walker," or "The Minister's Black Veil."
- With the selected work, find and read two articles/essays using the libraries resources--Gale Literature Resource Center--that are critical essays of the piece.
- FCA 1: For each essay, write a short 5 to 8 sentence summary of the essay that reveals at least 3 main ideas about the text (not part of the plot of the story the essay is about) mentioned in each essay. The summary must be objective and not mention any of your opinions. Also, the main ideas should be paraphrased in your own words. You should begin the summary with an overview sentence of what the entire essay is about. / 10 pts. (highlight the 3 main ideas)
- FCA 2: After the summary paragraph of each essay, write a reflection concerning the content of the essay by evaluating and stating an opinion about at least 2 of the main ideas that are present within the essay. In other words, make 2 judgment calls about at least 2 conclusions the author of the essay came to and wrote about within their analysis/critical review of the literary work. This portion should include your opinion about the ideas in the essay: / 10 pts. (underline the opinion language)
A total of 4 paragraphs should be written:- Summary for Essay # 1
- Evaluation of Ideas in Essay # 2
- Summary for Essay # 2
- Evaluation of Ideas in Essay # 2
Purdue Online Help: Annotated BibliographiesPosts due tonight--Gatsby 7
are used and does not include writer’s opinion or any evaluative
judgments from the writer. /3 points
Gatsby Discussion Questions Due: Chpt. 8; Post Responses Due Friday, the 26th
- They were also given time to complete the Romantic test study guide
*Students were asked to write a summary that corresponded to the manner in which Kind outlined his argument: including, as per FCAs.
FCAs--Expectations: Include author, title (appears in quotes), and author’s purpose in first line.
- FCA 1: Summary is in writer's (not author’s) own words. No direct quotations are used and does not include writer’s opinion or any evaluative judgments from the writer. /3 points
- FCA 2: Summary contains a list of main ideas and an illustration of each main idea. / 8 points
- FCA 3: Summary follows the same organizational pattern as the original text. /4 points
- Final Grade out of 15 pts.
- Due on Thursday, April 25th.
Link about this time of literature:http://www.youtube.com/watch?v=m-owb7vNgoc
Task 1: What is the central theme or message of the poem?
Task 2: Choose one expression/idea that seems foreign, easy to misunderstand, or very abstract and attempt to explain it. Task 3: Give the reaction/response to the group of the ideas within the poem. Groups will read the poem aloud and present findings as a short presentation.
Give students 15 miutes to read and explore.
Give each group 4 or 5 minutes to present/discuss the various poems.
Unit Review: Make it, take it, with white boards (6 groups)
Create Notes and 1 notecard to use on the test
(Gatsby Responses, Chapter 8 due, Discussion Forum Report Due Tuesday, the 30th)
Unit Test on Monday, the 29th.