How this man fits or does not fit the character of his myth and the character of the American Dream.
For homework, students were asked to respond with a post on Edmodo to describe how the exploratory spirit that they encountered in Columbus's biography compares with what we consider to be "the American Spirit."
Why do we identify with these types of situations?
Why are Americans, as a nation, "explorers"?
What about each of us compares to the spirit of the explorer?
Additonal Watchings about Modern Exploration (if interested):
Read "from Journal of the First Voyage to America"
Discuss the concept of authorial purpose/intent
Exigence (the stage)
Purpose (the reason)
Devices (the craft)
Recieve study guide to start for homework
Formative Quiz Tomorrow: How does Columbus's recordings mirror what seems to be the authorial purpose of his journal? Be able to use 2 quotes to illustrate.
Friday, February 8th:
Quiz: formative eval. --Using 2 quotes from the story, illustrate what seems to be the authorial purpose of Columbus' journal
Author's Purpose (2 pts.--clarity of statement)
Quote 1 (MLA format) (4pts. signal verb and citation)
Quote 2 (MLA format) (4pts. signal verb and citation)
Begin reading "from The General History of Virginia," by John Smith
Homework: the reading guide handout
Monday, February 11th:
Finish reading "from The General History of Virginia" by John Smith
Begin by asking students to start Socrative and open textbooks
guess meaning of canonized, pg. 72
guess meaning of estimation, pg. 74 (2nd para)
guess meaning of procured, pg. 74 ((2nd para)
guess meaning of conjurations, pg. 74 (2nd para)
Show students the maps drawn by John Smith during his exploration and I discussed the accuracy and his vision.
We watched a video from Discovery was viewed concerning the Jamestown
Using "Four Corners," students positioned themeselves into the area of the room in which they felt would be the most beneficial description of a way to run a government. Using Pro/Con chart, students listed on sticky notes the pros of their type of gov. Then, groups rotated and listed the cons of other types. Then, we debriefed.
Democracy--elected leadership based upon the will of the majority
Most able minds--based upon tests of reason, intelligence
No clear leadership--based upon mutual understanding and assumed sharing/helping
Authority based upon the will of those with the most resources
Authority based upon worshiped deity
Watching a film clip about the Pilgrims/Puritanism
While watching, students were asked to post a discussion style question that would represent an upper-level question type: application of information, analysis, or evaluation to a Socrative Forum.
Before leaving, they wrote down their own discussion question and handed it in for a formative.
Question
Level
image_of_levels_of_questions.JPG
I assigned Gatsby groups and posted the discussion questions for the forum.
Posts due by this Friday.
Wednesday, February 27th:
Making analogies to gain understanding of each of the terms. Use devices to look up what they are if they can't recall
Stanza
Speaker
We read through each poem, separately: "Huswifery," pages 100-101 and "To My Dear and Loving Husband," page 102.
Afterwards, students were asked to disect the rhyme scheme of "Huswifery" using the sheet provided after I explained how to do this.
This was reviewed.
Then, using the worksheets provided, groups of 4, disected one poem as a group, asking to be ready to switch groups tomorrow and share the collective knowledge.
If unfinished, it is homework to use in groups tomorrow.
Thursday, February 28th:
Students were placed back into their original groups to complete their tasks and gather their thoughts.
Afterwards, students were jigsawed into opposite groups, 2 members from each poem analysis, but not from the same original group with 2 members from those that analyzed the other poem.
Time was given to review the findings of each person about their poem and exchange notes concerning the poems
Read each poem
Share analysis of each
Post Questions that still remain on the board (Wall of Questions--on back board)
2 postings from each group to Linoit were made: LInoit Link
What does the poem tell you about Puritan culture? (pink)
What part of the culture seems to reverberate today? (yellow)
Include group number in post.
Afterwards, we came together as a class to answer any questions students might have about the nature and specifics of the poetry.
Consider the subject matter
Consider the speaker and their society
Consider the manner in which it is written and how it deviates or conforms to the Puritan style
Time was then given to review the Gatsby posts or read.
Friday, March 1st:
--Work on Gatsby Reading and Posting--Due tonight
--Work on the homework organizers/worksheets provided
Edmodo task for homework: to find a link to some type of article, adertisement, etc., that uses fear as a motivating factor to do/buy something. Make sure whatever posted is school appropriate, but still uses the appeal to fear.
- Read article about the Mars rover landing and Jamestown (10 minute exploration)
- http://www.marsquestonline.org/mer/
- http://www.redcolony.com/
- http://roundvalleyschools.org/pages/uploaded_files/Colonization%20Timeline.pdf
- http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-smith/
- Vocabulary activity: list synonyms and descriptive terms to identify the following (3 min.)
- Exploration
- Invasion
- Using a T-chart, students posted their sticky notes to the T-chart
- On Socrative, list one of the two terms and describe an example of it--exploration or invasion
- Using a Venn Diagram, we went through the list and posted them based upon
concensus of the class as to which category they belong in, exploration or invasion.- In notes, looking at flipchart picture and the picture in book pg. 63, write a short response to the images and details present in the painting.
- How does the image portray the exploration?
- How is Columbus portrayed?
- What other details are noticed?
- Linoit Post for Columbus
- Begin watching biography of Christopher Columbus (13 min.)
- http://www.biography.com/people/christopher-columbus-9254209/videos/christopher-columbus-full-episode-2073085807
- Note his goals.
- Note the means he uses to produce his "ends."
- Note the characterization of the man himself.
- How this man fits or does not fit the character of his myth and the character of the American Dream.
- For homework, students were asked to respond with a post on Edmodo to describe how the exploratory spirit that they encountered in Columbus's biography compares with what we consider to be "the American Spirit."
- Why do we identify with these types of situations?
- Why are Americans, as a nation, "explorers"?
- What about each of us compares to the spirit of the explorer?
Additonal Watchings about Modern Exploration (if interested):- Exigence (the stage)
- Purpose (the reason)
- Devices (the craft)
- Recieve study guide to start for homework
Formative Quiz Tomorrow: How does Columbus's recordings mirror what seems to be the authorial purpose of his journal? Be able to use 2 quotes to illustrate.- Finish reading "from The General History of Virginia" by John Smith
- Begin by asking students to start Socrative and open textbooks
- guess meaning of canonized, pg. 72
- guess meaning of estimation, pg. 74 (2nd para)
- guess meaning of procured, pg. 74 ((2nd para)
- guess meaning of conjurations, pg. 74 (2nd para)
- Show students the maps drawn by John Smith during his exploration and I discussed the accuracy and his vision.
- We watched a video from Discovery was viewed concerning the Jamestown
- http://www.snagfilms.com/films/title/nightmare_in_jamestown
- (Also on Safari Montage Playlist)
- Finsh 5 minutes early to talk about letter structure expected for responses on Wednesday.
- Questions to consider for letter on Wednesday:
- Why would John Smith use the 3rd person to write his own story?
- Evaluate how believable Smith's tale is, using specific details from the text.
- How does Smith represent someone of admirable or non-admirable "American" character?
- Why would this be considered a landmark piece of American literature?
- How does Jamestown represent, in its own way, a new "little America"?
Grading Criteria FCAs:- Framed to be part of the time period. (5 pts.)
- Paragraphs are unified and focused on proving a singular point (5 pts.)
- Specific examples (from text) are stated (or quoted with citation (5 pts.)
- Grammar appropriate and follows letter format prescribed. (5 pts.)
Overall: /20pts.- Gatsby Chapter 2 questions due today
- Posts due by Wednesday night the 20th
- Students are divided into 2 groups (archaeology vs. literary)
- In groups of 4, they are asked to consider the strengths and weaknesses of each type of evidence: archaeological and literary.
- Each group must attempt to post at least 3 strengths and 3 weaknesses of each type of "history"
- Posts are made on chart paper
- Can use technology to research
- Afterwards, students shared out while I took pictures for notes as I review the findings and postings around the room
- We ended the activity by closing with a discussion of the choices that people make to interpret reality and how we are
affected by it. I transition to speaking about another group of settlers north of that area.- We continued and finished reading "from Of Plymouth Plantation"
- Afterwards, we watched a video concerning the Puritan way of life and their journey to America to gather some
background knowledge (Discovery Education: "Just the Facts: The Colonization of North America")- Students began by reading an excerpt about tobacco, the cash crop of Virginia.
- Then, I showed a video about the crop from History Channel: http://www.history.com/shows/america-the-story-of-us/videos/the-value-of-tobacco#the-value-of-tobacco
- I then introduced them to the account of Olaudah Equiano
- We began reading "from The Interesting Narrative of the Life of Olaudah Equiano"
Homework: complete the reading guide for "Olaudah"- Forum Report Due for Chapter 2
- Turning to page 49 in the textbook, observe a chart of "appeal" and "effect"
- I discussed a little about the concept of the appeal to pathos, the emotions
- http://www.youtube.com/watch?v=aKC5LsVO9k0
- Using Linoit: Students created postings that posted
- Appeal: with a text quote
- Effect: your emotional effect as a reader
Linoit Posting Link:http://linoit.com/users/rwales/canvases/Pathos%20Appeal%20and%20Effect
- We began by completing a web quest to post some imformation concerning what a theocracy is
Liniot Post:http://linoit.com/users/rwales/canvases/Theocracy%3A%20What%20is%20it%3F
- Using "Four Corners," students positioned themeselves into the area of the room in which they felt would be the most beneficial description of a way to run a government. Using Pro/Con chart, students listed on sticky notes the pros of their type of gov. Then, groups rotated and listed the cons of other types. Then, we debriefed.
- Democracy--elected leadership based upon the will of the majority
- Most able minds--based upon tests of reason, intelligence
- No clear leadership--based upon mutual understanding and assumed sharing/helping
- Authority based upon the will of those with the most resources
- Authority based upon worshiped deity
- Watching a film clip about the Pilgrims/Puritanism
- http://www.history.com/topics/pilgrims/videos#the-mayflower
- Students were asked to make a list of ten items that they would bring with them to a new land--a deserted island.
- http://www.motleymama.com/2011/02/15/top-10-things-to-survive-a-deserted-island/
- http://www.totallytop10.com/lifestyle/top-10-things-to-survive-a-deserted-island
- Worksheet on background notes was handed out and students were given that to work on.
- or work on Gatsby, Chapter 3
- Questions for group 3 due tomorrow
- Reading from all due tomorrow
.I assigned Gatsby groups and posted the discussion questions for the forum.
Posts due by this Friday.
- Making analogies to gain understanding of each of the terms. Use devices to look up what they are if they can't recall
- Stanza
- Speaker
- We read through each poem, separately: "Huswifery," pages 100-101 and "To My Dear and Loving Husband," page 102.
- Afterwards, students were asked to disect the rhyme scheme of "Huswifery" using the sheet provided after I explained how to do this.
- This was reviewed.
- Then, using the worksheets provided, groups of 4, disected one poem as a group, asking to be ready to switch groups tomorrow and share the collective knowledge.
If unfinished, it is homework to use in groups tomorrow.- Edmodo task for homework: to find a link to some type of article, adertisement, etc., that uses fear as a motivating factor to do/buy something. Make sure whatever posted is school appropriate, but still uses the appeal to fear.
- Post the link
- Describe how fear is used in the task
Test this com--Study Guide: