Using Linoit: Student groups read through Mather's account of the trial of Martha Carrier and identified types of evidence using the Linoit post :colors were assigned each post/group
Spectral Evidence
Malefic Will
Confession
Spirtual Weakness
Each group reviewed the postings made--one per group and explained the significance of the piece of evidence within the trial.
Given time to read Gatsby: Chapter
Friday, March 8th:
Gatsby, Chapter 4 Discussion Questions Due
Discussion Posts are due by end of day on the 12th, this coming Tuesday.
Students read and listened to a song written by a modern music group.
Then, they were asked to have a group discussion about what their thematic interpretation of the song might be.
Each group shared points they felt were being made, focusing on decoding some figurative language or symbols and
determining what the overall message of the song might be, perhaps, using textual evidence to support their understanding.
Use the final review guide to study for the final in groups
Will be able to use a notecard with 25 words on it. (self generated)
evidence_of_witchcraft.pdf
Monday, March 11th:
Unit Test: Colonial Period and Puritan Age
Tuesday, March 12th:
We began by watching a video clip from Ted Talk about the flowing of great ideas
Afterwards, we reviewed the Linoit posts and I discussed some of the context of the great achievements of this time period and how it would relate to America and the creation of the literature to follow this time.
I handed out the notesheet for the background notes for "A Nation is Born" and "The Enlightenment"
Students were given time to read and fill out answers--or divide into tasks--some of the information in these sections. (pages 125 - 135 in your textbook)
Wednesday, March 13th:
Using Socrative, students were asked to make a list of a single word adjective (in a list of core adjectives) to describe someone who had reached moral perfection
An ideal human being would have the quality of ___
I spoke a little about Franklin as the 1st example of someone who embodies the American Dream ideal
Then, we viewed the single word adjectives that were posted to the Socrative display.
We then began reading Franklin's Autobiography.
I stopped at the point of his virtues and asked students to, after reading them, arrange them from most to least
important on their own: listed them on paper
Then, in groups of 3 or less, students were to debate which is the most and least important virtue that they could
agree upon and film their explanations why on a flipcam, which was then handed to me for viewing tomorrow.
Homework: finish reading the Autobiography of Ben Franklin and complete the notes sheet.
Thursday, March 14th:
Students were asked to turn to page 147, of Franklin's "Poor Richard's Almanac" and select one of the aphorisms that they found to "speak" to them as something worth remembering.
Then, they were asked to search the internet to find a visual that corresponds to the aphorism, meaning it is a visualization of the aphorism in action
As students searched the internet for their aphorisms, I showed some examples of the most/least video clips from the flipcameras taken yesterday.
Then, students were asked to share some of their pictures/aphorisms with three people in the room that are not situated near them. (Handed out the playing cards.)
Afterwards, I randomly selected three people to share their aphorism/picture with the whole class.
Using the analysis video given and the book, students completed the questions on the guide sheet and collaborated for answers to the questions that followed the guide.
Preparation for Monday's Essay: Summative Points
How does Ben Franklin's autobiography content mirror the type of thoughts / values that are also apparent within the Declaration of Independence?
How does the Declaration of Independence represent a fundamental shift in thought from the type of writings seen prior to the Englightenment, in, for example, the Puritan time period? (In other words, how is the Declaration of Independence an example of a piece of literature from the Enlightened Age?)
Is the Declaration of Independence an effective piece of literary rhetoric in its reliance on the known appeals that we have discussed: ethos, pathos, and logos? Why or why not?
FCA1: Essay has a clear thesis statement that is both debatable and directly answers the prompt question. / 5 pts. FCA2: Essay uses and thoughtfully explains/analyzes at least 2 pieces of evidence directly from example text that has been studied within the class. / 10 pts. FCA3: Grammar and mechanics are within expectations of this grade. /5 pts. Overall: / 20pts.
Monday, March 18th:
Write the essay response and hand in.
Read Gatsby: Finish Reading Chapter 5 or begin 6 (Forum Discussion Questions Due)
Tuesday, March 19th:
Read about Thoman Paine's life on page 154.
Read "from The Crisis Number 1" on page, 160
Work on Reading Guide together in pairs with a neighbor
There will be a reading quiz that is relative to the questions on the reading guide administered tomorrow.
When finished, listen to audio or watch Youtube lecture (beginning on minute 39) about Thomas Paine and The Enlightenment and other voices of the Revolution
Work on Gatsby Forum Discussion Posts for Chapter 5, due Thursday
Forum Discussion Report due on Monday, the 25th
Wednesday, March 20th:
Quiz adminstered from the reading "from The Crisis"
We reviewed the quiz as a group and possible answers as students attempted to score their own with highlighters.
When finished, listen to audio or watch Youtube lecture (beginning on minute 39) about Thomas Paine and The Enlightenment and other voices of the Revolution
Then, students completed the worksheet, Patrick Henry's Speech in the Virginia Convention Analysis to practice
Paraphrasing/translating difficult lines into a one sentence summary of the thought
Identifying the use of specific devices used within Patrick Henry's speech.
We reviewed before leaving.
Friday, March 22nd:
Forum Report Due on Monday: Gatsby Chapter 5
Opened with a paraphrasing quiz: restatement of a short section of Patrick Henry's speech
Students gave themselves feedback based upon my explanation of a the elements that needed to be included within the paraphrase (check feedback; graded as a formative)
After reading, complete the worksheet for Franklin's speech.
Be able to identify some "things" (rhetorical devices that Franklin uses within his speech) and think about why Franklin's roll as a diplomat is evident within his speech.
Afterwards, we read "from Letters from an American Farmer"
Then, students were asked to go to Moodle and be involved in one or more of the discussion thread topics that are contained on the Moodle site, posting at least 4 responses to the conversation topic of their choice--responding to some of Crevecoeur's ideas.
Argue whether America is still held to be an "asylum" for the poor.
What difference does it make that most of the immigrants in Crevecoeur's time were all coming from Europe--aside from those forced to come, from places like Africa? How does the commonality of the races coming to American bear at all in how Crevecoeur sees things?
Are all individuals of all nations "melted into a new race of men" as Crevecoeur predicted? In other words, do you find your American-ness to be something of value or special within the world?
Crevecoeur predicted that this melting pot "will one day cause great changes in the world." Has his prediction come to pass? Have those changes been mostly for good or ill?
Crevecoeur claims that "the rewards of ...industry follow with equal steps the progress of his labor" for the American. Do you find this to be true, that hard work and dedications equal rewards in America? Is there anything that might speak to the contrary of this that you see in the present condition of our society?
Wednesday, March 27th:
Forum Discussion Questions Due: Chapter 6
Use time to post and resond to the questions
Post to board to allow students to think about them
I post on the Moodle site and they respond
UNIT TEST THE MONDAY YOU RETURN FROM BREAK!!!
USE THE STUDY GUIDE!!
- Chapter 3 Discussion Forum Report Due
- Edmodo task: 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.**Friday, Unit 2 Test: Colonialization and Puritan Life
Study Guide:
- Witch Trials Video(around minute 7)
- While watching the video, students were asked to write a thoughtful question or comment to submit for a random
round-up before dismissing the class.- Then, they were asked to have a group discussion about what their thematic interpretation of the song might be.
- Each group shared points they felt were being made, focusing on decoding some figurative language or symbols and
determining what the overall message of the song might be, perhaps, using textual evidence to support their understanding.- Using Socrative, students were asked to make a list of a single word adjective (in a list of core adjectives) to describe someone who had reached moral perfection
- An ideal human being would have the quality of ___
- We watched a short video about Ben Franklin
- I spoke a little about Franklin as the 1st example of someone who embodies the American Dream ideal
- Then, we viewed the single word adjectives that were posted to the Socrative display.
- We then began reading Franklin's Autobiography.
- Then, in groups of 3 or less, students were to debate which is the most and least important virtue that they could
agree upon and film their explanations why on a flipcam, which was then handed to me for viewing tomorrow.- I stopped at the point of his virtues and asked students to, after reading them, arrange them from most to least
important on their own: listed them on paperHomework: finish reading the Autobiography of Ben Franklin and complete the notes sheet.
- Students were asked to turn to page 147, of Franklin's "Poor Richard's Almanac" and select one of the aphorisms that they found to "speak" to them as something worth remembering.
- Then, they were asked to search the internet to find a visual that corresponds to the aphorism, meaning it is a visualization of the aphorism in action
- As students searched the internet for their aphorisms, I showed some examples of the most/least video clips from the flipcameras taken yesterday.
- Then, students were asked to share some of their pictures/aphorisms with three people in the room that are not situated near them. (Handed out the playing cards.)
- Afterwards, I randomly selected three people to share their aphorism/picture with the whole class.
Additional Video of Lecture on Ben Franklin and The Enlightenment- Gatsby Forum Post Presentation
- Students were shown a series of short video clips to refresh background knowledge of the American Revolution period
- Afterwards, students wre given the handout for The Declaration of Independence and shown an analysis of that document:
- Declaration of Independence Analysis
- Using the analysis video given and the book, students completed the questions on the guide sheet and collaborated for answers to the questions that followed the guide.
Preparation for Monday's Essay: Summative Points- How does Ben Franklin's autobiography content mirror the type of thoughts / values that are also apparent within the Declaration of Independence?
- How does the Declaration of Independence represent a fundamental shift in thought from the type of writings seen prior to the Englightenment, in, for example, the Puritan time period? (In other words, how is the Declaration of Independence an example of a piece of literature from the Enlightened Age?)
- Is the Declaration of Independence an effective piece of literary rhetoric in its reliance on the known appeals that we have discussed: ethos, pathos, and logos? Why or why not?
FCA1: Essay has a clear thesis statement that is both debatable and directly answers the prompt question. / 5 pts.FCA2: Essay uses and thoughtfully explains/analyzes at least 2 pieces of evidence directly from example text that has been studied within the class. / 10 pts.
FCA3: Grammar and mechanics are within expectations of this grade. /5 pts.
Overall: / 20pts.
- Forum Report Due on Monday: Gatsby Chapter 5
- Opened with a paraphrasing quiz: restatement of a short section of Patrick Henry's speech
- Students gave themselves feedback based upon my explanation of a the elements that needed to be included within the paraphrase (check feedback; graded as a formative)
- Afterwards, we watched a short video clip about the making of the Constitution
- Then, we read one of the arguments from Ben Franklin, his Speech in the Convention
- Linoit Post Link:http://linoit.com/users/rwales/canvases/Strategies%20that%20Frankline%20Uses
- After reading, complete the worksheet for Franklin's speech.
- Be able to identify some "things" (rhetorical devices that Franklin uses within his speech) and think about why Franklin's roll as a diplomat is evident within his speech.
Video clip about the "Road to the Constitution"Video about the Constitution DebateUNIT TEST THE MONDAY YOU RETURN FROM BREAK!!!
USE THE STUDY GUIDE!!