Students were asked to consider and begin drafting a response to one of the following questions
What differences exist in the manner of relationship between Native Americans and the Pilgrims and Smith's colony?
How would you compare/contrast Smith vs. Bradford's narrative "authority"
How do both Bradford and Smith's purposes in settling the "new world" coinside with the idea of America? What generalization can you make and evidence can you use to support that understanding?
What patterns of behavior do you find to be similar between both colonists as they attempted to establish their colonies?
Defend or Argue against the responses the Native Americans had towards each group of settlers.
Summative FCAs
Clear, identifiable thesis/argument that is the complete focus of the essay (no tangents)--3 pts.
Clear evidence used to support your argument (2 pieces of text or textual details--in MLA if needed) --6 pts.
Clear explanations are given to support your use of evidence--6 pts.
Once finished, students were given some time to read Gatsby.
Tuesday, October 2nd:
Students began by reading an excerpt about tobacco, the cash crop of Virginia.
Worksheet on background notes was handed out and students were given that to work on.
or work on watching the video/videos from yesterday and asking a higher level question--due WHEN YOU WALK THROUGH THE DOOR TOMORROW.
Friday, October 5th:
Students were asked to log on to my wiki notes and access some of the resources available I discussed the various types of questions that can be asked in a forum and how to design questions that will promote discussion.
Afterwards, students were given time to read Gatsby
Monday, October 8th: No School
Tuesday, October 9th:
Practice using Keystone Sample: "Cooly" (formative grade)
Review Keystone Sample and rate the level of questions.
Introduction to the Questions of Chapter 2 for Gatsby Forum
Groups assigned using seat chart method.
Wednesday, October 10th:
Warm up--identify, using Socrative, ethos, pathos or logos appeals from ("Example_ethos_pathos_logos")
Type--text/detail
In groups of no more than 3, students listed on Linoit a response to the following prompt:
What influences of religion can be seen in our culture today, even in the "secular" part of our culture?
We reviewed the answers posted on the site and I discussed the influence of Puritanism and the two competing forces from Virginia and Mass. Bay Colony.
We began watching the video concering the Puritan Way of life.
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
Visual of Levels of Questions
Thursday, October 11th:
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.
Friday, October 12th:
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)
2 postings from each group to Linoit were made: LInoit Link
What does the poem tell you about Puritan culture?
What part of the culture seems to reverberate today?
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.
Monday, October 15:
Started by an introduction to Johnathan Edwards and "Sinner in the Hands of an Angry God"
Students were given 5 minutes to browse the wikipedia link concerning fear. "Wikipedia Link to "Fear"
In a group, we read the 1st 2 pages of the sermon together.
Afterwards, we spent time discussion the questions that are listed on the worksheet for the text, having a Socratic-style discussion (chips in play)
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.
Using Linoit: Student groups read through Mather's account of the trial of Martha Carrier and identified types of evidence using the Linoit post forums below:
Each group reviewed the postings made--one per group and explained the significance of the piece of evidence within the trial.
Wednesday, October 17th:
We began class with the group assigned to conduct the forum post for Chapter 2 of Gatsby to give their presentation and discuss how their discussion went.
They read their reports and I (as well as students) responded to the nature of the discussion and any suggests that can be gained for the next group.
Students were given time to read Chapter 3 in Great Gatsby or to work on studying/reviewing for the exam on Friday.
While watching the video, students were asked to write a thoughtful question and submit it as a summative assessment--a question that is both higher level (depth) and worded/phrased precisely.
Students were also given time to review the test guide
Friday, October 19th:
Unit Test Colonization and Puritan Writings
Read Chapter 3 Gatsby: Due Monday; Team 3 Questions Due Monday
Monday, October 22nd:
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)
Chapter 3 Questions Due for Gatsby, Team 3
Tuesday, October 23rd:
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: list them on paper
Then, in groups of 4, 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.
Wednesday, October 24th:
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.
Afterwards, I randomly selected three people to share their aphorism/picture with the whole class.
Then, students were given time to read Gatsby and post responses.
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 tomorrow's essay: Summative
How does Ben Franklin's autobiography content mirror the type of thought / 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?
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.
- Students were asked to consider and begin drafting a response to one of the following questions
- What differences exist in the manner of relationship between Native Americans and the Pilgrims and Smith's colony?
- How would you compare/contrast Smith vs. Bradford's narrative "authority"
- How do both Bradford and Smith's purposes in settling the "new world" coinside with the idea of America? What generalization can you make and evidence can you use to support that understanding?
- What patterns of behavior do you find to be similar between both colonists as they attempted to establish their colonies?
- Defend or Argue against the responses the Native Americans had towards each group of settlers.
Summative FCAs- Clear, identifiable thesis/argument that is the complete focus of the essay (no tangents)--3 pts.
- Clear evidence used to support your argument (2 pieces of text or textual details--in MLA if needed) --6 pts.
- Clear explanations are given to support your use of evidence--6 pts.
Once finished, students were given some time to read Gatsby.- 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"- 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
- After that, we viewed a video about the conditions and growth of slavery
- http://www.youtube.com/watch?v=xzDAbXQbEzM
- While we watched, students were asked to post a higher level question to the video, which we ranked on the scale of
- Above comprehend (apply, analyze, evaluate)
- Below comprehend (identify or just basic understanding)
Ted Talks that describe modern slavery:http://www.ted.com/talks/lang/en/kevin_bales_how_to_combat_modern_slavery.html
- We began by completing a web quest to post some imformation concerning what a theocracy is
Liniot Post: http://linoit.com/users/rwales/canvases/Thoughts%20on%20Theocracy- 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.- Started by an introduction to Johnathan Edwards and "Sinner in the Hands of an Angry God"
- Jonathan Edwards Link
- Then, students were asked to list their top fear on Socrative
- Fears by emotional categories:
- Phobia List
- Students were given 5 minutes to browse the wikipedia link concerning fear. "Wikipedia Link to "Fear"
- In a group, we read the 1st 2 pages of the sermon together.
- Afterwards, we spent time discussion the questions that are listed on the worksheet for the text, having a Socratic-style discussion (chips in play)
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 Friday--Study Guide:- We began by watching a video clip from Ted Talk about the flowing of great ideas
- Where Good Ideas Come From
- Students then did a web quest to find new ideas and inovation that took place between the late 1600s and 1800.
- On Liniot, students posted their own ideas that seemed to crop up during this time period
- 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)
Chapter 3 Questions Due for Gatsby, Team 3- 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.
- 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: list them on paper
- Then, in groups of 4, 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.- 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.
- Afterwards, I randomly selected three people to share their aphorism/picture with the whole class.
- Then, students were given time to read Gatsby and post responses.
Additional Video of Lecture on Ben Franklin and The Enlightenment- 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 tomorrow's essay: Summative- How does Ben Franklin's autobiography content mirror the type of thought / 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?
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.