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English III
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Week of
November 16
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Unit Description:
This unit focuses on responding to the primary genres of the National Period
of American Literature, such as short stories, novels, essays, and poetry, to
discover how the literature relates to the historical context of the time.
Interpreting the literature will include a variety of comprehension
strategies, including questions requiring higher-order thinking skills. A
variety of written responses and compositions will analyze the effects of
literary elements and devices and explain the relationship of the literature
to real-life experiences. Grammar review will be embedded in the writing
process, and vocabulary study will continue through defining words within the
context of the literature.
Essential
Questions:
1. Can students identify the major influences of the National Period and how
they are reflected in the literature of the time?
2. Can students analyze how the characteristics of a folktale help to
establish a recurrent theme in the stories of Washington
Irving?
3. Can students analyze and synthesize how the distinctive qualities of
Romantic writing are reflected in a poem by William Cullen Bryant?
4. Can students show how the work of Edgar Allan Poe displays the effects of
an author’s life and culture?
5. Can students identify the characteristics of Transcendentalism and
explain how Ralph Waldo Emerson’s discussion of nature and mankind represents
views or comments on life?
6. Can students analyze the philosophical arguments in the writing of Henry
David Thoreau and explain how these arguments are relative to contemporary
situations?
7. Can students identify the major elements in a short story or novel and
use them to draw conclusions and make inferences about ideas presented in the
fiction of Nathaniel Hawthorne?
Resources/Materials: Comprehensive Curriculum, McDougal Littell Literature
Book
Standards/Benchmarks/GLEs: 01a-c; 03a,b,d; 05; 06; 07a,c,e; 08d; 09a-h;
11; 12; 14a-d; 16a-c,f; 20a; 21; 22a-b; 23d; 24; 25; 26a,c; 27a-d; 29a; 30b;
31b
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Objectives:
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TSW understand romanticism as a literary movement.
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TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
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TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
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TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
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TSW analyze elements of an essay.
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Student Learning Activities:
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Students will discuss research papers. Students will have opportunity to think
about what research they would like to do after Thanksgiving break.
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In a journal entry, students should describe the most beautiful or
“restorative” place they have ever been, including a detailed description of
the time and how the natural setting was soothing or inspiring.
Students should then note a description of the Romantic literary movement that
includes the following characteristics:
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deep appreciation for nature
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awareness of and respect for the past
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celebration of the individual
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focus on emotional, spiritual, and imaginative experiences
Class discussion that includes a connection to students’ journals should call
attention to landscapes that inspired the writers of this time.
The teacher will next provide a brief overview of the poem “Thanatopsis”
and a review of iambic pentameter. TSW read the poem; the teacher should
stop to paraphrase key lines for general understanding and point out that the
poem has two different speakers and four sections. Students should then work
in pairs using the Analysis of “Thantopsis” BLM to create an outline and
summary of each section.
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Background information on the fireside poets.
TSW read 2 poems by Henry Wadsworth Longfellow: A Psalm of Life & The
Tide Rises, The TideFalls.
These two poems will be used to identify and analyze stanza and rhyme scheme.
As a class we will discuss the author’s message in both of these poems.
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The teacher should facilitate an oral reading and discussion of an excerpt
from Emerson’s essay “Self Reliance”and “Nature.” Students will then use split
page note-taking to analyze several of Emerson’s quotes from the essay
that give insight or advice. These quotes may be teacher- or
student-selected. The quotes should be recorded on the left side of the page.
On the right side, students should discuss their meaning and relevance
to contemporary life.
Will continue working on this in class tomorrow. If clarification of readings
is needed, students should work on this tonight for homework.
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(Continued from Yesterday)The teacher should facilitate an oral reading and
discussion of an excerpt from Emerson’s essay “Self Reliance”and “Nature.”
Students will then use split
page note-taking to analyze several of Emerson’s quotes from the essay
that give insight or advice. These quotes may be teacher- or
student-selected. The quotes should be recorded on the left side of the page.
On the right side, students should discuss their meaning and relevance
to contemporary life.
Volunteers should then read their responses as the teacher facilitates a class
discussion of each. Students should next choose one quote from their notes to
relate to their personal lives in a learning
log entry or journal.
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Homework:
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Finish worksheet for tomorrow.
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Reread poems for clarification.
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Will continue working on this in class tomorrow. If clarification of readings
is needed, students should work on this tonight for homework.
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Monday
Eng. III
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Week of
Nov.2
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Unit Description: This unit focuses on responding to the
historical documents, speeches, and autobiography of the Revolutionary Period
in American literature and how the literature relates to the historical
context of the time. Interpreting the literature will include a variety of
reading and comprehension strategies to analyze the effects of the literary
elements and devices and how they are used effectively to achieve a purpose in
persuasive writing. A variety of responses will address aspects of the
literature and explain its relationship to real-life experiences. There is a
continuation of the study of vocabulary through defining words within the
context of the literature. The grammar and composition focus is a persuasive
essay that reflects the study of persuasive language used in the speeches and
essays studied in the unit.
Essential Questions:
1. Can
students identify the primary characteristics of the Revolutionary Period and
how they are reflected in the literature of the period?
2. Can
students connect events from an autobiography, such as that of Ben Franklin,
to contemporary life?
3. Can
students evaluate rhetorical strategies used to persuade in speeches and
sermons of the time?
4. Can
students explain how Thomas Paine’s use of diction and figurative language are
effective tools to convey a message in his persuasive essays?
5. Can
students demonstrate how the historical documents of the period reflect the
early patriots’ views of freedom and how their views compare to the students’
personal views?
6. Can
students identify the techniques of good persuasive writing and use a writing
process to develop an essay based on these techniques?
Resources/Materials: Comprehensive Curriculum, McDougal Littell Literature
Book
Standards/Benchmarks/GLEs: 1a-c, 2b, 3a, 3c-e, 4, 5, 6, 7a, 7e-g, 8a,
9a-g, 10a-d, 11, 12, 13a-f, 14a-d, 15a-d, 16a-g, 17g, 18, 19a-d, 20a, 21,
22a-d, 23d, 23g, 24, 25, 26a, 26c, 27c-d, 29a-b, 30a-b, 31a-c, 32a-b, 32d,
34a-b, 35a-c, 40a
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Objectives:
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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Student Learning Activities:
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Teacher will introduce both Thomas Paine and Abigail Adams as voices for the
new political audience.
Background notes.
Read The Crisis
by: Thomas Paine
&
Letter to John Adams
by: Abigail Adams
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Teacher will model how to use the Questioning the Author BLM and modeling an
example of how to adapt the questions to Franklin’s
text.
Students will read excerpts from Ben Franklins’ Autobiography
During reading, each student should stop at the end of pre-selected segments
and record two questions that examine the link between text and historical
background, question the meaning of Franklin’s
message, or elicit a possible connection to their personal lives. Each
student should also question the author’s purpose by using two unfamiliar
words in the passage
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(Continued from yesterday)
Students will read excerpts from Ben Franklins’ Autobiography
During reading, each student should stop at the end of pre-selected segments
and record two questions that examine the link between text and historical
background, question the meaning of Franklin’s
message, or elicit a possible connection to their personal lives. Each
student should also question the author’s purpose by using two unfamiliar
words in the passage.
Define Aphorisms.
Introduce Benjamin Franklin’s Poor Richard’s Almanack
Students will pick 10 aphorisms & define those using their own words.
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Review for test tomorrow:
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The Declaration of Independence
by Thomas Jefferson
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The Crisis by Thomas Paine
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Letter to John Adams by Abigail Adams
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The Autobiography by Benjamin Franklin
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Poor Richard’s Almanack by Benjamin Franklin
Background notes on each author, comprehension of each story, understand what
is going on in Colonial American leading up to the Declaration of Independence
being written.
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Test on following stories:
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The Declaration of Independence
by Thomas Jefferson
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The Crisis by Thomas Paine
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Letter to John Adams by Abigail Adams
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The Autobiography by Benjamin Franklin
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Poor Richard’s Almanack by Benjamin Franklin
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Homework:
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Finish reading for homework.
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Finish defining aphorisms for homework.
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Study for test tomorrow.
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Attachments:
Assessments: The students
will be informally assessed on class discussion and participation. The
students will be formally assessed on their Ben Franklin composition, Poor
Richard’s Almanack aphorisms, & the end of section assessment.
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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Unit Description: This
unit focuses on responding to the historical documents, speeches, and
autobiography of the Revolutionary Period in American literature and how the
literature relates to the historical context of the time. Interpreting the
literature will include a variety of reading and comprehension strategies to
analyze the effects of the literary elements and devices and how they are used
effectively to achieve a purpose in persuasive writing. A variety of responses
will address aspects of the literature and explain its relationship to
real-life experiences. There is a continuation of the study of vocabulary
through defining words within the context of the literature. The
grammar and composition focus is a persuasive essay that reflects the study of
persuasive language used in the speeches and essays studied in the unit.
Essential Questions:
1.
Can students identify the primary characteristics of the Revolutionary
Period and how they are reflected in the literature of the period?
2.
Can students connect events from an autobiography, such as that of Ben
Franklin, to contemporary life?
3.
Can students evaluate rhetorical strategies used to persuade in
speeches and sermons of the time?
4.
Can students explain how Thomas Paine’s use of diction and figurative
language are effective tools to convey a message in his persuasive essays?
5.
Can students demonstrate how the historical documents of the period
reflect the early patriots’ views of freedom and how their views compare to
the students’ personal views?
6.
Can students identify the techniques of good persuasive writing and use
a writing process to develop an essay based on these techniques?
Resources/Materials: Comprehensive Curriculum, McDougal Littell Literature
Book
Standards/Benchmarks/GLEs: 1a-c, 2b, 3a, 3c-e, 4, 5, 6, 7a, 7e-g, 8a,
9a-g, 10a-d, 11, 12, 13a-f, 14a-d, 15a-d, 16a-g, 17g, 18, 19a-d, 20a, 21,
22a-d, 23d, 23g, 24, 25, 26a, 26c, 27c-d, 29a-b, 30a-b, 31a-c, 32a-b, 32d,
34a-b, 35a-c, 40a
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Objectives:
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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TSW understand romanticism as a literary movement.
TSW identify elements of transcendentalism.
TSW identify and analyze a blank verse.
TSW identify and examine stanza, rhyme scheme, and meter.
TSW analyze elements used to create mood
TSW identify and evaluate sound devices and imagery.
TSW interpret symbol and allegory
TSW identify and analyze satire and unity of effect
TSW analyze elements of an essay.
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Student Learning Activities:
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Teacher facilitated mini-lesson on taking notes and making outlines while you
read.
Begin reading Romanticism: Historical Context on
page 297- 307, in textbook. Make an outline, as
you read. Outline due by end of class on Tuesday.
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Finish outline in class.
Go over outlines for unit.
Read pgs. 308-309 as a class.
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Read pg. 310 WashingtonIrving
Bio
Read The Devil and Tom Walker independently. Pg.
312-324.
Answer comprehension questions on story.
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Teacher will model how to use the Questioning the Author BLM and modeling an
example of how to adapt the questions to Franklin’s
text.
Students will read excerpts from Ben Franklins’ Autobiography
During reading, each student should stop at the end of
pre-selected segments and record two questions that examine the link between
text and historical background, question the meaning of Franklin’s
message, or elicit a possible connection to their personal lives.
Each student should also question the author’s purpose by using two
unfamiliar words in the passage
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ACT practice- Reading
and Responding
“A Faded Photograph” by: Willie Morris
Students will read “A Faded Photograph” silently and independently answer 4
multiple choice questions and 2 short-answer items, in preparation for the ACT.
Go over correct answers as a class.
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Homework:
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Dynamic Character essay due tomorrow.
Work on unit outline.
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Finish reading and answering questions for The Devil and Tom Walker.
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Finish Questioning The Author classwork for Ben Franklin’s Autobiography.
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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English III
Week
of
Sept.
28
Weekly
Overview:
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Unit
Description: This unit focuses on responding to the primary genres of the
colonial period of American Literature, such as myths, journals, historical
accounts, sermons, and early poetry, to discover how the literature relates to
the historical context of the time.
Essential
Questions:
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What are the primary characteristics of
the colonial period and how are they reflected in the literature of the age?
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What are the conventions of drama?
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What is the difference between a mob and
a crowd and how does hysteria fuel a mob?
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How does the issue of tolerance involve
the question of right or wrong?
Resources/Materials:
Comprehensive Curriculum, McDougal Littell Literature Book
Standards/Benchmarks/GLEs:1.3.3,
1.3.5, 2.17.6, 2.19.2, 6.8, 7.10, 7.10.4, 7.13.4, 7.9.5, 7.9.7, 7.9.8
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Objectives:
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TSW use understand that Arthur
Miller wrote the fictional play The Crucible, to depict the
Salem Witch Trials of the 17th century.
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TSW writing to analyze literature
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TSW explore the key idea of
hysteria
TSW identify and analyze
conventions of drama
.
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TSW draw conclusions about
characters
TSW build vocabulary for reading
and writing
TSW use context clues to help
determine word meaning
and dialogue
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TSW use appropriate word choice
and sentence structure to create realistic dialogue
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Student
Learning Activities:
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Free
Writing Journal
View
the movie The Crucible.
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Finish the movie The Crucible.
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Review the general qualities of a
dynamic character and discuss the dynamic characters in the play- The
Crucible. Students should use the writing process to publish a detailed
description of the changes that occur in one of the play’s characters and
incorporate quotations with proper parenthetical documentation as support.
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Review for the nine-weeks exam.
Work on character analysis. (due
Monday)
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Parish Fair Day Holiday
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Homework:
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Work on character analysis (due
Mon
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Work on character analysis (due
Monday).
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English III
Weekly Overview:
SEPT.21
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Unit Description: This unit focuses on responding to the primary genres of
the colonial period of American Literature, such as myths, journals,
historical accounts, sermons, and early poetry, to discover how the literature
relates to the historical context of the time.
Essential Questions:
What are the primary characteristics of the colonial period and how
are they reflected in the literature of the age?
What are the conventions of drama?
What is the difference between a mob and a crowd and how does
hysteria fuel a mob?
How does the issue of tolerance involve the question of right or
wrong?
Resources/Materials: Comprehensive Curriculum, McDougal
Littell Literature Book
Standards/Benchmarks/GLEs:1.3.3, 1.3.5, 2.17.6, 2.19.2,
6.8, 7.10, 7.10.4, 7.13.4, 7.9.5, 7.9.7, 7.9.8
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Objectives:
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TSW explore the key idea of hysteria
TSW identify and analyze conventions of drama
TSW read a drama
TSW draw conclusions about characters
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TSW use appropriate word choice and sentence structure to create
realistic dialogue
TSW understand that Arthur Milller wrote the fictional play The
Crucible, to depict the Salem Witch Trials of the 17th century.
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TSW use context clues to help determine word meaning
TSW use appropriate word choice and sentence structure to create
realistic dialogue
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TSW use writing to analyze literature
TSW build vocabulary for reading and writing
TSW use writing to analyze literature
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TSW explore the key idea of hysteria
TSW identify and analyze conventions of drama
TSW read a drama
TSW draw conclusions about characters
TSW build vocabulary for reading and writing
TSW use context clues to help determine word meaning
TSW use appropriate word choice and sentence structure to create
realistic dialogue
TSW use writing to analyze literature
TSW understand that Arthur Miller wrote the fictional play The
Crucible, to depict the Salem Witch Trials of the 17th century.
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Student Learning Activities:
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Finish Reading The Crucible (Act II)
Review for quiz tomorrow
Go over discussion questions & important quotes
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Quiz on Act II of The Crucible
Begin reading Act III of The Crucible, if time permits.
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Begin working on Study Guide questions and important quotes for Act III.
Assign Students to different roles for class reading of drama The Crucible (Act
III).
Read The Crucible (Act III) as a class.
Discussion Prompts
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Read The Crucible (Act III) as a class
Discussion Prompts
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Read The Crucible (Act III) as a class
Discussion Prompts
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Homework:
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Finish Act II study guide
Review for quiz tomorrow
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Reread what was read in class of Act III of The Crucible, if
clarification is needed
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Reread what was read in class of Act III of The Crucible, if
clarification is needed.
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Reread what was read in class of Act III of The Crucible, if
clarification is needed
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Reread what was read in class of Act III of The Crucible, if
clarification is needed
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Attachments:
Assessments: The students will be informally assessed on class discussion
and participation. The students will be formally assessed on test on
following stories: The Crucible (Act II)
What strategies will I use to address literacy this week? Vocab. Self-
awareness, GISTing, split-page note-taking
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
WEEK OF
SEPT.14
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Unit Description: This unit focuses on responding to the primary genres of
the colonial period of American Literature, such as myths, journals,
historical accounts, sermons, and early poetry, to discover how the literature
relates to the historical context of the time.
Essential Questions:
What are the primary characteristics of the colonial period and how are
they reflected in the literature of the age?
What are the conventions of drama?
What is the difference between a mob and a crowd and how does hysteria fuel
a mob?
How does the issue of tolerance involve the question of right or wrong?
Resources/Materials: Comprehensive Curriculum, McDougal Littell Literature
Book
Standards/Benchmarks/GLEs:1.3.3, 1.3.5, 2.17.6, 2.19.2, 6.8, 7.10,
7.10.4, 7.13.4, 7.9.5, 7.9.7, 7.9.8
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Objectives:
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TSW show understanding of the primary characteristics of the colonial period
by taking an assessment on stories read in class.
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TSW explore the key idea of hysteria
TSW identify and analyze conventions of drama
TSW read a drama
TSW draw conclusions about characters
TSW build vocabulary for reading and writing
TSW use context clues to help determine word meaning
TSW use appropriate word choice and sentence structure to create realistic
dialogue
TSW use writing to analyze literature
TSW understand that Arthur Miller wrote the fictional play The
Crucible, to depict the Salem Witch Trials of the 17th century.
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TSW explore the key idea of hysteria
TSW identify and analyze conventions of drama
TSW read a drama
TSW draw conclusions about characters
TSW build vocabulary for reading and writing
TSW use context clues to help determine word meaning
TSW use appropriate word choice and sentence structure to create realistic
dialogue
TSW use writing to analyze literature
TSW understand that Arthur Milller wrote the fictional play The
Crucible, to depict the Salem Witch Trials of the 17th century.
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TSW explore the key idea of hysteria
TSW identify and analyze conventions of drama
TSW read a drama
TSW draw conclusions about characters
TSW build vocabulary for reading and writing
TSW use context clues to help determine word meaning
TSW use appropriate word choice and sentence structure to create realistic
dialogue
TSW use writing to analyze literature
TSW understand that Arthur Milller wrote the fictional play The
Crucible, to depict the Salem Witch Trials of the 17th century.
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TSW explore the key idea of hysteria
TSW identify and analyze conventions of drama
TSW read a drama
TSW draw conclusions about characters
TSW build vocabulary for reading and writing
TSW use context clues to help determine word meaning
TSW use appropriate word choice and sentence structure to create realistic
dialogue
TSW use writing to analyze literature
TSW understand that Arthur Milller wrote the fictional play The
Crucible, to depict the Salem Witch Trials of the 17th century.
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Student Learning Activities:
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TTW Discuss Act. I characters, motivation, setting...
Students will watch ACT I
of the movie "The Crucible"
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Vocabulary for Act 1 of The Crucible
.Notes on Salem Witch trials, Arthur Miller,
Continue watching ACT I. and discuss
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Students will complete comprehension strategies for Act I
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Vocabulary Quiz
for Act I
Students will watch Investigating The Salem Witch Trials ( 5 Theories) on
United Streaming
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Based on Thursdays film segment, students will revise their own theories as to
why they think "hysteria" took over the colonies of Salem.
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Homework:
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Review new vocabulary words
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Reread what was read in class of Act I of The Crucible, if
clarification is needed.
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Reread what was read in class of Act I of The Crucible, if
clarification is needed
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Attachments:
Assessments: The students will be informally assessed on class discussion
and participation. The students will be formally assessed on test on
following stories: World on the Turtle’s Back
Coyote and the Buffalo
What strategies will I use to address literacy this week? Prediction,
R.A.G.E. Prior Knowledge.
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English III Week of Aug 31
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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Unit Description: This unit focuses on responding to the primary genres of
the colonial period of American Literature, such as myths, journals,
historical accounts, sermons, and early poetry, to discover how the literature
relates tot the historical context of the time.
Essential Questions: What is the primary characteristics of the colonial
period and how are they reflected in the literature of the age? What do the
historical descriptions of the earliest days of PlymouthPlantation reveal
about the Pligrims? How do early poets, such as Anne Bradstreet, use imagery
and figurative language to describe experiences and convey meaning in their
poems?
Resources/Materials: Comprehensive Curriculum, McDougal Littell
Literature Book, and coordinating workbook
Standards/Benchmarks/GLEs: 01a, 03a, 05, 06, 07c, 08a, 09a, 09b, 09c,
09d, 11, 20a
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Objectives:
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TSW be able to note biographical info on
life and William Bradford along with a description of the Pilgrims who
accompanied him on the Mayflower.
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TSW explore the key idea of what we value
TSW analyze figurative language
TSW clarify meaning in older poetry
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TSW explore the key idea of what we value
TSW analyze figurative language
TSW clarify meaning in older poetry
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TSW explore the key idea of morality
TSW analyze and read a sermon
TSW analyze emotional appeals
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Student Learning Activities:
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TSW using KLW
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brainstorm record a list of all of the things they already know about slavery
and the process of bringing slaves to the New World.
Background notes on William Bradford.
read the account of Equiano
Students will answer comprehension ?’s as they read story.
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Quikwrite journal entry
Compare Olaudah Equiano’s account of passage to the New World with that of
William Bradford’s writings about his journey.
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the Middle passage
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as one of the largest forced migrations in human history.
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Notes on purpose, aaudience, and context on Jonathan Edwards sermon, Sinners
in the Hands of an Angry God.
Review last night’s reading
Review for test tomorrow.
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Test on Equiano ,
William Bradford
Jonathan Edwards,
John Smith,
And
The World on A Turtle’s Back
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Homework:
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?’s on Of Plymouth Plantation if not finished in class.
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Read for homework Sinners in the Hands of an Angry God
By: Jonathan Edwards
Pgs. 118-125
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Assessments: The students
will be informally assessed on class discussion and participation. The
students will be formally assessed on comprehension test for this weeks’
readings.
What strategies will I use to
address literacy this week? Literacy will be addressed through daily
readings, class discussions, and activities.
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Teacher:
C.Hawkins Grade:
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