Lesson Plans for October 26-October 30th
Multicultural Literature:
Monday:
Introduce Vocabulary 6 (1-10)
Finish Freedom Writers & discuss the power of telling one’s own story / relate to what Frank McCourt does with his memoir Angela’s Ashes. What gives power to both?
Finish study questions for ch. 2
Mini Lesson on literary analysis: How to use concrete details and personal commentary to support a theme.
Students will be given prompt for tomorrow’s in-class essay (regarding how McCourt illustrates the theme of hypocrisy on the Catholic Church. They may bring in a 3x5 card with ideas, quotes, etc., but may not write a “mini-essay” on it to simply copy.
Homework: Begin reading chapter 3 of Angela’s Ashes: Focus on pg. 113, 121-131 (to be read by Thursday)
Tuesday:
In-class essay (see above). Essays are due at the end of the class period and will be evaluated based on the following:
· Student’s understanding of the theme
· Use of appropriate evidence from text to support theme (may use A.A. and Bible or other religious texts if so choose).
· Student’s ability to use their personal commentary to make the connection between the textual evidence (i.e. quotes, etc.) and the theme of hypocrisy in the church.
· Organization: Student’s ability to maintain a focus on the topic and to include transitions to make the writing flow smoothly for the reader.
Homework: Finish reading Chapter 3 (pg. 113, 121-131) of Angela’s Ashes.
Wednesday:
Vocabulary Review for tomorrow’s quiz (Inside / Outside Circle)
Think- Pair- Share: Students will be given cards w/ words or phrases from chapter 3 and must explain for the class their meaning / significance in the chapter.
Highlights of Ch. 3 of Angela’s Ashes on CD / Discussion of themes of pride / humility
Thursday:
Vocabulary quiz (6:1-10)
Highlights of Ch. 4 A.A. on CD / Discussion & study questions
Vocabulary Quiz 6 (1-10)
Friday: TBA
*** Vocabulary test on unit 5 will be suspended until next week TBA***
Monday:
Literary Analysis Paper Final Drafts Due!!
Begin Revolutionary Literature w/ focus on identification of rhetorical strategies & how this type of literature served to be so powerful within its historical context. Discuss “pendulum” type shift of beliefs regarding how humans experience God from age of Puritanism, to Age of Enlightenment / Age of Reason.
http://home.comcast.net/~bbedingfield/Agnieszka/Lit.Per.Pre-19thc.htm
We will begin by reviewing rhetorical strategies followed by listening to MLK’s “I Have a Dream” speech. Together, we will dissect that speech pulling out examples of rhetorical devices discussed.
Tuesday:
Review rhetorical devices
Work on pink sheets (historical background)
Wednesday:
As a class, review a rhetorical speech from the period and work in pairs to pick out rhetorical strategies.
Work on pink sheets if time (Due Thrusday)
Thursday:
Given cold reading (rhetorical speech) students must find the rehtorical devices used (summative assessment)
TWM Journals due!! (all of them)
Friday:
Ben Franklin: Poor Richard’s Almanac
Break down/ discuss aphorisms. What does each mean? Does the wisdom contained in Franklin’s aphorisms still apply today? How do these aphorisms align with the lessons in Tuesdays With Morrie?
