Civil Disobedience pages 12-15

September 1, 2015

E.Q: Identify important quotes that epitomize the idea of change and analyze their meaning.

Make connections between the text and the big idea of change.

Obj: I can identify important quotes from the text and analyze their significance.

I can make connection between the text and the big idea of change.

Starter:

Look over your double entry journal notes and discussion questions from yesterday.

Discussion Questions to Consider:

Rationalize Thoreau's perception of jail.  Do you agree or disagree? Explain.

Rationalize whether or not peaceful protest is even possible.

Evaluate Thoreau's opinion of majority vs. minority.

Evaluate how the government benefits and oppresses our dreams.

You will be responding to these questions in the chalk talk.

Write down a few responses to the questions to prep yourself.

Vocabulary:

Civil Disobedience Vocabulary

Use this document to follow along with the vocab for this unit.

Make sure to make a copy of it in your folder, and make the appropriate additions.

Activity:

1.   Chalk Talk

Respond to the appropriate discussion question on the corresponding poster. 

Discussion Questions

Rationalize Thoreau's perception of jail.  Do you agree or disagree? Explain.

Rationalize whether or not peaceful protest is even possible.

Evaluate Thoreau's opinion of majority vs. minority.

Evaluate how the government benefits and oppresses our dreams.

2.  Sharing Out

Each assigned group will be responsible for organizing a collaborative response based on the assigned poster.

Use your classmates responses to construct one comprehensive response to the question.

This will be what you share with everyone.

3.  Partner Read

e-book Civil Disobedience

Read from "I have paid no poll-tax for six years" to "It was formerly the custom in our village" (Thoreau).

Use the scrible tool to summarize the main idea of each paragraph. 

To support your interpretation, identify at least one quote that represents that idea.

Take screenshots and save them to your assignments folder.

This will serve as a back up for your notes. 

Make sure to take quality notes. 

4.  Collaborative Notes

Work with one other group to compare notes.

What main ideas do you have in common?

What else do you need to add?

Closure:

Connect the text to the idea of change.

Explain how jail changed Thoreau.

Civil Disobedience Pages 7-12

August 31, 2015

E.Q: Identify important quotes that epitomize the idea of change and analyze their meaning.

Make connections between the text and the big idea of change.

Obj: I can identify important quotes from the text and analyze their significance.

I can make connection between the text and the big idea of change.

Starter:

Philosophical Chairs Refresher

3. 2. 1.

In your starter write down the following;

3 comments you found interesting/ enlightening by your peers

2 actions you would do differently

1 plus for the philosophical chairs 

Vocabulary

Civil Disobedience Vocabulary

Use this document to follow along with the vocab for this unit.

Make sure to make a copy of it in your folder, and make the appropriate additions.

Activiy:

1.  Civil Disobedience Audio Book

Follow along to audiobook.

e-book Civil Disobedience  

We will be looking at section 28;57- 50:17.

While reading, you should be taking double entry notes.

Use the Double Entry Journal notetaking template in Google Drive.

Discussion Questions to Consider:

Rationalize Thoreau's perception of jail.  Do you agree or disagree? Explain.

Rationalize whether or not peaceful protest is even possible.

Evaluate Thoreau's opinion of majority vs. minority.

Evaluate how the government benefits and oppresses our dreams.

2.  Chalk Talk

Respond to the appropriate discussion question on the corresponding poster. 

Closure:

Identification of Important Quotes

Please fill out the form based on your understanding of identify important quotes.

Philosophical Chairs

August 28, 2015

E.Q: Evaluate whether or not we still need a better government.

Obj: I can evaluate whether or not America still needs a better government.

I can listen and discuss a topic with respect and an open mind.

Starter:

Free Write Friday

 

Or Respond to This:

Vocabulary:
 Term: Government
Part of Speech: Noun
Dictionary Definition:

: the group of people who control and make decisions for a country, state, etc.
: a particular system used for controlling a country, state, etc.

: the process or manner of controlling a country, state, etc.

Your Definition:

Activity: Determine whether or not we need a better government and justify yourself. 

 

Activity:

1.  Discussion on Pages 4-7

Share your major ideas of the assigned paragraphs from yesterday.

Explain your summary and support it with your identified quotes.

Evaluate how Thoreau wants to initiate change.

Evaluate Thoreau's description of men on change.

2.  Philosophical Chairs

Based on our big idea and Thoreau's Civil Disobedience we will be conducting philosophical chairs. 

TOPIC:

Thoreau states, "I ask for, not at once no government, but at once a a better government" (2).

We still need a better government.

Make a connection to today's government and determine whether you agree or disagree with this statement.

 Closure:

Philosophical Chairs Reflection

1.  What was the most frustrating part of today's discussion?

2.  What was the most successful part?

3.  What statements led you to change your seat or to remain sitting in your original position?

4.  What conclusions can you draw about how you form your beliefs based on today's discussion?

5.  What would you change about your participation in today's activity? 

Homework
Complete Benchmark Remediation by Monday.

Civil Disobedience 4-7

August 27, 2015

E.Q: Interpret quotes that apply the fundamentals of transcendentalism.

Obj: I can identify the fundamentals of transcendentalism through the interpretation of significant quotes.

Starter:

Think back to the reading yesterday.

In 3-5 sentences summarize the beginning of Civil Disobedience.

In your summary, you should also identify the conflict.

Vocabulary:

Civil Disobedience Vocabulary

Use this document to follow along with the vocab for this unit.

Make sure to make a copy of it in your folder, and make the appropriate additions.

Activity:

1.  Change Discussion

Using the information in your TPEQEA paragraph, we will discuss the change that Thoreau is demanding.

2.  Partner Read

Civil Disobedience   

With a partner, read the next 7 paragraphs.

Stop at the paragraph that begins, "Unjust laws exist..."(7).

Use the scrible tool to summarize the main idea of each paragraph. 

To support your interpretation, identify at least one quote that represents that idea.

Take screenshots and save them to your assignments folder.

This will serve as a back up for your notes. 

Make sure to take quality notes. 

We will use these for a class discussion tomorrow. 

3.  Philosophical Chairs Prep

Based on our big idea and Thoreau's Civil Disobedience we will be conducting a philosophical chairs discussion tomorrow.

TOPIC:

Thoreau states, "I ask for, not at once no government, but at once a a better government" (2).

We still need a better government.

Make a connection to today's government and determine whether you agree or disagree with this statement.

With the remaining class time, develop your stance on the topic.

Reflect on your opinion and find information to support yourself.

Research different examples so you have factual evidence to back yourself up tomorrow.

Closure:
Based on the topic, what is your current stance?
Explain.

Homework
Remediation
Finish class reading
Progress Reports Signed

Civil Disobedience Pg. 1- Top of 7

August 26, 2015

E.Q: Interpret quotes that apply the fundamentals of transcendentalism.

Obj: I can identify the fundamentals of transcendentalism through the interpretation of significant quotes.

Stater:

Respond to the question below the quote:

 

Howard Zinn's quote supports the ideas that Henry David Thoreau will address in Civil Disobedience.

Justify whether or not you agree with them. 

Then, consider whether or not you could be civilly disobedient. 

Vocabulary:

Civil Disobedience Vocabulary

Use this document to follow along with the vocab for this unit.

Make sure to make a copy of it in your folder, and make the appropriate additions.

Activity:

1. Civil Disobedience

We will begin reading Civil Disobedience today.

As we read, use the Scrible toolbar to annotate.

Discussion Questions:

Interpret the quotes, "That government is best which governs least" and, "That government is best which governs not at all" (Thoreau 1).

Analyze and interpret Thoreau's opinion on the Mexican war.

 Analyze and interpret Thoreau's opinion of the army.

Analyze and interpret Thoreau's comparison of man and machine.

Connect the ideas of the Revolution of '75 to Thoreau's.

2.  Partner Read

With a partner, read the next 6 paragraphs.

Stop at the paragraph that begins, "The broadest and most prevalent error..."(7).

Use the scrible tool to summarize the main idea of each paragraph. 

To support your interpretation, identify at least one quote that represents that idea.

Take screenshots and save them to your assignments folder.

This will serve as a back up for your notes. 

Make sure to take quality notes. 

We will use these for a class discussion tomorrow.

3.  TPEQEA

Based on the first four pages of Civil Disobedience, what type of change does Thoreau want?

Answer this question in a TPEQEA paragraph and make sure to include the QUOTE.

4.  USAtestprep Remediation

If you did not receive a score of an 80% you must complete the remediation.

There are TWO parts to this remediation.

1.  Complete Persuasion Remediation

Once again, you must receive at least an 80%.

For each question wrong, make sure to read the explanation.

Write these explanations down.

2.  Complete Persuasion Remediation Part Two

Once again, you must receive at least an 80%.

For each question wrong, make sure to read the explanation.

Write these explanations down.

Due Dates:

Part One is due by tomorrow.

Part Two is due by Monday.

Closure:

Explain Thoreau's overall opinion of man.

Transcendentalism and Civil Disobedience

August 25, 2015

E.Q: How do transcendentalists represent America during this time period?

What is transcendentalism?

Obj: I can interpret the representation of America during the 1830's-1850's through the eyes of a transcendentalist.

I can interpret the meaning of transcendentalism.

Starter:

Read the article on ushistory.org about Transcendentalism, An American Philosophy.

Take Cornell Notes while reading.

Write any questions that you still may have.

This is to help clear up any misunderstandings from yesterday.

 

 

Vocabulary:

Literary Term: Transcend

Part of Speech: Verb

Dictionary Definition: be or go beyond the range or limits of (something abstract, typically a conceptual field or division).

Your Definition:

Activity: Answer the question: How does this relate to ideas in transcendentalism?

Term: Expedient

Part of Speech: Noun

Dictionary Definition:a means of attaining an end, especially one that is convenient but considered improper or immoral.

Your Definition: 

Activity: Use the word in a sentence.

Activity:

1.  Expert Groups

In groups, you will create posters to increase background knowledge of our next literary period.

I will assign you each a topic, and you will be responsible for educating the class.

Consider

Key Events

Places

Movements

Pictures/ Charts/ Timeline. Etc.

Topics:

Age of Revolution

1. War of 1812

2. Mexican American War

3. Louisiana Purchase

4.  Life of women and slaves during this time.

Authors

1.  Ralph Waldo Emerson

2.  Henry David Thoreau

Influence

Buddhism/Spirituality influence of Transcendentalism

Make sure that these contain accurate information and are visually appealing.

  2. Presentations

You will present these posters to the class.

3.  Civil Disobedience

We will begin reading Civil Disobedience today.

As we read, use the Scrible toolbar to annotate.

Discussion Questions:

Interpret the quotes, "That government is best which governs least" and, "That government is best which governs not at all" (Thoreau 1).

Analyze and interpret Thoreau's opinion on the Mexican war.

 Analyze and interpret Thoreau's opinion of the army.

4.  TPEQEA

Based on the first four pages of Civil Disobedience, what type of change does Thoreau want?

Answer this question in a TPEQEA paragraph and make sure to include the QUOTE.

Homework

 Complete the TPEQEA paragraph.

Closure:

Identify and explain the conflict in Civil Disobedience.

 

Introduction to Transcendentalism

August 24, 2015

E.Q: How do transcendentalists represent America during this time period?

What is transcendentalism?

Obj: I can interpret the representation of America during the 1830's-1850's through the eyes of a transcendetalist.

I can interpret the meaning of transcendentalism.

Starter:

Find someone else that analyzed the same poem as you.

Examine each others plot diagram and double check your structures to determine appropriate parts of a plot.

 

 

Vocabulary:

Literary Term: Transcendentalism

Part of Speech: Noun

Dictionary Definition:  a philosophy which says that thought and spiritual things are more real than ordinary human experience and material things

Your Definition: 

Activity: Build background knowledge on the transcendental period.

Activity:

1.  Transcendentalism in a Nutshell

Interpret the quote at 0:43.

How do these authors want to create CHANGE in America?

 

2.  Expert Groups

In groups, you will create posters to increase background knowledge of our next literary period.

I will assign you each a topic, and you will be responsible for educating the class.

Consider

Key Events

Places

Movements

Pictures/ Charts/ Timeline. Etc.

Topics:

Age of Revolution

1. War of 1812

2. Mexican American War

3. Louisiana Purchase

4.  Life of women and slaves during this time.

Authors

1.  Ralph Waldo Emerson

2.  Henry David Thoreau

Influence

Buddhism/Spirituality influence of Transcendentalism

Make sure that these contain accurate information and are visually appealing.

 3. Presentations

You will present these posters to the class.

Closure:

Compare and Contrast America before and after the Declaration of Independence.

Benchmark One

August 21, 2015

E.Q: Demonstrate your knowledge and application of persuasive techniques.

Obj: I can demonstrate my knowledge and application of persuasive techniques.

Starter:

Free Write Friday

Remember that this needs to be 1/2 page double spaced in your starter folder.

 

Or use this:

 

Activity:

1.  Benchmark 8/21

You are responsible for completing this benchmark by Monday, August 24.

You are required to receive a minimum score of 80%.

You have unlimited attempts, but remember there will also be options for remediation.

This will also receive credit in the gradebook.

2.  Continuation of Parts of Narrative

Choose a fairy tale from the website provided.

 

Grimms' Fairy Tale

 

With your assigned group fill in the chart below.

 

 

 

Make sure that you identify the exposition, conflict, rising action, climax, falling action, and resolution.

 

You may put this in your assignment folder.

You should have this complete by tomorrow.

 

Closure:

Please fill out the Google Form.

Based on the benchmark assessment, where do you now place your level of understanding based on the learning target. 

 

Homework

Finish Benchmark

Finish Narrative Chart 

Narratives

August 20, 2015

E.Q: Explain how the parts of a narrative work together to tell a story.

Obj: I can understand the structural components of a narrative.

Starter:

Take out your narrative from Tuesday.

Make a copy of the document and place it in your assignments folder.

Try and identify as many of the following terms: 

Exposition

Conflict

Rising Action

Climax

Falling Action

Denouncement 

Vocabulary:

Literary Term: Exposition

Part of Speech: noun

Dictionary Definition: Introduce background information about events, settings, characters etc. to the audience or readers

Your Definition:

Activity: Identify the exposition of a fairy tale.

Literary Term: Conflict

Part of Speech: Noun

Dictionary Definition:

: a struggle for power, property, etc.

: strong disagreement between people, groups, etc., that results in often angry argument

: a difference that prevents agreement : disagreement between ideas, feelings, etc.

Your Definition:

Activity: Identify the conflict of a fairy tale.

Literary Term: Rising Action

Part of Speech: Noun

Dictionary Definition: what happens in a story leading up to the most exciting part of a story (Climax)

Your Definition:  

Activity: Identify the rising action in a fairy tale.

Literary Term: Climax

Part of Speech: Noun

Dictionary Definition: the most intense, exciting, or important point of something; a culmination or apex.

Your Definition:

Activity: Identify the climax in a fairy tale.

Literary Term: Falling Action

Part of Speech; Noun

Dictionary Definition: parts of a story after the climax and before the very end.

Your Definition:

Activity: Identify the falling action in a fairy tale.

 Literary Term: Denouncement

Part of Speech: Noun

Dictionary Definition:the final outcome of the story, generally occurring after the climax of the plot. 

Your Definition:

Activity: Identify the denouncement of the fairy tale.

 

Actvity:

 

1.  Modeling a Narrative

Together we will read the Brothers Grimm version of Cinderella.

As we read, consider the 6 components we discussed in our vocabulary.

We will identify each section together.

As we do this, take Cornell Notes. 

 

2. Small Group Work

Choose a fairy tale from the website provided.

 

Grimms' Fairy Tale

 

With your assigned group fill in the chart below.

 

 

 

Make sure that you identify the exposition, conflict, rising action, climax, falling action, and resolution.

 

You may put this in your assignment folder.

You should have this complete by tomorrow.

 

Closure:

Which part do you have the most difficulty identifying so far?

 

 

Change Photo Essay

August 18, 2015

E.Q: What is your interpretation of change?

 Create a narrative based on a photo essay of change.

Obj: I can interpret and visualize change.

I can create a narrative on the idea of change.

Starter:

 Unpack the Quote

 

Justify whether one person can or cannot change the world.

We will come back to this question, so give it some consideration. 

Vocabulary:

Literary Term: Photo Essay

Part of Speech: Noun

Dictionary Definition: A photo-essay is a set or series of photographs that are intended to tell a story or evoke a series of emotions in the viewer.

Your Definition:

Activity: Create your own photo essay about the big idea change.

Activity:

1.  Photo Essay of Change

Before we begin our next unit on change, first we will discover what change means to us.

You will create a photo essay that depicts your interpretation of the idea change.

Requirements:

Cover Page with Title

Brief paragraph at the beginning of photo essay introducing the meaning of your interpretation.

Minimum 10 photographs

Minimum 3 quotes that enrich photograph.

Possible ways to create photo essay

exposure.co

Google Draw

GoogleSlides

Make sure that you purposefully select each photo.

It needs to tell a story.

2.  Gallery Walk

Observe how your peers interpret change.

Compare and contrast your classmates interpretation of change to your own.

3. Individual or Collaborative Narrative

Either by yourself or with a partner, you will create a narrative based on one of the photo essays viewed in the gallery walk.

Remember that a narrative tells a story.

This should be about one page long.

Formatting

12 point font
Times New Roman
Double Spaced

Closure:

In this unit we will be developing  narratives.  Using the learning target, assess yourself on a scale of 1-4.  Explain why you chose the level you did.

Homework
Please complete your one page narrative.

Persuasive Speech

August 17, 2015

E.Q: Create an authentic persuasive essay applying the techniques reviewed throughout this unit.

Articulate your essay to the class using effective tone, pacing, and eye contact.

Obj: I can create a persuasive essay, using the techniques discussed in class.

I can effectively persuade a person through public speaking.

Starter:

Review your essay.

Make sure to read it to yourself once to prepare yourself for your speech.

 

Vocabulary:

Big Idea: Change 

Part of Speech:  verb

Dictionary Definition: to become different: to make (someone or something) different

: to become something else

Your Definition:

Activity: What is an example of change?

Literary Term: Narrative

Part of Speech: noun

Dictionary Definition: a story that is told or written

Your Definition:

Activity: What is an example of a narrative?

Activity:

1.  Presentations

You will present in small groups of approximately four people.

Each of you will take turns trying to persuade your classmates, based on your essay.

After each person presents, critique your peers.

Write down one plus and one delta.

2.  Photo Essay of Change

Before we begin our next unit on change, first we will discover what change means to us.

You will create a photo essay that depicts your interpretation of the idea change.

Requirements:

Cover Page with Title

Brief paragraph at the beginning of photo essay introducing the meaning of your interpretation.

Minimum 10 photographs

Minimum 3 quotes that enrich photograph.

Possible ways to create photo essay

exposure.co

Google Draw

GoogleSlides

Make sure that you purposefully select each photo.

It needs to tell a story.

Closure:

Reflect on your understanding of persuasive techniques.

Using the learning target to identify your knowledge of understanding as levels 1-4.

What misunderstandings would you like help with?

Persuasive Essay Revising/ Identification

August 14, 2015

E.Q: Create an authentic persuasive essay applying the techniques reviewed throughout this unit.

Identify the persuasive techniques applied in your essay.

Obj: I can create a persuasive essay, using the techniques discussed in class.

I can identify the persuasive techniques applied in my essay.

Starter:

Free Write Friday

 

 

Or respond to this...

 

 

 

Vocabulary:

Review the Persuasive Technique Flashcards.

We will play another round of the speed game.

We will divide the room in half and compete to get the most terms correct.

 

 

Activity:

 

Activity:

Thinking back to what you accomplished yesterday, decide on which step you need to start with.

A.  Conferencing

While you are revising, I will be rotating throughout the room conducting one-on-one conferences.

I will help assist you with anything you specifically request and guide you alongside the rubric.

 

B.  Revising

Based on the checklist and comments go back to your essay and make revisions.

 

 C.  Identifying

In order to demonstrate your knowledge and application of persuasive techniques, you will identify them in a copy of your essay.  Follow the instructions below to complete the assignment.

 

1.  Make a copy of your essay and label it Persuasive Essay Identification

2. Highlight the following devices in your essay:

Pathos

Ethos

Logos

Persuasive Technique Strategy One

Persuasive Technique Strategy Two

Persuasive Technique Strategy Three

3.  For each strategy, in a comment box, explain the reason you chose to implement it.

 

D.  Practicing

If you have time, practice reading your essay aloud.

Where should you place emphasis to be persuasive?

Should there be pauses?

How should you vary tone and pace?

 

Consider these items for when you will present.

Closure:

What are the finals steps you must take to create a polished, persuasive essay?

 

Conferencing/Peer Editing/Revising

August 13, 2015

E.Q: Create an authentic persuasive essay applying the techniques reviewed throughout this unit.

How can multiple perspectives and reflection enhance your work?

Obj: I can create a persuasive essay, using the techniques discussed in class.

I can interpret my peers critiques and revise my own student work.
 

Starter:

Identify whether each add uses pathos, ethos, or logos.

Make sure that you identify the rationale behind your choice.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Vocabulary:

  Quiz. Quiz. Trade.

a.  Pair Up

Use the stand up/hands up/pair up method for students to find a partner.  Partner A holds up the flash card to show Partner B the term or definition.  Partner B answers. Partner A praises if correct or coaches if incorrect.  They switch roles and Partner B asks Partner A the next term.

b. Hands Up

After thanking each other and switching cards, Partners A and B raise their hands to find a new partner and repeat the process for an allotted amount of time.

  

Project
.  Persuasive Essay

The link above provides instructions on the persuasive essay.

Use the information for the project to aid you in your peer editing.

Activity:

Thinking back to what you accomplished yesterday, decide on which step you need to start with.

A.  Peer Edit 

Please find one partner to swap persuasive essays with.

Before you begin reviewing each others writing, please share the information from the starter.

Make sure that you read the instructions in the document.

B.  Conferencing

While you are peer editing, I will be rotating throughout the room conducting one-on-one conferences.

I will help assist you with anything you specifically request and guide you alongside the rubric.

C.  Revising

Based on the checklist and comments go back to your essay and make revisions.

Have the same or different partner review it again.  What other suggestions are still made?

 

D.  Practice

If you have time, practice reading your essay aloud.

Where should you place emphasis to be persuasive?

Should there be pauses?

How should you vary tone and pace?

 

Consider these items for when you will present.

 

Closure:

What revisions did your peers suggest?

If you could revise the peer edit form, what would you suggest?
*Not having one is not a revision!

Persuasive Essay Editing/ Conferencing

August 12, 2015

E.Q: Create an authentic persuasive essay applying the techniques reviewed throughout this unit

Obj: I can create a persuasive essay, using the techniques discussed in class.

Starter:

Take out your persuasive essay.

Eventually, we will be peer editing.

Decide on one item that you really want your partner to analyze in addition to the form.

Consider the requirements in the rubric.

Explain what kind of feedback would be most beneficial and you will share this information later.

Vocabulary:

Review the Persuasive Technique Flashcards.

We will play another round of the speed game.

We will divide the room in half and compete to get the most terms correct.

Project
.  Persuasive Essay

The link above provides instructions on the persuasive essay.

Use the information for the project to aid you in your peer editing.

Activity: 

1.  Peer Edit 

Please find one partner to swap persuasive essays with.

Before you begin reviewing each others writing, please share the information from the starter.

Make sure that you read the instructions in the document.

2.  Conferencing

While you are peer editing, I will be rotating throughout the room conducting one-on-one conferences.

I will help assist you with anything you specifically request and guide you alongside the rubric.

Closure:

What revisions did your peers suggest?

If you could revise the peer edit form, what would you suggest?
*Not having one is not a revision!