Teacher Name: Maureen Burgess Course Name: 19th and 20th Century American Lit Week of: January 17, 2012

Tuesday (10/1-2 and 10/3):

Class Activities and Objectives: • 10-3—hand out three key quotations from Thoreau—for work on Friday • Return SL tests—read comments • King Letter: FFW1—describe your first thoughts about King’s letter (5

min—semi-public) § Choose one of the passages your marked as important and

one that you think is important to king. Next to each, explain as specifically as you can, WHY

§ In the last paragraph, Kings asks rhetorically, “’What else is there to do when you are alone for days in the dull monotony of a narrow jail cell other than write long letters, think strange thoughts, and pray long prayers?” Begin a letter, strange thought, or prayer of your own in response to King’s letter.

• Objectives: o Places of imprisonment o Compare king’s imprisonment and response to Thoreau’s

Homework and Assessment:

Choose one of the paragraphs assigned in class on Tuesday.

1) State, in your words, the argument King is making. What is your sense of his position? 2) Restate the main ideas of the paragraph you chose in YOUR OWN WORDS. 3) Compare King’s IMPLIED and LITERAL representation of the jail cell—its limitations, its purpose—to Thoreau’s. Be sure to look back at thoreau’s text. Be specific.

Wednesday (10/3)::

Class Activities and Objectives: • PFW: 5 min • Discuss places of imprisonment and how they become site of rhetorical

resistance. • Share thoughts on specific paragraphs to understand rhetorical power of

King’s argument. OBJECTIVES:

o Stated above Homework and Assessment: 1. Review your notes on King and your writing on Thoreau

2. FFW (5 minutes, public): choose one of the three quotations from our class writing on thoreau, and write to connect that quotation to King's letter. What do you think Dr. King would think of Thoreau's idea and why? 3) FFW2 (10 min; public). Choose one place in King's argument that you have not already written about but which you think is crucial to his argument. Write to explain why. Be specific. Cite the passage. Be prepared to share this writing in class

• Thursday (10/1-2—long period)::

Class Activities and Objectives: • PFW: 5 min • Discuss places of imprisonment and how they become site of rhetorical

resistance. • Share thoughts on specific paragraphs to understand rhetorical power of

King’s argument. OBJECTIVES:

o Stated above Homework and Assessment: 1. Review your notes on King and your writing on Thoreau

2. FFW (5 minutes, public): choose one of the three quotations from our class writing on thoreau, and write to connect that quotation to King's letter. What do you think Dr. King would think of Thoreau's idea and why? 3) FFW2 (10 min; public). Choose one place in King's argument that you have not already written about but which you think is crucial to his argument. Write to explain why. Be specific. Cite the passage. Be prepared to share this writing in class

• Friday BOTH SECTIONS (10/3 has long period):

Class Activities and Objectives:

• PFW: 5 min • Sharing of writing and discussion of work over weekend OBJECTIVES:

o Ownership of argument

Homework and Assessment: Using your writing and thinking from the past two weeks on Thoreau's "Civil Disobedience" and King's "Letter from a Birmingham Jail," write a 3 page DS response that focuses on one of the following:

1. Choose one or two paragraphs of King's argument that effectively employ logos/pathos/ethos (or some combo) to make his case. Explain how he does that. QUOTE and explain quotations. 2. Choose one quotation from Thoreau and explain how this statement resonates with part of King's letter. 3. Choose one of the FFWs we completed in class on King's letter and EXTEND that FFW into a more detailed examination of his argument. Writing Workshop Monday. 50 point homework due Tuesday.

Course Name: AP/Honors Week of: November 7. 2011 Monday (AP only): no classes—MLK day

: Tuesday-Friday:

Class Activities and Objectives: • Begin Discussion of Austen--TONE

o Objectives: • close reading • how to interpret and write about TONE

Homework and Assessment: • continue working on ALLENDE essay; conferences; finish novel by

Thursday; timed essay next Tuesday • AP has second practice timed essay to submit by noon on Sunday • ESSAY due Friday for all