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Show Tracks Created by C L Gonder
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Showing all C L Gonder created by
C L Gonder
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1. |
The First Amendment
Annotations by C L Gonder
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Track #241284
Format: Resource list
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<p>On-line resource and learning support with optional activities to support a unit to teach rhetorical and literary terms applicable to <em>Julius Caesar</em> to be followed by <em>All the King's </em>Men<em>; </em>with analysis of speeches by Huey Long, JFK and FDR. </p><p>Students will discuss <em>diction, syntax, ethos/logos/pathos, organization</em> and use of <em>figurative language. </em>Students will write a speech in which they call for a change in some aspect of existing political policy.</p><p>This lesson was created by Ms. Gonder, Ms. LeBendig, Ms. Travis and Mr. Carroll at Foshay Learning Center through the <em>Institute for Standards Curricula, and Assessment </em>(Lesson Study Design Group).</p>
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Their Eyes Were Watching God
Annotations by C L Gonder
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Track #248696
Format: Resource list
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<font face="times new roman, times, serif" size="4"><span class="content"><font size="4"><p><span class="content">What is the relationship between formal individual literary creativity and the informal, traditional aesthetic standards of the writer's own community?</span></p></font></span><p><span class="content"><font size="3">After completing this lesson, students will be able to do the following:</font></span></p><ul><li><font size="3">Define folklore, folk groups, tradition, and oral narrative </font></li><li><font size="3">Identify traditional elements in <i>Their Eyes Were Watching God</i> </font></li><li><font size="3">Analyze and understand the role of traditional folkways and folk speech in the overall literary impact of the novel </font></li><li><font size="3">Compare Zora Neale Hurston's work as a collector of folk narrative with her better-known status as a novelist </font></li><li><font size="3">Understand as both listeners and tellers the importance of voice, pacing, and other features of performance in oral narrative </font></li><li><font size="3">Transcribe orally given narrative into eye dialect.</font></li></ul></font>
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Inferno Project
Annotations by C L Gonder
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Track #266168
Format: Resource list
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<P align=center><EM><FONT style="BACKGROUND-COLOR: #000000" face="times new roman, times, serif" color=#ffff00 size=5>This is your tool to help you create your Dante's Inferno project. </FONT></EM></P>
<P align=center><EM><FONT style="BACKGROUND-COLOR: #000000" face="times new roman, times, serif" color=#ffff00 size=5>Proceed if you DARE !!!!!</FONT></EM><FONT style="BACKGROUND-COLOR: #000000"></FONT> </P>
<P align=center><EM><FONT style="BACKGROUND-COLOR: #000000" face="Times New Roman" color=#ffff00 size=5></FONT></EM> </P>
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5. |
The Grapes of Wrath Project
Annotations by C L Gonder
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Track #137541
Format: Worksheet
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<FONT style="BACKGROUND-COLOR: #99cc33">Thanks to: Scrapbooking The Grapes of Wrath Ethnographic Field Studies in Fiction Linda Specht and David Lackey Team 23 Strongsville High School, Strongsville, Ohio This track will support my 11th grade English class's study of the novel and this unit's culminating project.</FONT>
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6. |
THE GLOBAL MEDIA JUNGLE
Annotations by C L Gonder
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Track #116333
Format: Extended learning
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Performances of Understanding, Rationale, and Time-line. After reading Upton Sinclairs The Jungle students will synthesize what they learned about the world of the 1900s packinghouse Chicago with what they learn about the world of todays global media giants. Many students are unaware that in the past decade, the number of corporations controlling most of America's daily newspapers, magazines, radio, television, books, and movies has dropped from fifty to ten to six; and that the media are big businesses and as business they have certain agendas and bottom lines. As students of the Academy of Finance, they should be aware of the finance of media and how and if this relationship is conducive to coexistence of media and democracy. It is essential for students to understand these factors so that they may better understand the broader communication/business infrastructure. Students will determine whether the marriage of big business, media and democracy is positive. Students should start to question the agenda of the mega news media if indeed it is not reflecting what the constitution intended.
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Los Angeles Pobladores
Annotations by C L Gonder
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Track #157888
Format: Worksheet
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<P>American Literature classes often begin with the study of the literature of the explorers and settlers of the United States. In this unit, students with study and analyze writings that pertain to the original 1781 settlers of their home: Los Angeles. </P>
<P><FONT size=1>This activity focuses on the following C<STRONG>alifornia State Standards for English Language Arts:</STRONG> 2.0 Reading Comprehension Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Analyze the way in which <STRONG>clarity of meaning</STRONG> is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text. 2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and <STRONG>public documents.</STRONG> 2.4 Make warranted and reasonable assertions about the <STRONG>author's arguments</STRONG> by using elements of the text to <STRONG>defend and clarify interpretations</STRONG>. 2.5 <STRONG>Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject</STRONG>. Expository Critique 2.6 <STRONG>Critique the power, validity, and truthfulness of arguments set forth in public documents</STRONG>; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).</FONT> </P>
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