2020 American Literature

 Today we will discuss Act II of THE CRUCIBLE. We will also talk about your personal narratives, the step up, and the narration. I'll also give you some class time to write.   https://www.shmoop.com/study-guides/literature/crucible/themes For Grammar Girl's hints on Introductory Paragraphs - click here     In December of 1991, I was in the middle of my fifth year of college, having switch majors from Physical Therapy to English Literature. I had no prospects of a future; I thought perhaps I could work as a waiter who rapped the daily special: “Welcome to the Crystal Palace, let’s start with a house salad then wine in a chalice. Balance this with some homemade…” The previous summer I had worked at Disney World and saved a bundle of money – which was now gone to rent, car repairs, poetry books and food. I lived in a one- bedroom apartment with two guys who went around quoting Henry Miller the way some people quote the New Testament: “I call him Joe ...

  Today we need to look up new vocabulary words and put them in Quizlet, and continue ACT II.  HOMEWORK: Work on Personal Narratives. First drafts due on Wednesday.   New Vocabulary: Supinely Inviolate Martial Despotism Prudent Abrogate Buttress Concomitant Diaphanous Impinge   Personal Narrative       A Personal Narrative is a form of writing in which the writer relates an event, incident, or experience in his or her own life. It is usually focused on one idea.   The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer.               Remember the first paragraph, just like an essay, should have a grabber or an attention getting...

 Today we are going to take a vocabulary quiz. After the quiz we will continue with ACT 2 of "The Crucible". If you finish the quiz early work on homework or get caught up in class.

 Today, we will review vocabulary words and Act 1 of "The Crucible". HW: Study Vocabulary words and get caught up on class.

Today we are going to finish ACT 1. (PERSONAL NARRATIVE draft 1 due next Wednesday) HOMEWORK: Answer the following questions a) Why do you think Tituba and Abigail admit to having practiced witchcraft?  b) Who do you think Abigail will accuse as the play goes on? c) Summarize Act I and discuss why you believe it ends where it does. d) Identify and explain theme for Act 1 (note there is a video at the bottom that goes over themes) Things you should know for the test: 1) Identify and discuss the meanings of 2-3 themes (makes sure you can give examples of scenes that reinforce these themes) 2) Discuss how "The Crucible" is an allegory. 3) Discuss 4-5 aspects of the Puritan (examples from the text) that appear in "The Crucible" 4) Discuss the backstory of Abigail and Proctor 5) Analyze the meaning of Proctor's death. What might is symbolize? 6) Outline the plot. 7) Summarize each Act and discuss why it is important and why it ends where it ends. 8) Know the followin...

https://archive.is/qCy81 Today we are going to write sentences with sagacity and tenacious, and the finish ACT 1 of "The Crucible". HOMEWORK: Work on personal narratives.

Join Zoom Meeting https://us04web.zoom.us/j/74650851178?pwd=YWQxTGtPYXFwaEtXRnJzM0E5UU8xdz09   Early American Writing 1491-1800 (Native American Literature, Literature of Explorations and Early Settlement, Literature of the Puritan Experience, Literature of the American Revolution). Unit Learning goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by choosing one of the four subsections of this Unit (Native American Experience, Early Explorers and Settlers, The Puritan Experience, and Writers of the Revolution) researching and reading an additional story, essay or speech of their choice and creating a video discussing the theme and how the work fits its particular period.     Scale/Rubric relating to learning goal: 4 – The student can create a video that explores two or more of the subsections of this unit and relate it to a theme and time period. 3 – The student can create a video that explores ...

  LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.  We will write sentences with words of the day and then we will read "Sinners in the Hands of an Angry God" on page 124.   How do you persuade people to do something?  Make a list of things/ways you might make someone stop smoking. As we read, think about the author's purpose.  Why is he delivering this sermon?   As write down emotional appeals (pathos).  Remember logos, pathos, and ethos.  Remember for a persuasive argument to be successful it must contain each of these.  But, as we read you need to write down at least four emotional appears.  Emotional appeals include FEAR, PITY, GUILT (emotions), etc.   You will also write a precis for this sermon.   So, you will need to 1) write down Edwards emotional appeals (at least 4), and 2) write a precis on the sermon   LOGOS - Appeal of Logic (is y...

 Today, we will write words of the day on your blogs (evanescent, fortuitous), practice vocabulary, and then I'll give you some time to finish writing SOAPSTone for "Of Plymouth Plantation" or writing on your personal narratives. Note we will start the first draft of personal narratives next week, so if you have nothing to do (and that's really no-one) begin working on the first draft of your PN. Note, if you are writing about the Pandemic, think about your audience. You might not want to write something that screams, "The Pandemic Destroyed My Life" because you will sound like a whiny privileged person. Think about how the pandemic allowed you to grow? Think about what you learned? Think about what might impress a college admissions reader - particularly when colleges across the country are been shut down for in-person learning. 

First,  I'll give you about 10 minutes to finish yesterdays class work. Then take a quiz on the first 1/2 of Unit. When you finish, please either 1) work on make up work (such as your pre-write personal narratives or anything else you may be missing) or 2) work on putting vocabulary on quizlet or studying it on vocabulary.com

Join Zoom Meeting https://us04web.zoom.us/j/74650851178?pwd=YWQxTGtPYXFwaEtXRnJzM0E5UU8xdz09 Today we will finish "Of Pymouth Plantation" and work on the following: 1) Analyze Form: A chronicle is a chronological, objective account of historical events. What features of Bradford’s narrative might have changed had he written a personal account of his experiences? 2) Write a SOAPSTONE for "Of Plymouth Plantation" HW: Look up your vocabulary words and make sure you post sentences for the first two words. Also, if you have written your scene/pre-write for a personal narrative make sure you do that as I will be checking them. Note, you might have an essay quiz tomorrow.     The Mayflower Compact    Modern version In the name of God, Amen. We, whose names are underwritten, the loyal subjects of our dread Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, defender of the Faith, etc. Having undertaken, for the Glory of ...

Join Zoom Meeting https://us04web.zoom.us/j/74650851178?pwd=YWQxTGtPYXFwaEtXRnJzM0E5UU8xdz09 Today, we are going to write PRECIS on John Smith's "The General History of Virginia" and then read "Of Plymouth Plantation" (102-110) Vocabulary List # 2 anachronistic circuitous deleterious ephemeral evanescent fortuitous intrepid precocious sagacity tenacious LOGOS - Appeal of Logic (is your argument logical) ETHOS - Appeal of self (does your audience like due to how your act, speak or write) PATHOS - Emotional Appeal (why should your audience care, what is in it for them?) HOMEWORK: Blog writing: Choose an experience or a scene from your life you want to describe.   Write a 1-page account to communicate the power of the experience.   Include vivid details.   Write in the 1 st voice.   Describe the emotional impact of the experience.   Use adverbs to relate the sequence of events.

 Today we are going to take a vocabulary quiz and then move on to PRECISE writing. Goal: To write a practice PRECISE on John Smith's "A Brief History of Virginia".

Join Zoom Meeting https://us04web.zoom.us/j/77028139218?pwd=ZnppeUVITnJ3eHhwR01ac1pkenRSdz09   Today we are going to review vocabulary for tomorrow's quiz and give you some time to work on the blog below.   Write a blog entry on John Smith's purpose for writing a General History of Virginia .  In this blog you'll need a thesis statement that makes your claim on the author's purpose, and you'll need 4-5 specifics (evidence from the text) that backs-up your position.  Remember, introduce the quote, give the quote, explain the quote (particularly in how it reinforces your ideas).  You may want to quickly reread the text on your own and mark it up.  Why did John Smith write this?  Remember, this version of the text was written in 1624 - after Pocahontas had become famous (and had died of smallpox?).   Vocabulary Words Colloquial Dotard Furrow Misnomer Vilification Atrophy Misogynist Vindicate Attenuate Drivel Virulent  

Zoom Class: Kent Fielding is inviting you to a scheduled Zoom meeting. Join Zoom Meeting https://us04web.zoom.us/j/71328270003?pwd=am4xZ1RCQ2U3eWZyR1lhTTQ1bXJvQT09   Today we are going to finish vocabulary words - if we haven't (remember vocabulary quiz on Friday), then I'll give you ten minutes to finish the classwork from yesterday (or to study vocabulary), and finally we will move onto John Smith: LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.    Write a blog entry on John Smith's purpose for writing a General History of Virginia .  In this blog you'll need a thesis statement that makes your claim on the author's purpose, and you'll need 4-5 specifics (evidence from the text) that backs-up your position.  Remember, introduce the quote, give the quote, explain the quote (particularly in how it reinforces your ideas).  You may want to quickly reread the text on your own and mark it up.  Why did John Smith...

Join Zoom Meeting https://us04web.zoom.us/j/73090861967?pwd=ZUdKMDM5bU8wRGxHeUg3aGJFdWR5dz09 Today we are going to watch a presentation or two of your Native American myths. Then, we will move back into literature of "Exploration and the Early Settlers" by reading Alvar Nunez Cabeza de Vaca's "from La Relacion" (pages 71-78) and answer questions 1-7 on page 79. You can find the reading selection online at: http://mrsdsenglishclass.weebly.com/uploads/1/3/5/0/13500591/la_relacion.pdf For those of you having problems finding the flipgrid link, it is here: https://flipgrid.com/96bd712f

Join Zoom Meeting https://us04web.zoom.us/j/ 77841171029?pwd= RGZob1ZGR0tqbGRMRU53RU9oWHA0QT 09   Today we are write words of the day and read "The Very Brief Account of the Devastation of the West Indies". The selection can be found in the following link: https://drive.google.com/file/d/1Q-0FMtnQUnGUM0rwwn-PwtIyRgf7PCa4/view?usp=sharing When we finish you will do questions 1a-4b This is not homework. You should have time to finish in class if you use your time wisely. HW: Flipgrid.

Join Zoom Meeting https://us04web.zoom.us/j/ 77841171029?pwd= RGZob1ZGR0tqbGRMRU53RU9oWHA0QT 09 Make sure your creation story is posted. I will be grading these today and this weekend.  Words of the day: Vilification, Atrophy Today, you are going to read a Native American myth of your own. Take notes, and retell it to class, via Flipgrid by Tuesday. You can use any of the following websites:  http://americanfolklore.net/folklore/native-american-myths/  http://www.native-languages.org/legends.htm  https://flipgrid.com/96bd712f