2020 American Literature

Today, we need to discuss chapters 6-8 in detail.  HW: For Monday read chapters 9-10. 10/30 chapters 9-10 11/2 chapter 11 11/3 chapter 12 11/4 chapter 13 11/5 chapter 14 11/6 chapter 15 11/9 chapter 16-17 11/10 chapter 18-19 11/11 chapter 20 11/12 chapter 21-22 11/13 chapter 23-24 11/16 Finish Dialectical Journals 11/17 Review for Test 11/18 Test 11/19 - 11/9 Work on Scarlet Letter Essay 11/20 Essay Due  AUDIOBOOK LINK: h ttps://www.youtube.com/playlist?list=PLt6EfdkM7xtkjbio87rD2eURsYtrMSuxq

 Today, we are going to go over chapters 4 and 5 in great detail. Be prepared to take notes. 10/28 chapter 6 10/29 chapters 7-8 10/30 chapters 9-10 11/2 chapter 11 11/3 chapter 12 11/4 chapter 13 11/5 chapter 14 11/6 chapter 15 11/9 chapter 16-17 11/10 chapter 18-19 11/11 chapter 20 11/12 chapter 21-22 11/13 chapter 23-24 11/16 Finish Dialectical Journals 11/17 Review for Test 11/18 Test 11/19 - 11/9 Work on Scarlet Letter Essay 11/20 Essay Due   

 Today we need to look at the next two chapters of The Scarlet Letter.  You will also need to post two more dialectical journals. We will not have class tomorrow, but will reconvene on Wednesday to discuss chapters 3, 4, and 5. Remember you do have a project that is due tomorrow by 11 am. 10/26 chapters 3-4 10/27 chapter 5 10/28 chapter 6 10/29 chapters 7-8 10/30 chapters 9-10 11/2 chapter 11 11/3 chapter 12 11/4 chapter 13 11/5 chapter 14 11/6 chapter 15 11/9 chapter 16-17 11/10 chapter 18-19 11/11 chapter 20 11/12 chapter 21-22 11/13 chapter 23-24 11/16 Finish Dialectical Journals 11/17 Review for Test 11/18 Test 11/19 - 11/9 Work on Scarlet Letter Essay 11/20 Essay Due    

  FINAL PROJECTS Unit Learning goal: Students will demonstrate knowledge of sixteenth-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 one of the subsections of this unit and relate it to a theme and time period. 2 – With some direction/help from the teacher the student can create a video that explores one of the subsections of this unit and relate it to a theme and time period. 1 – Even with help ...

 Today, we are going to discuss chapters 1-2 and look at things that perhaps you can write a dialectical journal on.  THEMES: Nature vs. Human Law Nature of Evil Sin vs. Forgiveness or Punishment vs. Forgiveness Individual vs. Society Exile Public Guilt vs. Private Guilt Civilization vs. Wilderness or Town vs. Woods Good vs. Evil EXAMPLE OF A DIALECTICAL JOURNAL: from the novel Their Eyes Were Watching God (Zoe Wassman):     Journal #1: “Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time. That is the life of men. Now, women forget all those things they don’t want to remember, and remember everything they don’t want to forget. The dream is the truth. Then they act and do things accordingly.” (Pg. 1)   The first two paragraphs are defin...

Today we are going to start The Scarlet Letter. THEMES: Nature vs. Human Law Nature of Evil Sin vs. Forgiveness or Punishment vs. Forgiveness Individual vs. Society Exile Public Guilt vs. Private Guilt Civilization vs. Wilderness or Town vs. Woods Good vs. Evil Remember that you have to keep a Dialectical Journal.   Scarlet Letter (reading schedule) 10/22 chapters 1-2 10/26 chapters 3-4 10/27 chapter 5 10/28 chapter 6 10/29 chapters 7-8 10/30 chapters 9-10 11/2 chapter 11 11/3 chapter 12 11/4 chapter 13 11/5 chapter 14 11/6 chapter 15 11/9 chapter 16-17 11/10 chapter 18-19 11/11 chapter 20 11/12 chapter 21-22 11/13 chapter 23-24 11/16 Finish Dialectical Journals 11/17 Review for Test 11/18 Test 11/19 - 11/9 Work on Scarlet Letter Essay 11/20 Essay Due SCARLET LETTER: LEARNING GOAL: RL9 - read and discuss classical literature of the 19th century.  Determine a theme of a text by referring to specifics from a text.    ...

FINAL PROJECTS Unit Learning goal: Students will demonstrate knowledge of sixteenth-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 one of the subsections of this unit and relate it to a theme and time period. 2 – With some direction/help from the teacher the student can create a video that explores one of the subsections of this unit and relate it to a theme and time period. 1 – Even with help from th...

 Today we are going to review for the upcoming UNIT 1 Test, but make sure create an review guide based on the information below: Review for the upcoming test on Friday: American Literature: TEST 1 (Texts from the Colonial Era): 70 Points    Native American Texts: For the Native American Myths, be able to describe the type of myth (creation or trickster), what ideas the myth reinforces, and cite textual evidence to support your ideas. Non-fiction pieces: Be able to determine the author's purpose and give examples from the text that back up your ideas. a) “From the General History of Virginia” b) “Of Plymouth Plantation” c) “The Autobiography of Benjamin Franklin” Be able to determine author's purpose and list examples of appeals (logos, ethos, pathos) and claims for d) "Sinners in the Hands of An Angry God" e) "Speech in the Virginia Convention" Outline the three sections f) "The Declaration of Independence" And for Th...

 TODAY'S ASSIGNMENT:  "From the Autobiography of Benjamin Franklin" (page 266) and answer question 1-4 (on page 276).   Review for the upcoming test on Friday: American Literature: TEST 1 (Texts from the Colonial Era): 70 Points    Native American Texts: For the Native American Myths, be able to describe the type of myth (creation or trickster), what ideas the myth reinforces, and cite textual evidence to support your ideas. Non-fiction pieces: Be able to determine the author's purpose and give examples from the text that back up your ideas. a) “From the General History of Virginia” b) “Of Plymouth Plantation” c) “The Autobiography of Benjamin Franklin” Be able to determine author's purpose and list examples of appeals (logos, ethos, pathos) and claims for d) "Sinners in the Hands of An Angry God" e) "Speech in the Virginia Convention" Outline the three sections f) "The Declaration of Independence" ...

 Today - we will look at Thomas Jefferson's "The Declaration of Independence". We are going to outline the three sections of this document.  So highlight your book.  Remember this is a persuasive document. I. a.  b. c. (3-5 things in part I) II. A-Z (list three - four grievances in this section - there are 27 here) III. Think about the author's purpose in writing this document and write out your favorite grievance. Remember, this text will be on the test - so know it!  UNIT FINAL on Friday PERSONAL NARRATIVES - FINAL DRAFT due on FRIDAY    

 Today we are going to take a vocabulary quiz. Once you are done go back to Patrick Henry and begin to write a PRECIS of "Speech in the Virginia Convention" PRECIS overview: Name of author, [optional: a phrase describing author], genre, title of the work, date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a that clause containing the major assertion (thesis statement) of the work. An explanation of how the author develops and/or supports the thesis, usually in chronological order. A statement of the author ’s apparent purpose followed by an “in order to” phrase. A description of the intended audience (and/or the relationship the author establishes with the audience) and a description of his or her tone . ...

 Today, we are going to read "Speech to the Virginia Convention"and work on blogs.   LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.   As a class we will read and discuss "Speech in the Virginia Convention".  Before we read, who was Patrick Henry?  What two things is he known for?  A speech?  What do think it is about?  What type of things do people give speeches about?     On your blog: Who is the speaker's (author's) audience?  What tone or attitude do you detect in his language; what is his purpose?  List two - three of this claims (or arguments). List an example of logos, ethos, and pathos. Note - on Monday you will be writing a PRECIS on this.   NOTES ON PERSUASION: 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, wha...

 Today we are going to take a quiz on The Crucible and then read "Speech to the Virginia Convention"   LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.   As a class we will read and discuss "Speech in the Virginia Convention".  Before we read, who was Patrick Henry?  What two things is he known for?  A speech?  What do think it is about?  What type of things do people give speeches about?     On your blog: Who is the speaker's (author's) audience?  What tone or attitude do you detect in his language; what is his purpose?  List two - three of this claims (or arguments).   NOTES ON PERSUASION: 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?) Things that make a good persuasive argument: 1) Self...

 I'm going to give you about ten minutes to work on your presentations and then you will read them for the class (try and act them out). Afterwards, we will play a review game, and finally, you might have some time to work on your personal narratives (2nd draft due on FRIDAY - moved from today), or study for tomorrow's test on The Crucible.    

 Today, we will write words of the day and - in groups of 2-3 - review for Thursday's test. Note, I'm moving the Vocabulary Quiz to MONDAY. In GROUPS:   1) Identify and discuss the meanings of 2 themes (makes sure you can give at least three 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?   TAKE ONE ACT (IT WILL BE ASSIGNED) AND DO ONE OF THE FOLLOWING (note, you read these out loud tomorrow):   1) as a game show 2) as a "reduced" play (think "REDUCED SHAKESPEARE") 3) as a CRASH COURSE episode 4) as a play-by-play (as in sports)

 Today, we are going to write sentences with the words of the day and then look at ACT 4 of The Crucible.  Vocabulary: Supinely Inviolate Martial Despotism Prudent Abrogate Buttress Concomitant Diaphanous Impinge   THINGS TO KNOW FOR The Crucible:   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 following characters: Parris     Abigail John and Elizabeth Proctor Ann and Thomas Putnam Giles Corey John Hale Tituba Rebecca Nurse Governor Danforth     

 Today, we will finish ACT III of "The Crucible".  When you have finished you can either work on your personal narratives or work on the following questions for ACT III: A) Summarize the events of Act III B) List and explain two themes that appear in Act III. Give examples of a scene that shows in theme at work. C) Why does Elizabeth lie to Danforth about her husband's relationship with Abigail? What theme does this reinforce? D) Who are dramatic foils in this play? E) Discuss the verbal irony found in lines 1136-1137.

Today I will give you about 15-20 minutes to work on your personal narratives and then we need to read Act III. Homework: Work on PERSONAL NARRATIVES.