Native American Myths

Today we will continue with our study of early native American stories and mythology, but first I'd like to review how to highlight or mark a text: please go here

Creation Myths

Learning Goals: RL1 and RL2 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  Determine two of more themes or central ideas of the text.

Today as a class we will do the words of the day, finish question 7 from your textbook and then write your own creation myth explaining a) how the universe, the earth, and life began b) explains the workings of the natural world, c) supports and validates your social customs and values. 

If you're having problems answer question 7 go here.

Also for a video go here

Iroquois Creation Myth

Learning Goals: RL1 and RL2 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  Determine two of more themes or central ideas of the text.

Today - we will finish outlining the introductory material on early American Literature (1600-1800).  Discuss creation myths and then read "The World on the Turtle's Back" as a class.

First, what did you learn so far outlining early American Literature?

You have 15 minutes to finish outlining.

What are creation myths?  Do you know any?

Creation myths is a story that a) describes how the universe, the earth, and life began b) explains the workings of the natural world, c) supports and validates social customs and values.

After we finish reading, in groups, answer (on your blog) questions 4-7.

Hills Like White Elephants

Learning Goal: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.


Today we will present your HILLS LIKE WHITE ELEPHANTS scripts and subtext - and apply what you learned to the learning goal above.  Then, we will, in groups, read and outline the informative background to the Unit on "Early American Writing 1600 - 1800".

Your outline should look like this:

Early American Writing

I. Historical Context
   A. The Meeting of Two Worlds
        1. Early writers described land and People
        2. Native Americans had well-established communities when Europeans arrived.

Note: The Roman Numbers should come from the title of each sections.  The capital letters from the subsections.  And the numbers from the notes you take under each subsection.

Good Luck!

Also - first vocabulary list:


Colloquial
Dotard
Furrow
Misnomer
Vilification
Atrophy
Misogynist
Vindicate
Attenuate
Drivel
Virulent

Hills Like White Elephants

So - we are going to finish your scripts today, spend some time rehearsing, and then present both the script and the subtext.  I look forward to hearing these.

Monday, we will be moving on and into literature of the colonial period.

Hills Like White Elephants

RL7 - Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.

Hills Like White Elephants

Learning Goal: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

What we'l do today.  Look at the dialogue of "Hills Like White Elephants" and determine the tone and subtext of the conversation between the man and woman.  You will write out this script with a partner.  Note - you will eventually perform this script so try so think about your interpretation and how it backs up your ideas about the story, about the relationship, and about the choices this man and woman make.

If you're having trouble with subtext go here

Your script should look something like this:


Girl: What should we drink?
(emotion/tone):
(subtext):

Man: It’s pretty hot.
(emotion/tone):
(subtext):

Girl: Let’s drink beer.
(emotion/tone):
(subtext):

Man: Dos cervezas (to waitress behind curtain).
(emotion/tone):
(subtext):

Hills Like White Elephants

Learning Goal: Analyze the impact of the author's choices regarding how to develop and relate elements of a story.

Today, I want to look at your pictures of the setting and discuss the learning goal above.  Why did Hemingway chose to develop the story with this setting?  How does the setting relate to the main theme?  Also I'd like to talk about your reaction to the characters.  There is conflict in the story and a possible resolution, but the resolution is implied.  What is it?  What decision does the girl make and how do you back up your ideas on this decision.

Finally, with partners we'll begin to write out a script and discuss how the lines might be said (what tone is involved, and what the subtext of the lines mean - because, remember this couple is talking around an issue).  

For a hypertext version of "Hills Like White Elephants" go here.

If you are still having trouble with understanding the story, you might want to look at shmoop.

Hills Like White Elephants

Learning Goal: Analyze the impact of the author's choices regarding how to develop and relate elements of a story.

What we'll do: Read "Hills Like White Elephants" and discuss characters, setting, point of view and imagery.  Sample questions: How is the story being told?  Why?  Is there anything confusing about how it is presented?  What is going on with the characters?  Who are they?  Where are they going?  What is the conflict between them?  What is the setting?  Does the setting represent anything?

After reading: Students will draw the setting, take a photo of it and post it to their blogs, and then reflect in a brief paragraph their thoughts about the characters.  How do you feel about this man and woman?  How do you feel about the situation they are involved in?

Background info:

Bio of author: Ernest Hemingway (go here)

or watch the following

For audio of "Hills Like White Elephants" go here

If you're still having problems with the story after today's class watch the following:

and

and finally here is a short dramatic interpretation filmed by some theatre students

Watch the above video and write a short (4-5 sentence) reflection of it.  What did you like about it?  Did it enlighten you about anything?  What points did you find compelling?

Course Overview

 English 11/12
Course Syllabus: 2013-2014
Instructor: Mr. Fielding
Email: fieldingkent@hotmail.com

American Literature

Course Description:

Emphasis: The accelerated development of critical literary skills and devices to use in the analysis of works of fiction, poetry, and non-fiction and the writing of formal essays, research papers, and creative fiction and poetry.


Align to the Common Core Standards the primary purpose of English 11 is to provide an opportunity for students to expand their critical thinking, writing and presentation skills by focusing on some of the challenging materials of American Literature. In Language Standards students will develop vocabulary acquisition and use grammar conventions appropriate to grade level.  The course is similar to English 10 in the dissection of literature in the pursuit of analysis but the class will cover more material and the expectation of the student’s performance is much higher. Students will also look at the history of American Literature as a sequence and explore themes that are unique to the American Experience such as The American Dream and the creation of the American Character.  Students will read a variety of informative texts that includes political documents, speeches, letters, persuasive essays, memoirs, and diaries, and develop group discussion based on themes, purposes, and rhetorical features.  Reading in this class will correspond with the U.S. History class.

In writing, students will build on the foundation established in English 10 for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.


Texts (some of all of the following): Holt McDougal: American Literature (an anthology), “The Declaration of Independence”, “Lincoln’s Second Inaugural Address”, “A Day of Infamy”, “I Have A Dream”, “Self-Reliance”, “Civil Disobedience”, Walden, The Adventures of Huckleberry Finn, Red Badge of Courage, The Great Gatsby, The Grapes of Wrath, The Crucible, Death of a Salesman, The Glass Menagerie, A Raisin in the Sun, The Autobiography of Malcolm X.  




BLOGS

Students will be required to keep a blog throughout the year.  This blog will be your journal writing for the year.  In this blog/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytic writing.

NOTE: I read every blog entry and you will lose points for skipping entries or not following directions.  If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals/Blogs—10% of overall grade

Scale:

100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F

Late Work: Mark down 10% per day.  You are expected to turn in work on the deadlines due.

Required Materials:

1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper

General Guidelines:

1. Be prepared when class begins.  It is imperative that all pencils are sharpened and materials are ready when the bell rings.
2. Class discussions should be conducted in an orderly and respectful fashion.
3. Do not talk when I am talking.
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.
Respect others and their property.  This respect extends to remaining quiet during announcements, directions, lectures, and presentations.  If you are talking someone else might not be able to hear.