Study Guide

Students should 

1) Be able to list and discuss the differences between Romanticism and Realism (reread 517-523).
2) Be able to discuss a theme from "Song of Myself" backed up with specifics from the text, and explain how the form of the poem fits the theme.
3) Be able to analysis the imagery of one of the following Dickinson poems: "Because I could not stop for Death", "My life closed twice before its close-", or "I heard a Fly buzz when I died-".  What do the images mean, what theme do they reinforce?
4) Be able to discuss Lincoln's purpose in "The Gettysburg Address" and his "Second Inaugural Address".  Give a summary of the "Emancipation Proclamation" and how its form reinforces it idea.
5) Huckleberry Finn (chapters 1-8).  Relate a main theme to these chapters and give specifics to explain the theme.  Be able to answer the study questions related to chapters 1-8.  Summarize episodes 1 and 2.    

Huckleberry FInn Questions

Discussion Questions NOTICE - IV

1) Describe the Widow Douglas.  How does Huck respond to the Moses story?  What does this tell the reader about Huck's character?  (Moses will be a motif in this book)
2) Discuss superstition as a motif.  Provide examples.
3) Discuss Huck's view of death and the afterlife.  Death is mentioned frequently in chapter 1.  Why?
4) Comment on the trick Tom and Huck play on Jim.
5) "Jim was most ruined for a servant..."  Discuss the significance of this quote.
6) Considering the themes listing in the objectives, comment on Tom's decision to leave 5 cents for the candles.  Do you think Huck would have done the same thing?   Why or why not?
7) Compare and Contrast Tom and Huck.
8) Why does Tom think it important that the gang be considered "highwaymen" rather than burglars?
9) Discuss Huck's conflict over Miss Watson's view of prayer.
10) Why does Tom Sawyer call Huck a "numskull"?
11) Comment: "I reckoned he believed in the A-rabs and the elephants, but as for me I think different.  It had all the marks of a Sunday school."
12) Why does Huck want to give all the money to Judge Thatcher? 

Lincoln's 2nd Inaugural Address

Today we will read Lincoln's Second Inaugural Address and relate it to the times.  As a group you will then outline the speech paragraph by paragraph making sure that you list the main ideas and how Lincoln supports them.

Lastly, we will be starting the 1st Chapter of Huckleberry Finn. 

Thug Notes: THE SUN ALSO RISES

For a break in your studies:

Homework for the Trip

Read Emily Dickinson pages 546-556

Answer questions 1-8 on page 556.  Also write a theme for each of Dickinson and Whitman's poems.  Note, that you will later have to compare a theme from Huckleberry Finn to another text:

Unit Learning Goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by analyzing satire in Mark Twain’s The Adventures of Huckleberry Finn and relating one of its main themes to another text and issue of the time.  

Also, do page 557 - WRITING TO COMPARE.  Make sure you cite specific lines.  This should be a 1-page essay.  (Those of you back on Monday can do this in class).

Today's objective: Reading and understanding themes from Whitman.  

We will read 538-540 and answer 1-6 and 9 on page 541.   

 

Huck Finn Geography

HUCKLEBERRY FINN

Introduction:

            Huckleberry Finn, published in 1885, is considered not only a great book, but according to Ernest Hemingway (and many critics), it is the foundation of American literature.  It is the first novel to address uniquely American problems such as slavery and the hypocrisy of American Society (particularly of the Southern Gentile Tradition).  It is the first novel to have as its narrator a true American: an uneducated homeless boy of the lower class who has been raised for most of his life by no one and who owns nothing but his own ingenuity.  In fact it is the naivety of the narrator that allows Mark Twain to condemn society.  Huck Finn, while a liar, a thief, a minor conman (or con-boy), a rapscallion, a dirty waif, and a prankster, is ironically the most honest and good person in the book.  Fortunately Huck’s lack of sophistication limits his ability to be anything but true to heart.  It is his redemption.  The novel, a biting satire, employs all three types of irony we’ve discuss to create humor, plus it employs devices such as the use of allusion as a way to mock past literature for Huckleberry Finn is a novel in the school of realism. Twain believed that literature had to have characters and situations that could be found in the real world and to address real world problems (and Twain does entertain scenes with events that mimic and mock real events that happened in his day).  This idea of realism is one of the reasons the novel contains four types of dialect and discusses ideas such as slavery and freedom.  Twain opposed and absolutely hated romantic literature: literature where unlikely things happened such a fantastic escapes, magic, and Robin Hood-like heroes.  He pokes fun at these types of novels, perhaps too much fun.  Twain also uses his mockery of Romanticism to address the absurd nature of American idealism.  Huck Finn has been called vulgar and has been banned in high schools and in libraries since its publication.  Beware you will encounter the “N” word regularly.  Twain used it for a reason.  It should shock you and it should make you think.

Unit Learning Goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by analyzing satire in Mark Twain’s The Adventures of Huckleberry Finn and relating one of its main themes to another text and issue of the time. 

TEXTS:

“Historical and Context of the transition from Romanticism to Realism”; selected poetry by Walt Whitman and Emily Dickinson; excerpts from The Narrative of the Life of Frederick Douglas; “The Gettysburg Address”, “The Emancipation Proclamation”, “Lincoln’s Second Inaugural Address”; The Adventures of Huckleberry Finn

Standards:

RL1 – Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

RL2 – Determine two of more themes or central ideas of a text and analyze their development over the course of a text, including how they interact and build upon one another to produce a complex account; provide an objective summary of the text

RL3 – Analyze the impact of the author’s choices regarding how to develop and relate elements of a story (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed)

RL 4 – Determine the meaning of words and phrase as they are used in text, including figurative and connotative meaning; analyze specific word choices on tone

RL 5 – Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall meaning

RL 6 – Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really mean (i.e. satire, sarcasm, irony)

RL 9 – Demonstrate knowledge of nineteenth century foundational works of American Literature

RI 1 – Cite strong textual evidence to support of analysis of what a text says

RI 8 – Delineate and evaluate the reasoning in seminal U.S. texts (e.g. Presidential Addresses)

RI9 – Analyze nineteenth century foundation U.S. documents of history and literary significance for themes, purposes and rhetorical features (e.g. Lincoln’s Second Inaugural Address, The Gettysburg Address). 

Learning OBJECTIVES:

By the end of the novel students will be able to

1)    Define realism, satire, dialect, antihero, unreliable narrator, irony (situational, dramatic, and verbal), episodic plot, romanticism, dramatic foils, hyperbole, motif, picaresque novel, parable, sarcasm, simile, metaphor, oxymoron, allegory, euphemism, bildungroman

2)    Pick out examples of symbols, irony and dialect

3)    Example the meaning of at least one major symbol

4)    Discuss how Huck is both an unreliable narrator and an antihero

5)    Discuss how Huckleberry Finn, the novel, fits both a bildungsroman and picaresque novel

6)    Give examples of and discuss the following motifs in the book: superstition, parodies of previous literature (romantic novels and Shakespeare), the adopting of personas (or reinventing self), childhood games, religion, lies and cons, death, and perhaps one or two others that I will bring up in class

7)    Be out to pick out and example five – ten allusions

8)    Outline the plot according to the six elements

9)    Break up the book into three sections or three movements (and briefly explain each movement)

10) Break up the book into 9 episodes

11) Give a list of characters in the book with a brief description of each and their general purpose in the novel

12) Compare and Contrast Huck Finn and Tom Sawyer

13) Discuss the idea of and the historical reference of Family Feuds

14) Discuss the different types of conflict found in Huckleberry Finn

15) Discuss how Mark Twain uses allusions to back up his major themes and develop his characters

16)   Keep a list of Huckleberry Finns stories and pranks

17) Discuss how Huckleberry Finn is honest in dishonest world

18) Briefly explain the following themes: Racism and Slavery, Intellectual and Moral Education, The hypocrisy of society (appearance vs. reality), conflict between the individual and society, the quest for freedom (both freedom away from society and freedom within society), superstition vs religion, death and rebirth, coming of age and the hero’s journey, the concept of family, the role of the outsider, the nature and the significance of the following traits: gullibility, ignorance, and naivety, tolerance vs. prejudice. 

19) Define and use various vocabulary words that appear in the book

20) Develop a project based on some aspect of the novel.

21) Answer study questions as you read.

DATES:

12/2 Overview of Realism and issues of the day

12/3 – 12/4 Walt Whitman

12/5 -12/6 Emily Dickinson

12/9- 12/11 Lincoln: “The Emancipation Proclamation”; “The Gettysburg Address”; “Lincoln’s Second Inaugural Address”

12/12 – 12/13

from The Narrative of the Life of Frederick Douglas

12/16 – Huckleberry Finn: Structures, background, literary devices

12/17-12/20 Huck Finn chapters 1-11

We will finish the book in January!

Realism

So - we will be moving on to American Realism on Monday.  Please make sure you finish your analytical essays.

Analysis Essay:

In 2-3 papers students will need to analysis some aspect of The Scarlet Letter and connected it to a theme.  Things that can be explored include symbolism, tone, diction, characters and events.  I expect students to use their didactical journals for focus on examples.  I also expect all students to choose something small to concentrate on.  I would rather you spend three pages examining one paragraph in relation to a theme, than try to try and examine something like Pearl’s role as Savior and Chillingworth’s role as the devil.  This would be too large.  You couldn’t examine it in enough detail in three pages.  Remember I’m looking for precise thesis statements and evidence that is analyzed. 

GRADE: Essay grade with 100 points.

	A	B	C	D
FOCUS	Hook, Thesis Statement, Order of development are fresh and original, and connected to a theme.  Thesis is narrow and manageable.  Order is precise and helps develop one clear idea.  Hook and thesis are connected.	Hook, Thesis Statement and Order are present in the first paragraph.	There is a thesis statement but either it is not clear, or the order of development and/or hook is missing.	No thesis statement
Examples and Analysis	The examples from the source (text) not only back up the thesis but are introduced, explained and analyzed. The analysis shows depth of thought and insight into the text.	The examples used back up the main ideas of the essay.  The analysis offers some insight into the theme, but the depth is not necessary original.	The examples used don’t necessarily back up the thesis.  They are summative in nature and not exact.  The analysis doesn’t offer much if any depth into the text or is merely plot summary.	No Analysis and/or Examples
Voice/Word Choice	Point of view is evident.  Clear sense of audience.  Ideas are original.  Work is engaging.  Precise, fresh and original words.	Some sense of audience.  Conveys ideas to reader.  Ideas are not necessary original.  Uses favorite words correctly.  Some experiment with new words or SAT words.	Paper lacks energy.  Essay lacks focus and/or doesn’t persuade.  Language relies on repetition of the same words or there is an overuse of “to be” verbs.	Voice is not apparent, or doesn’t necessary seem that of the author.
Mechanics	No mistakes	One to five small mistakes that do not affect the reading of the essay	Five to ten mistakes	Numerous mistakes that impair reading

Classwork for Tues, Wed, and Thurs.

Tuesday - TEST on the Romantic Period of America Literature.

Wednesday - in class read as a group and work on your dialectical journals.

Thursday - make vocabulary charade cards (you can include characters from the book) and play a game to review for the quiz on Friday. 

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.  

Objective: record and analysis specifics from the text as you read.  Make sure these specifics interest you and relate to some larger idea or connection.  
 
You will have a final essay on The Scarlet Letter.  This will be analytical and will discuss how a theme is developed throughout the course of a novel by looking at either character development, symbol or symbolism, and/or novel structure.

Remember - your test on the American Romantic Period is on Tuesday.  
Your vocabulary quiz is next Friday.
Dialectical journals are due on a week from Monday and essays will be due after Thanksgiving (though I will take them before if you are done). 


Today, after Rosalie presents, I want each of you to read one of your dialectical journal entries to discuss as a class.

We will then look at chapter 13. 

THE SECRET LETTER

Today - you are going to present a letter that symbolize some aspect/sin/failing within you.  Smile.  The class will try and guess what the letter represents. 

After presentations we will look at chapter 12, perhaps the most important chapter in the book so far (and one of the longer chapters).

HW: I want everyone to post at least 10 entries by tonight.  Twenty by Monday. 

Hester Prynne

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.  

Objective: record and analyze specifics from the text as you read.  Make sure these specifics interest you and relate to some larger idea or connection. 

Lets look at some symbols:

Hester Prynne

Hester: Hestier in Greek mythology, Zeus’s sister, a woman of beauty

            hestier (hasty)

Prynne: prurient

             prune: purify her sin

             pry: probe into the interior of one’s heart

                               

Arthur Dimmesdale

Arthur: Adam, adultery

Dimmesdale: dim + dale:  dim interior  (to hide one’s sin)                      

 

Roger Chillingworth

Roger: rogue (revenge)

Chillingworth: chilly (cruel, inhumane)

                        + worth (induce Arthur to speak out his own sin)

                                    

Pearl: good, pure and precious

(show student project on symbols).

Let's talk about structure.  What is the structure of this novel?  How could someone look at the structure of this book? 

The Romantic Period

Rosalie has the words of the day.  

Okay, so you have a test on the Romantic period - mainly the shorter readings, Longfellow, Emerson, Thoreau, Poe.  You'll need to be able to give the main idea(s) of the pieces along with examples - specifics - from the text.  You might also need to give the contact for writing the piece (example: what inspired Thoreau to write "Civil Disobedience").  We spend a lot time picking our main ideas and how these ideas were developed, and we talked about author's purpose.  These are the things that you'll be tested on.  Test Date: 11/19


Today - we need to create a study guide and begin reviewing.


HW: Chapter 10. 

NOTE: Personal Narratives will be due on Friday (note that this is an extension).  

The 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.  

Objective: record and analysis specifics from the text as you read.  Make sure these specifics interest you and relate to some larger idea or connection.  

So, you should be on chapter 9 today.  We will be placing words of the day on the board and discuss what you read this weekend and what you have marked for your dialectical journals.  We will also read chapter 9. 

I want you to start thinking about the letter you will wear that represents one of your flaws.  You will wear these on Thursday. 

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.  

Objective: record and analysis specifics from the text as you read.  Make sure these specifics interest you and relate to some larger idea or connection.  

 Today, I need to collect your Personal Narratives.  I want you to share one of your dialectical journals with the class as a discussion starter (and to see if you are going in the right direction).  We need to discuss due dates.  You also have new vocabulary (look up for homework).  Read chapter 5.

Okay, so you have a test on the Romantic period - mainly the shorter readings, Longfellow, Emerson, Thoreau, Poe.  You'll need to be able to give the main idea(s) of the pieces along with examples - specifics - from the text.  You might also need to give the contact for writing the piece (example: what inspired Thoreau to write "Civil Disobedience").  We spend a lot time picking our main ideas and how these ideas were developed, and we talked about author's purpose.  These are the things that you'll be tested on.  Test Date: 11/19

You'll also have a final essay on The Scarlet Letter.  This will be analytical and will discuss how a theme is developed throughout the course of a novel by looking at either character development, symbol or symbolism, and/or novel structure.  Due Date: 11/26  

Dialectical Journals will be due on 11/21.

There are 24 chapters in the Scarlet Letter.

Reading Schedule:
11/7 chapter 5
11/8 chapter 6
11/9 chapters 7-8
11/10 chapters 9-10
11/11 chapter 11
11/12 chapter 12
11/13 chapter 13
11/14 chapter 14
11/15 chapter 15
11/16 chapters 16-17
11/17 chapters 18-19
11/18 STUDY (chapter 20)
11/19 chapter 21-22
11/20 chapters 23-24

Vocabulary Words:

Anathema

Emolument

Mountebank

Deleterious

Misanthropy

Indefatigable

Constrained

Amenable

Averred

Heterodox

Dialectical Journals

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. 
 
Objective: Start keeping a dialectical journal for chapter 4.  Try to chose things that reflect a major theme and connect to each other.   

Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.

The procedure is as follows:

1. Purchase a dedicated spiral notebook and draw a line down the center of each page of the notebook. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.

2. As you read, pay close attention to the text.

3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.

4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.

Requirements:

1) For each novel we read you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”. 35 is the minimum for a passing grade. Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due.
3) On some short fiction and poetry reading assignments I may ask you to keep a dialectic journal on the reading (usually I’ll ask for 5-10 entries for shorter works).
4) Dialectic journals will be used as part of class discussion and will be randomly collected and graded for homework.

When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question

That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.

Note: Should you rather type this, just use the COLUMN function in your tool bar and complete steps two-four electronically.

Grading (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)

A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short

Scarlet Letter chapters 2-3

LEARNING GOAL: RL9 - read and discuss classical literature of the 19th century.  Determine a theme of a text.


Objective: Look at how the symbol and theme you chose for chapter one grows in chapters 2-3.




As a class I want you to read chapters 2 and 3.  Mark you book as you read and think about the symbol and theme you chose in chapter 1.  Most of you picked the rose or nature or forgiveness (and these are all correct).  Think about beauty vs. darkness or nature vs. society, or the idea of forgiveness (who must forgive who?  who must forgive these characters?).  Now, post the notes you took as you read.  You should post at least five things that match your thoughts for chapter 1.  Please describe these notes. 


If you get done with this before class ends, review Romanticism and the works that we have read.  There will be a test in a couple of weeks. 

Scarlet Letter

Okay - so I'm stuck in purgatory... I mean Ketchikan, so here is what I want you to do today:

LEARNING GOAL: RL9 - read and discuss classical literature of the 19th century.  Determine a theme of a text.

Today's Objective: Look at the imagery and major symbol presented in chapter 1 of Scarlet Letter and determine a theme from what it represents.  Note - pay close attention to titles. 

What you'll do:

Begin THE SCARLET LETTER. Read chapter 1 as a group and discuss the symbolic nature of the chapter. One of the major themes of the book is set up here. Post a 1-paragraph interpretation of this symbol - its meaning. The books are on my desk. Note, you will being dialectical journals on THE SCARLET LETTER this week, but I want to explain the process to you.  If you know the process you might begin to mark things to discuss in your dialectical entries.  As always, if you have major problems (as Hawthorne is dense and does write in symbols) look at SHMOOP, but only after you've read the chapter and discussed it. 

Lastly, if you finish this begin to review AMERICAN ROMANTIC LITERATURE:

1) The Fireside Poets (Longfellow)
2) The Transcendentalists (Emerson and Thoreau)
3) The Fiction Writers (Poe, Hawthorne - but also Melville and Washington Irving)

Poe and Personal Narratives

So - we are finally moving on to fiction of the Romantic Period: Poe and Hawthorne. 

Monday/Tuesday: Read “The Fall of the House of Usher” on page 410-431 and answer question 1-4 and 6-8 on page 432.  You can do this as a group.

Wednesday/Thursday: Work on the next draft of your personal narratives.  These narratives will be due on Monday 11/4.

Woman in the Nineteenth Century

Learning Goal: Students will evaluate purposes and arguments in works of public advocacy.

Today we will read "Woman in the Nineteenth Century", discuss the Fuller's arguments and then answer questions on page 408 (#1-5).

Thoreau

Today we will read "On Civil Disobedience" by Gandi and "Thoreau Still Beckons, if I Can Take My Laptop".

You will also do questions 1-4 and 7 (as a group) on page 397.

Civil Disobedience

Learning Goal: Determine the central ideas of a text and analyze their development; provide an objective summary of the text.

Today's Objective: Read "from Civil Disobedience" and determine the theme that Thoreau develops and then write a summary of the text using specific examples to back up your ideas.

 

First we will do the questions on page 388 from yesterday and review "from Walden".

Henry David Thoreau

Learning Goal: Determine two or more central ideas of a text and analyze their development; provide an objective summary of the text.

Today's Objective: Read "from Walden" and determine two themes that Thoreau develops and then write these themes and how Thoreau develops them with a summary of the text.

HW: questions 1-4, 6 and 7 on page 388.

We will be reading Thoreau for the next few days.  He is the most important essayists of the 19th century - so important that the two essays you're read hit Common Core Standards RI2, RI4, RI5, RI6, and RI9.

Smile. 

Emerson

Learning Goal: RI2, Analyze a complex set of ideas and explain how they develop over the course of the text

Today's Objective: Identify Emerson's theme in "Nature" and discuss how he expands upon the idea. 

What we will do today: Read the background information of Emerson, read the essay "Nature", discuss the theme and ways he develops it.  Write on our blogs about the theme and its development.


HW: Questions 1-3 and 6 on page 375.

The Transcendentalists

Ralph Waldo Emerson: "Self-Reliance"

Learning Goal: RI2, Analyze a complex set of ideas and explain how they develop over the course of the text

Today's Objective: Identify Emerson's theme in "Self-Reliance" and discuss how he expands upon the idea. 

What we will do today: Read the background information of Emerson, read the essay "Self-Reliance", discuss the theme and ways he develops it.  Write on our blogs about the theme and its development.

Finally - take a survey.

 

Henry Wadsworth Longfellow

Learning Goal: Analyze how an author's choices concerning how to structure specific parts of a text contribute to the overall meaning of a text as a whole.  

Objective: Be able to discuss the importance of rhyme scheme and stanza structure. 

Today, we are going read Longfellow's poem "A Psalm of Life" and relate it to the question: What Gives Life Purpose.  We will look at rhyme scheme and stanza structure.  At the end of class you will write a blog about how rhyme scheme and stanza structure help determine meaning in this poem. 

You will also take a survey (you can find this on the side of the blog).

HW: Answer questions 2, 3, 4, and 5 on page 347.

American Romanticism 1800 - 1855

Today we'll review the overview of the the period. 

Learning Goal:  Students will demonstrate knowledge of 19th century foundational works of American Literature according themes, purpose and rhetorical features.

In order to review, each of you will be given one section of the overview to outline and teach to class.  You'll have 20 minutes to outline.

Section: Romanticism Historical Context (305-307)

Donovan, Hannah, Zack

Section: Romantic Literature

Rosalie and Taylor


After your presentations we will be looking at Henry Wadsworth Longfellow on page 342.

Personal Narratives - Workshop

Learning Goal: Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Today is Columbus Day (in the old textbooks there is a informative text called, "The Devastation of the West Indies" which makes Columbus out to be a fabulous guy).  We will continue with the workshop of your personal narratives.  I've moved the due date back for the 2nd draft until Friday.  Those of you who are out of town can email it to me at fieldingkent@hotmail.com or kfielding@skagwayschool.org

Tomorrow, we will move on to American Romanticism (1800-1855).  As part of these Unit we will read The Scarlet Letter.  Homework tonight, read the introduction to this period, pages 302-3110.

Writing Workshop

Learning Goal: Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 

We are going to workshop your personal narratives on the Smart Board, and then play vocabulary charades to review your vocabulary words.  

Please, when you comment the narratives follow these rules:

1) Everyone is expected to comment on each narrative
2) Look for the big picture and apply the learning goal above
3) Make sure you pick out good things as well as things that need improvement
4) Constructive criticism only
5) Remember you trying to help the writer revise - content - not just edit grammar (so say things like you need more detail here or you need to explain this event or idea, or ask, how can this concept relate to a greater or more universal idea?)

Personal Narratives

Learning Goal: Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 

We are going to workshop your personal narratives on the Smart Board.  Please, when you comment the narratives follow these rules:

1) Everyone is expected to comment on each narrative
2) Look for the big picture and apply the learning goal above
3) Make sure you pick out good things as well as things that need improvement
4) Constructive criticism only
5) Remember you trying to help the writer revise - content - not just edit grammar (so say things like you need more detail here or you need to explain this event or idea, or ask, how can this concept relate to a greater or more universal idea?)

Hey fun!

Personal Narratives

Learning Goal: Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Today, we need to review your Tests on "Colonial Literature", work with the words of the day, move on to talking about the six steps in the writing process (and what you've done in each step), talk about your controlling idea (or thesis statement if you have one), and then wrote on writing.  Remember, when you write these ask yourself, WHAT IS MY PURPOSE IN WRITING THIS? (Sound familiar?)

Tomorrow - we will begin to review and revise as a class your Narratives.  We will put the narratives on the Smart Board and discuss them as a class (this is called workshopping).

Friday's Assignment

Begin your first draft of the your personal narrative.  Remember, you should already have some pre-writing post on your blog.  Use this if it works for you.  Remember to follow the six steps of THE WRITING PROCESS:

1) Prewriting (done)
2) Organizing (outline your ideas)
3) Write (1st draft)
4) Revise (2nd and 3rd draft)
5) Edit (fix conventions of writing: grammar, sentence errors)
6) Publish

You should only be working on 1-3 today. 

adverb clauses, adjective clauses, noun clauses

Adverb clauses go here

Adjective clauses go here

Noun clauses go here

Take the quiz here to practice, and then do the following:

    Identifying Subordinate Clauses. Underline the subordinate clause in each of these complex sentences, Write whether it is a Noun, Adjective, or Adverb clause.

            1. When the shipment arrives we will collect the money.__________________________

            2. The club, which welcomes visitors, meets on Tuesdays. ________________________

            3. Diving is a skill that requires concentration. __________________________________

            4. Experts predicted that the election would be close. _____________________________

            5. Do you know where the Greek restaurant is? _________________________________

            6. Is that the flute that you carved? ___________________________________________

            7. Terry didn’t hear what the score was. _______________________________________

            8. The trees that David planted are elms. _______________________________________

            9. Homework was collected before class started._________________________________

            10. Peg phoned the store when her order was not delivered. ________________________

          

Thomas Paine and Review

So most of you haven't posted your list of appeals found in Thomas Paine's "The Crisis".  You should do this before class starts.

Today, we will review Paine's essay and then start reviewing for the Test on Wednesday.

Your main objective is to make a list of the non-fiction, determine the author's purpose for each, and list appeals (types of appeals), claims, and specifics from each text that backs up what you think the author's purpose is. 

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. 

Make sure you know each text (both fiction and nonfiction) the characters, the ideas presented, the audience, time, etc. 

After we look at Paine's "The Crisis" you will get into groups and start making a study guide.

Note - this week we have to take test, start the first draft of your personal narrative, do some grammar exercises, and look at vocabulary. 

Friday 9/27

Read “The Crisis” on page 250.   Look at the type of appeals on 249 (Emotional, Ethical, Appeals to association, Expect Testimony).  Make a list details that Paine uses to address these appeals. 

The Declaration of Independence

Today we are going to read and outline the Declaration of Independence.

Think about the author's purpose in writing this document and write out your favorite grievance. 

Questions and new vocabulary

Vocabulary

Supinely
Inviolate
Martial
Despotism
Prudent
Abrogate
Buttress
Concomitant
Diaphanous
Impinge

Questions on page 235 1-6.

Notes on Persuasion

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-connections, Self-interest. What is your connection to your subject or argument. If you are passionate or invested, your audience won't be.

2) Expert Testimony - interviews, quotes, documentation with experts that backs up your opinion.
Make sure you state how the quote backs up your ideas.

3) Quality of Reasoning - can you offer facts, statistics or supporting details. This is research driven.

4) Point of the flaws of your opposition.

5) Appeal to audience's self-interest.

Speech in the Virginia Convention

LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.  

Today, we will review "Sinners in the Hands of an Angry God" (ethos, pathos, logos), author's purpose, author's tone, and the effect of the piece.  We will also compare it with "The interesting Narrative of the Life of Olaudah Equiano", "from The General History of Virginia", and "Of Plymouth Plantation".

Then, 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?  

As we read, Who is the speaker's (author's) audience?  What tone or attitude do you detect in his language, and how does his choice of words reveal his purpose?  Mark and take notes as you read.  Post answers to these questions on your blog.  We will be working with this text on Wednesday as well.  

Thursday and Friday

Thursday:

Class will play vocabulary charades as a way to study for the upcoming test.  They should be broken up into pairs.  The words are in the DDF Cash Box.  You have 1 minute to answer after you draw a word. 

Friday:

Vocabulary Quiz and then begin organizing the folklore and nonfiction pieces read in class by listing why each is important, what happened, author's point of view, etc. 

Sinners in the hands of An Angry God

Today, we will continue with "Sinners in the hands of an Angry God" - I want you to discuss the author's purpose and pick out LOGOS, ETHOS, PATHOS and his claims.  Write this down and then write a paragraph about how the author develops his arguments (logos, ethos, pathos).  What is logically, emotionally and how does he develop the appeal to the speaker (himself).  What claim or argument is the strongest?

Sinners in the Hands of An Angry God

LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text. 

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.  I want you to think about each of these because you will discuss these as a group and write a blog about how Jonathan Edwards delivers each of these.  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. 

HW: Questions 1-3 and 5 on page 130.  You should also finish your blog entry.  It should be 2-3 paragraphs.  

Thursday and Friday Assignments

English 11/12 American Literature

Thursday

Period 1 – Read (as a group) “Of Plymouth Plantation” pages 102 – 110

Questions 1-3, 6-7 on page 111. 

Friday

Period 1 – look at 91 grammar and style.  Do 1-3 under PRACTICE. 

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.

"The Interesting Narrative of the Life of Olaudah Equiano"

LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.

Today, we are going to discuss the point of view and author's purpose of "The Interesting Narrative of the Life of Olaudah Equiano" and compare the narrator with the narrator of "From the History of Virginia".

Later, you'll in teams, answer questions 1-3 and 7 on page 89.

Vocabulary Words/John Smith

LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text. 

Today we are going to listen to your blogs on author's purpose: what was John Smith's purpose in writing this "History".   

Then in small groups you'll discuss and answer questions 1-4 and 8 on page 100.  When you are done please look up the following vocabulary words.   







anachronistic

circuitous

deleterious

ephemeral

evanescent

fortuitous

intrepid

precocious

sagacity

tenacious

HW: Read "The Interesting Narrative of the Life of Olaudah Equiano" on page 84.