December 12/13
Today, the first half of class was spent completing the worksheet on "Civil Disobedience". When we finished, we began reviewing for the final exam. Your study guide focuses on the main characteristics of each movement we studied this semester. I reviewed the essay prompt, gave students an outline to help them organize their thoughts and showed an example of how I want the essays to look. Students will be able to use their study guides and any notes taken this semester on their final exam. We will begin writing next class period.
Today, the first half of class was spent completing the worksheet on "Civil Disobedience". When we finished, we began reviewing for the final exam. Your study guide focuses on the main characteristics of each movement we studied this semester. I reviewed the essay prompt, gave students an outline to help them organize their thoughts and showed an example of how I want the essays to look. Students will be able to use their study guides and any notes taken this semester on their final exam. We will begin writing next class period.
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December 10/11
Today, we began out last new reading for the semester. We examined the life of Henry David Thoreau and discussed his philosophy of civil disobedience by connecting it to peaceful protest movements of today. We also brainstormed ways we could peaceably resist laws we follow today that we feel are unjust. Then we read his short essay and completed a worksheet that connects his essay with basic tenets of transcendentalism.
Today, we began out last new reading for the semester. We examined the life of Henry David Thoreau and discussed his philosophy of civil disobedience by connecting it to peaceful protest movements of today. We also brainstormed ways we could peaceably resist laws we follow today that we feel are unjust. Then we read his short essay and completed a worksheet that connects his essay with basic tenets of transcendentalism.
December 6/7
Today we discussed a specific branch of Romanticism, Transcendentalism. We took notes of the 10 tenets of Transcendentalism and began looking at our first Romantic piece, "Nature" by Ralph Waldo Emerson.
Today we discussed a specific branch of Romanticism, Transcendentalism. We took notes of the 10 tenets of Transcendentalism and began looking at our first Romantic piece, "Nature" by Ralph Waldo Emerson.
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December 4/5
Today we finished up any late or make up presentations. Then we started our unit on Romanticism with some notes on the context and characteristics of the unit.
Today we finished up any late or make up presentations. Then we started our unit on Romanticism with some notes on the context and characteristics of the unit.
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November 30/December 3
Today all groups presented their rhetorical commercial projects.
Today all groups presented their rhetorical commercial projects.
November 28/29
Since most groups were not finished, I gave everyone an extra day to work on their rhetoric presentations. We will present these next class period. This will count as the test grade for our Rationalism unit.
Since most groups were not finished, I gave everyone an extra day to work on their rhetoric presentations. We will present these next class period. This will count as the test grade for our Rationalism unit.
November 26/27
We continued working on our rhetorical devices presentations. A Days will present on Wednesday, November 28 and B Days will present on Thursday, November 29/ You will have the first 30 minutes of class to finish up any last minute work on your presentations and begin presenting after that.
We continued working on our rhetorical devices presentations. A Days will present on Wednesday, November 28 and B Days will present on Thursday, November 29/ You will have the first 30 minutes of class to finish up any last minute work on your presentations and begin presenting after that.
November 21-23
Enjoy your Thanksgiving Break!!
Enjoy your Thanksgiving Break!!
November 19/20
Today, I introduced our final project for our unit on Rationalism. Students will work in groups of 2-3 to create their own commercials using the rhetorical devices we have covered in class (Ethos, Logos, Pathos). Students will have time after break to work on these presentations. This will stand as the test for our unit. All instructions and rubrics are attached..
Today, I introduced our final project for our unit on Rationalism. Students will work in groups of 2-3 to create their own commercials using the rhetorical devices we have covered in class (Ethos, Logos, Pathos). Students will have time after break to work on these presentations. This will stand as the test for our unit. All instructions and rubrics are attached..
Rhetorical Appeals Project | |
File Size: | 146 kb |
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November 15/16
We had a snow day on the 15th! This Friday, my B day students completed the "Declaration of Sentiments" assignment outlined in the previous post, since they were running a little behind of my A day students.
We had a snow day on the 15th! This Friday, my B day students completed the "Declaration of Sentiments" assignment outlined in the previous post, since they were running a little behind of my A day students.
November 13/14
Today we looked at something that is not technically part of the age of enlightenment, but is very much influenced by the rationalists. We looked at women's rights leader Elizabeth Cady's "Declaration of Sentiments" and a magazine article, "The Good Wife's Guide". While reading these two texts, we considered the restrictions placed on women during this time and compared Cady's goals to those of the founding fathers. Students completed a worksheet, responding to the texts.
Today we looked at something that is not technically part of the age of enlightenment, but is very much influenced by the rationalists. We looked at women's rights leader Elizabeth Cady's "Declaration of Sentiments" and a magazine article, "The Good Wife's Guide". While reading these two texts, we considered the restrictions placed on women during this time and compared Cady's goals to those of the founding fathers. Students completed a worksheet, responding to the texts.
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November 9/12
Today we presented our mini-speeches at the beginning of class. After that we read the Preamble to the Declaration of Independence and discussed it together. Students split up into groups and were assigned specific grievances to summarize. These summaries were due at the end of the hour.
Today we presented our mini-speeches at the beginning of class. After that we read the Preamble to the Declaration of Independence and discussed it together. Students split up into groups and were assigned specific grievances to summarize. These summaries were due at the end of the hour.
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November 7/8
Today, students wrote their mini-speeches. They were due at the end of the hour. Students should familiarize themselves with the rubric I will use to grade them. Students will have the choice to present their speeches for extra credit next class period.
Today, students wrote their mini-speeches. They were due at the end of the hour. Students should familiarize themselves with the rubric I will use to grade them. Students will have the choice to present their speeches for extra credit next class period.
Mini-Speech Rubric | |
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November 5/6
Today we finished up the response questions to Patrick Henry's Speech to the Second Virginia Convention. Students need to be sure to use the format for well-supported answers and use textual evidence to receive full credit for their answers. The last half of class, I introduced their next assignment. Students will be using rhetorical appeals to write their own speeches on a topic of their choice. They must use all three rhetorical appeals (ethos, logos and pathos) in their speeches.
Today we finished up the response questions to Patrick Henry's Speech to the Second Virginia Convention. Students need to be sure to use the format for well-supported answers and use textual evidence to receive full credit for their answers. The last half of class, I introduced their next assignment. Students will be using rhetorical appeals to write their own speeches on a topic of their choice. They must use all three rhetorical appeals (ethos, logos and pathos) in their speeches.
Mini-Speech Directions | |
File Size: | 13 kb |
File Type: | docx |
November 1/2
Today we listened to Patrick Henry's Speech to the Second Virginia Convention. While listening, pick out an example of each rhetorical appeal (ethos, logos, pathos) and answer FOUR of the six response questions to turn in by the end of the hour.
Today we listened to Patrick Henry's Speech to the Second Virginia Convention. While listening, pick out an example of each rhetorical appeal (ethos, logos, pathos) and answer FOUR of the six response questions to turn in by the end of the hour.
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October 30/31
Today we read "American Independence" by Samuel Adams. We answered some comprehension questions about the speech and identified his use of rhetorical appeals (ethos, logos and pathos) that he used to persuade his audience.
Today we read "American Independence" by Samuel Adams. We answered some comprehension questions about the speech and identified his use of rhetorical appeals (ethos, logos and pathos) that he used to persuade his audience.
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October 26/29
Today we reviewed Rationalism and compared it to the Puritan's beliefs. Then we looked at the types of rhetorical appeals that the rationalists used: ethos, logos and pathos. To put this into practice, we read the article "Rules to Stop Pupil and Teacher From Getting Too Social Online" and identified different rhetorical appeals used in the argument and discussed whether or not they are effective.
Today we reviewed Rationalism and compared it to the Puritan's beliefs. Then we looked at the types of rhetorical appeals that the rationalists used: ethos, logos and pathos. To put this into practice, we read the article "Rules to Stop Pupil and Teacher From Getting Too Social Online" and identified different rhetorical appeals used in the argument and discussed whether or not they are effective.
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October 24/25
Today, we took notes on the historical context and common themes of Rationalism. The last half of class, we had time to make up any missing work from our Puritan Unit. For students who were caught up, there is an extra credit assignment. We looked at Poor Richard's Almanac and analyzed three of Franklin's aphorisms. Choose three of Franklin's aphorisms and answer the following: 1. What is Franklin trying to say? What does he mean by this? 2. What characteristic(s) of the enlightenment period does it reflect? (use your notes!)
Today, we took notes on the historical context and common themes of Rationalism. The last half of class, we had time to make up any missing work from our Puritan Unit. For students who were caught up, there is an extra credit assignment. We looked at Poor Richard's Almanac and analyzed three of Franklin's aphorisms. Choose three of Franklin's aphorisms and answer the following: 1. What is Franklin trying to say? What does he mean by this? 2. What characteristic(s) of the enlightenment period does it reflect? (use your notes!)
Poor Richard's Almanac | |
File Size: | 19 kb |
File Type: | docx |
October 22/23
Today we finished the last fifteen minutes of the film and I gave you time to complete the character analysis. After that, we began notes for our unit on Rationalism. We did not finish these notes, but will continue them next class.
Today we finished the last fifteen minutes of the film and I gave you time to complete the character analysis. After that, we began notes for our unit on Rationalism. We did not finish these notes, but will continue them next class.
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October 15/16
Today we finished watching The Crucible and completed the character analysis packet. It was due at the end of the class period. The film is on Netflix, if you need to rewatch it.
Today we finished watching The Crucible and completed the character analysis packet. It was due at the end of the class period. The film is on Netflix, if you need to rewatch it.
October 11/12
Today we will finish up our Puritan unit by watching the film "The Crucible" based on the book by Arthur Miller. Students will watch the film and complete a character analysis based on a character of their choosing. They need to answer the questions about their characters, and then create a timeline of that character throughout the movie.
Today we will finish up our Puritan unit by watching the film "The Crucible" based on the book by Arthur Miller. Students will watch the film and complete a character analysis based on a character of their choosing. They need to answer the questions about their characters, and then create a timeline of that character throughout the movie.
"The Crucible" Character Analysis | |
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October 9/10
Today we finished "Young Goodman Brown" by Nathaniel Hawthorne. After we finished reading the story, we discussed whether this story could be considered a Puritan story or not, comparing it to the rules of Puritan literature. The rest of the hour was spent answering the response questions for the short story.
Notice: The end of the quarter is coming up soon. Students who finished their response questions were working on any late work they have not turned in. I am missing a lot of assignments and grades are due soon! So please look at what you might be missing!
Today we finished "Young Goodman Brown" by Nathaniel Hawthorne. After we finished reading the story, we discussed whether this story could be considered a Puritan story or not, comparing it to the rules of Puritan literature. The rest of the hour was spent answering the response questions for the short story.
Notice: The end of the quarter is coming up soon. Students who finished their response questions were working on any late work they have not turned in. I am missing a lot of assignments and grades are due soon! So please look at what you might be missing!
October 5/8
Today we reviewed elements of Puritanical literature. Then we started to read "Young Goodman Brown" by Nathaniel Hawthorne. I passed out the response questions today, but they will not be due until after we finish the story on Thursday (B days) or Friday (A days). You need to choose six questions to answer (one of the questions you choose MUST be number 11.
Today we reviewed elements of Puritanical literature. Then we started to read "Young Goodman Brown" by Nathaniel Hawthorne. I passed out the response questions today, but they will not be due until after we finish the story on Thursday (B days) or Friday (A days). You need to choose six questions to answer (one of the questions you choose MUST be number 11.
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October 3/4
Today we finished up any remaining questions for "Of Plymouth Plantation". We listened to the sermon "Sinners in the Hands of an Angry God" and identified the author's purpose and intended audience. We also picked out specific examples of imagery that Edwards' used in his sermon (very rare for a Puritan!) Students' assignment was to create an advertisement for the sermon, using images described in the text, keeping the intended audience in mind.
Today we finished up any remaining questions for "Of Plymouth Plantation". We listened to the sermon "Sinners in the Hands of an Angry God" and identified the author's purpose and intended audience. We also picked out specific examples of imagery that Edwards' used in his sermon (very rare for a Puritan!) Students' assignment was to create an advertisement for the sermon, using images described in the text, keeping the intended audience in mind.
October 1/2
Today we read "Of Plymouth Plantation" together as a class. We answered response questions, making sure to use textual evidence to support our answers. For homework, complete the questions we did not complete in class if you did not finish.
Today we read "Of Plymouth Plantation" together as a class. We answered response questions, making sure to use textual evidence to support our answers. For homework, complete the questions we did not complete in class if you did not finish.
Plymouth Plantation | |
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September 27/28
Today we finished our NA literature test. Then we took notes our our new unit: Puritan literature.
Today we finished our NA literature test. Then we took notes our our new unit: Puritan literature.
Puritan literature notes | |
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September 25/26
Native American literature test
*If you are absent for the test, please come see me to schedule a make up test!
Native American literature test
*If you are absent for the test, please come see me to schedule a make up test!
September 21/24
We discussed the first test over our Native American literature unit. For our test, you will be writing a short thematic essay over a short story. In this essay, you will identify the theme, cite three specific examples that support that theme, and explain those examples. You can write a thematic essay over "The Red Convertible" for practice AND turn it in for extra credit if you wish.
We discussed the first test over our Native American literature unit. For our test, you will be writing a short thematic essay over a short story. In this essay, you will identify the theme, cite three specific examples that support that theme, and explain those examples. You can write a thematic essay over "The Red Convertible" for practice AND turn it in for extra credit if you wish.
Test Instructions | |
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September 19/20
Today we read the short story "The Red Convertible" by Louise Erdrich. We read the short story together and used the methods we have been practicing to analyze theme and use textual evidence to complete reading comprehension questions.
Today we read the short story "The Red Convertible" by Louise Erdrich. We read the short story together and used the methods we have been practicing to analyze theme and use textual evidence to complete reading comprehension questions.
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September 17/18
Today we continued looking a poems by Sherman Alexie. Students were to work in groups to look at two of the three poems on their handout. They should employ the TPCASTT method we discussed during the last class to analyze the poem and determine its theme. (*note: if you are having trouble finding the theme--look at your Post-Colonial Native American literature notes!)
Today we continued looking a poems by Sherman Alexie. Students were to work in groups to look at two of the three poems on their handout. They should employ the TPCASTT method we discussed during the last class to analyze the poem and determine its theme. (*note: if you are having trouble finding the theme--look at your Post-Colonial Native American literature notes!)
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September 12/13
Today we discussed a new way to analyze poetry called TPCASTT. We reviewed this method (see attached notes) and read "How to Write the Great American Indian Novel" by Sherman Alexie. We analyzed the poem as a class using the TPCASTT method. Hold on to the handouts, because you will be using them again in small groups for our next class!
Today we discussed a new way to analyze poetry called TPCASTT. We reviewed this method (see attached notes) and read "How to Write the Great American Indian Novel" by Sherman Alexie. We analyzed the poem as a class using the TPCASTT method. Hold on to the handouts, because you will be using them again in small groups for our next class!
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September 10/11
Today we read Sherman Alexie's short story "Indian Education" and we answered some response questions. When answering the questions, make sure to use the three steps for writing a well-supported answer: 1) Clearly answer the question 2) Tell how/why you know that is the answer 3) Use specific evidence to support your answer.
Today we read Sherman Alexie's short story "Indian Education" and we answered some response questions. When answering the questions, make sure to use the three steps for writing a well-supported answer: 1) Clearly answer the question 2) Tell how/why you know that is the answer 3) Use specific evidence to support your answer.
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September 5/6
Today we started Post-Colonial Native American literature. We took some notes comparing the conditions of Native Americans before and after European Colonialists came to N. America. Then we looked at the lyrics to "Don't Drink the Water" by Dave Matthews and discussed author's purpose and point of view. We also connected the themes of the song to common themes in Native literature.
Today we started Post-Colonial Native American literature. We took some notes comparing the conditions of Native Americans before and after European Colonialists came to N. America. Then we looked at the lyrics to "Don't Drink the Water" by Dave Matthews and discussed author's purpose and point of view. We also connected the themes of the song to common themes in Native literature.
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August 31/September 4
Today, students took an ACT pre-assessment, while I was absent. Any remaining time should be spent finishing the Trickster Tale. These will be due on the next class period.
Today, students took an ACT pre-assessment, while I was absent. Any remaining time should be spent finishing the Trickster Tale. These will be due on the next class period.
August 29/30
Today students spent the block writing their Trickster Tales. These stories will be due next week. Please review the rubric from 8/27-28.
Today students spent the block writing their Trickster Tales. These stories will be due next week. Please review the rubric from 8/27-28.
August 27/28
Today we discussed the Trickster Tale and looked at specific examples. Then we began brainstorming ideas for our own trickster tales with the handout below. If students finished their brainstorming handouts, they could begin writing their own Trickster Tales.
Today we discussed the Trickster Tale and looked at specific examples. Then we began brainstorming ideas for our own trickster tales with the handout below. If students finished their brainstorming handouts, they could begin writing their own Trickster Tales.
Trickster Tale Assignment and Rubric | |
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August 23/24
Students presented their Native American myth poster projects. We also took notes on a new kind of Native American story, the Trickster Tale.
*Students who were absent or didn't present today will present next week
Students presented their Native American myth poster projects. We also took notes on a new kind of Native American story, the Trickster Tale.
*Students who were absent or didn't present today will present next week
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August 21/22
Students continued to work on the Native American myth poster project. We began to present them to the class today. Any students who still need to present will do so next class period.
Students continued to work on the Native American myth poster project. We began to present them to the class today. Any students who still need to present will do so next class period.
August 17/20
Today we started our Native American myth poster project. Students will have today's class and part of next class to work on these.
Today we started our Native American myth poster project. Students will have today's class and part of next class to work on these.
NA myth poster project assignment page | |
File Size: | 13 kb |
File Type: | docx |
August 15/16
Today we read the story "The World on a Turtle's Back" and answered some questions about symbolism and connection to other religions' creation stories. Next class we will be looking at different myths and starting our first independent project.
Today we read the story "The World on a Turtle's Back" and answered some questions about symbolism and connection to other religions' creation stories. Next class we will be looking at different myths and starting our first independent project.
World on a Turtle's Back Questions | |
File Size: | 12 kb |
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August 13/14
Today we reviewed how to annotate a text and used those skills to research a prominent Native American figure. Student were to annotate their article and write a short (3-4 sentence) biography about their person. Then we took some notes about Native American literature and previewed our first story "The World on a Turtle's Back" to discuss in depth next class. Student should use their annotation skills to preview this story.
Today we reviewed how to annotate a text and used those skills to research a prominent Native American figure. Student were to annotate their article and write a short (3-4 sentence) biography about their person. Then we took some notes about Native American literature and previewed our first story "The World on a Turtle's Back" to discuss in depth next class. Student should use their annotation skills to preview this story.
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August 9/10
Introduction to American Literature, syllabus, classroom policies
Introduction to pre-colonialism North American literature
Introduction to American Literature, syllabus, classroom policies
Introduction to pre-colonialism North American literature
american_literature_syllabus__fall_2017.pdf | |
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