2023-24 American Literature

   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.

 Today, we'll 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?     In your journal: 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-connections, Self-interest. What is your c...

 You have an open book quiz on "The Crucible" today. When you are finish please work on your next drafts of your personal narratives. These drafts will be due on Monday.

 We are going to discuss "The Crucible". Tomorrow you will have an open book quiz on the play. 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? 6) Make an outline of the important characters in the play. 7) Briefly give the setting of each act and summarize the events of the act. 8) Discuss how/why Parris and Hale begin to believe the witchcraft was fake. 9) What is the main type of conflict in the story? Why?  

 We will be looking at Act 4 of "The Crucible" today. Please turn in your personal narratives. If for some reason I'm not in class, please read Act 4 today and we will discuss when I return.

Thursday: We will finish Act 3 of "The Crucible" Friday: Vocabulary quiz. Afterwards pleases work on personal narratives.   

 Today we are going to look at Act III of The Crucible, and you should have some time at the end of class to work on Personal Narratives. Note, you have a vocabulary quiz on Friday.

 Today we are going to review vocabulary, finish Act II, and work on personal narratives. A draft of the personal narrative will be due next Monday 9/25. HW: Study questions 1-4, 6-7

 Today, I'll give you a few minutes to work on writing sentences with the new vocabulary words. Then I would like to recap ACT I, and finally begin ACT II. Vocabulary List # 2 anachronistic   circuitous deleterious ephemeral evanescent fortuitous intrepid precocious sagacity tenacious    

  Today we are going to continue ACT I of   The Crucible  - note we need to finish this book in the next couple of weeks.  This story is about the Salem Witch Trials.  1st - I need you to work on writing sentences with your vocabulary words.

    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 one of the subsections of this unit and relate it to a theme and time period. 2 – Wi...

 New Vocabulary Words Vocabulary List # 2 anachronistic   circuitous deleterious ephemeral evanescent fortuitous intrepid precocious sagacity tenacious

  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 statement and it can set up your reason for writing—it could contain a controlling idea and can also state a list of topics that you will discuss in your essay (these are not bad things to practice and you should look at the student examples).    It should follow a plot with an exposition, inciting event and a resolut...

 Today, we will be going over the answers to your questions from yesterday, reviewing vocabulary to prep you for your vocabulary quiz tomorrow, and beginning the pre-write to your personal narrative. Journal: 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.   This is a pre-write for your personal narrative.

 If Ava is in class we will move onto the Puritan Experience - if not the class has time for catch-up work.   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...

Today we will be using class as for either catch-up work  Of Plymouth Plantation: Questions 1-3, 6-7 on page 111.    or the journal entry on John Smith's purpose in   Write a journal entry on John Smith's purpose for writing a General History of Virginia .  In this journal 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?).   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...