Wednesday

 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 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 the teacher the student is unable to can create a video that explores one of the subsections of this unit and relate it to a theme and time period.
 
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text. 

"Sinners in the Hands of an Angry God" on page 124.
 
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?   Remember logos, pathos, and ethos.  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.
 
 
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?)
 


HW: Questions 1-3 and 5 on page 130.  

 

You do have a personal narrative coming up so please think about the following. It will be your assignment next week.

The personal narrative assignment is below. We will be writing it over the next 2 weeks. 

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 1st voice.  Describe the emotional impact of the experience.  This is a pre-write for your personal narrative.


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 resolution. 
            Some things you can discuss:
1)    Who are you and where are you from?  What is your family like?   What do your parents or relatives do? 
2)    Tell me something was important in your life (example: describe winning a race, or attending your sister’s marriage, etc.)
3)    Tell a story about your past (maybe this past summer—such as your job)?
4)    Overcoming some problem or situation (example: I had a girl in the Marshall
Islands write about battling anorexia).
5)    Take an experience from your life, an experience that taught you something about life (either about suffering, about healing, about people, about yourself) –Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of usually makes a good story.” 
I’m looking for passion, excitement, description, dialogue, and your voice coming out and calling the reader to pay attention because what you have to say is important! 
Please use details, imagery and if possible figurative language (metaphors, similes, personification, etc.)  If you don’t know these terms do not worry, we will cover them in class during the year.  Before you begin writing I’d like you to begin by pre-writing and thinking about organization.  Never just start writing without jotting down ideas or writing out some sort of map or outline. 
The purpose of this assignment is for you to start to format letters/ideas for you to use as a senior when you apply to colleges and for scholarships.  It will also give you valuable writing practice for writing is a skill that needs constant practice and developing.    
Requirements:  Your narrative needs to be at least 3 pages long (it can be double-spaced).  There is no maximum length.  You will be graded on a rubric broken into ideas, organization, voice, word choice (usage), sentence fluidity (structure), and conventions. 
Grade:  This assignment will be worth 150 points.
 
 


 

Personal Narrative Rubric

4
3
2
1
Ideas: Introduction to the topic.  Engaging and orienting the read by setting out a problem or a situation.  This should include a controlling idea or suggested theme.
(W2a, W3a)
Topic – controlling idea or theme is clear, and engaging.  There is a problem or conflict in the personal narrative.  The controlling idea links all sections of the narrative.  The presentation is near poetic in effect.
Topic – controlling idea or theme is clear and engaging.
Topic – controlling idea or theme is not clear, or the introduction is not engaging.  There might be no conflict or problem or the intro. is wordy and /or rambles without getting to the point.
The introduction is hard to read or to understand as far as it relates to a central idea or theme. 
Details: Use of narrative techniques such as dialogue, descriptions, concrete details.  This could include figurative language (metaphor, similes, symbols, personification), use of allusions, irony, and/or effective dialect.
(W2b, W3b, W3c, W3d)
Details are effective and add depth to the narrative.  The use of strategies such as figurative language relate back to the controlling idea or theme.  Use of many techniques or strategies.
Details are effective and concrete.  Use of many techniques or strategies. 
The narrative could use more details to develop the setting, problem or the readers understanding of the storyline. 
No specific details.  Narrative is a collection of generalizations.
Organization: Use of transitions to idea with idea, sequencing of events or plot strategies, the presentation of ideas in a logical format. 
(W2c, W2f, W3b, W3c, W3e)
The sequence of events and/or use of transitions to connect ideas and adds to the text’s meaning or is innovative.  Techniques such as flashback, foreshadowing, use of parallelism, and sentence organization (loose and/or periodic structures) might be used.
The sequence of events and/or use of transitions is effective. 
Narrative is either missing transitions or the sequence of events are out of order, illogical, or confusing as presented. 
Narrative lacks structure or organization. 
Word Choice/Syntax: Use of precise language, interesting word choice, SAT vocabulary and varied syntax
(w2d, w2e, L3)
Impressive and effective vocabulary.  Effective and engaging syntax.  Use of high-level vocabulary and many types of sentences and sentence lengths for effect. 
Precise and effective language/vocabulary.  Varied syntax.
Overuse of “to be” verbs or repetitious language.  Syntax is not varied much.
No variation in syntax.  Word choice is simplistic. 
Conventions/Spelling
(L1, L2)
No noticeable grammar errors
1-3 noticeable errors, but errors do not distract from the readability of the narrative.
3 or more noticeable errors, or an error or errors that distract from the readability of the narrative.
Narrative is plagued with grammar errors and is hard to read

 


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