LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
Today, reread "From the General History of Virginia". As you read you should mark your text and make notes in the margins; then, write a blog entry on John Smith's purpose for
writing a General History of Virginia. In this blog 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). So, when you read
- look for passages you can use in your blog journal.
If you finish this answer questions 1-4 and 8 on
page 100. When you are done please look up the following vocabulary
words.
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
Today, we are going to read "From the General History of Virginia". As
we read you should mark your text and make notes in the margins. After
we read you need to write a blog entry on John Smith's purpose for
writing a General History of Virginia. In this blog 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). So, when you read
- look for passages you can use in your blog journal.
Today we are going to listen to your presentation of Native American myths.
Then, we will move on to literature of "Exploration and the Early
Settlers" by reading Alvar Nunez Cabeza de Vaca's "from La Relacion" and answer questions 1-7 on page 79.
Today we will review vocabulary words. Discuss what stories you are researching and retelling and then allow you the time to read and outline/retell the stories you will present on Tuesday.
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.
Okay, so you are going to read a Native American myth of your own. Take
notes, and retell it to class on Tuesday. Today and Monday are the
last days for Native American stories.
Remember from your introduction Native stories were any of the
following: Creation stories, legendary histories (tracing the migration
of people or the deeds of great leaders), trickster tales, fairy tales,
lyrics, changes, children songs, healing songs, and dream visions.
Please note which one your story is.
Learning Goal: Analyze the impact of the author's choices regarding how to develop and relate elements of a story.
Today, we will read "Coyote and the Buffalo" then on your blog answer
the following: "What makes Coyote appealing, despite his character
flaws?" How does the author achieve this?
You should mark the text as you read. Refer your highlighted sections in answering.
Today, we are going to post words of the day; finish the questions on "World on the Turtle's Back", and read the overview section of Unit I.
HW: Write a creation story. If you are have trouble go HERE
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.
Objectives
(smaller chunks of overall goal) and suggested time periods
At the end
of this Unit the Students will be able to
1)Determine the themes of Native American Myths
and cite textual support to back up their ideas
2)Compare and Contrast a Native American Myth
with the story of “Adam and Eve”
3)Discuss how the author makes a character
appealing despite their character flaws (“Coyote and the Buffalo”).
4)Determine an author’s point of view and purpose
by citing specific textual support (“The General History of Virginia”, “Sinners
in the Hands of An Angry God”, “Speech in the Virginia Convention”)
5)Write a short essay about the power of
experience
6)Outline the similarities in the
experiences/viewpoints of the early explores and settlers.Connect these experiences to Unit themes.
7)Discuss how you persuade someone to do
something (Sinners in the Hands of An Angry God”).
8)Be able to define Ethos, Pathos, Logos
9)Discuss the claims of arguments in an author’s
work.
10)Discuss the
author’s tone and it’s effect on a piece (“Sinners in the Hands of An Angry
God”, “Speech in the House of the Virginia Convention”)
11)List fives
things that make a good persuasive argument
12)Outline
issues that make up the Puritan Experience
13)Outline the
Declaration of Independence.Make a list
of favorite grievances.
14)Outline the
type of appeals and claims found in “The Crisis”.
15)Pick out
examples of parallelism in works and use parallelism in writing.
16)Use adverb,
adjective, and noun clauses
17)Write a
personal narrative.
Major Themes addressed:
Who owns the Land? What makes a
good explorer?Are people basically
Good?Who has the write to rule?
The Native American Experience
“The World on the Turtle’s Back”
(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 read
"The World on the Turtle's Back" as a class.
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.
HW: Write your own Creation Myth (this is due on Thursday)
Today we are going to put words of the day on the board, and then work on scripts.
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.
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).
Your script should look something like this:
Girl: What should we drink?
(emotion/tone):
(subtext):
Man: Dos cervezas (to waitress behind curtain).
(emotion/tone):
(subtext):
For a web 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. Also - here is your 1st vocabulary words. First vocabulary quiz is in two weeks.
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?
