Wednesday

Today we are going to continue to work on your projects, but I do want to give you a brief overview of American Romanticism.


Unit Learning goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by determining how a theme is developed over the course of text by analyzing structure, author’s choice of details, and character; and, by writing an essay on how these elements (or one of them) influences the meaning of the novel as a whole.

Scale/Rubric relating to learning goal:

4 – The student can write a 5-10 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel. 

3 – The student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel. 

2 – With some direction/help from the teacher the student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel. 

1 – Even with help from the teacher the student is unable to the student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel. 

Objectives (smaller chunks of overall goal) and suggested time periods

At the end of this Unit the Students will be able to

1)  List and explain 3-5 symbols from the novel The Scarlet Letter

2)  Discuss the basic structure(s) of The Scarlett Letter

3)  Given the main ideas of various pieces of Romantic Literature

4)  List the key aspects of Romanticism

5)  List the key aspects of transcendentalism

6)  Discuss who the Fireside poets were and what they believed in

7)  Keep a dialectical journal while reading The Scarlet Letter

8)  Evaluate the purpose and argument of public advocacy

9)  Determine two or more themes in a text

10)          Discuss the importance of rhyme scheme and stanza structure and how they create meaning

11)          Compare Emerson and Thoreau

 Major Themes addressed:

The idea of individualism and the purpose of nature.

The meaning of sin and forgiveness.

Sometimes to be patriotic means to protest one’s government.

The meaning of truth and the idea that everyone has a dark side.

Is the price of progress ever too high?

Anchor Text(s)/Additional Instructional Resources:

The Scarlett Letter by Nathaniel Hawthorne

EARLY ROMANTIC LITERATURE

“The Devil and Tom Walker” by Washington Irving

FIRESIDE POETS

“A Psalm of Life” and “The Tide Falls” by Henry Wadsworth Longfellow

“The Chambered Nautilus” and “Old Ironsides” by Oliver Wendell Holmes

THE TRANSCENDENTALISTS

“Self-Reliance” and “Nature” by Ralph Waldo Emerson

“Walden” and “Civil Disobedience” by Henry David Thoreau

GOTHIC

“The Fall of the House of Usher” by Edgar Allan Poe.

Tuesday

So - today I'm going to give you time to work on your projects.  These projects are due next Tuesday, but on Thursday we will be moving to The Scarlet Letter

Remember to chose something you like and to let me know if you are having problems with choosing something.

Read the text - 1) give an overview of what the text is about (this is a detailed summary but should also relate to why the author wrote the piece); 2) List and a explain a major theme of the text; and 3) discuss how the text fits the particular period of literature.

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 sixteenth-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.

Boston Tea Party - Eye Witness 

Ethan Allen and Ticonderoga 

The Iroquois Constitution

from "The Crisis" on page 248.

"Letter to John Adams" on page 262

"Letter to the Reverend Samson Occom" by Phyllis Wheatley on page 260

"from the Defense of the Constitutions" by John Adams on page 292

Monday

Today we are going to take the test over Period 1 - 1491-1800.

If you finished before the end of class, please work on your UNIT I Projects.  These projects will be due on next Tuesday, but we will be starting THE SCARLET LETTER before then.

Thursday

American Literature: TEST 1 (Texts from the Colonial Era): 70 Points

1)   What type of myth is “The World Upon the Turtle’s Back”? or “Coyote and the Buffalo”. What Iroquois beliefs does it reinforce?  Briefly summarize the myth.

2)   Outline the three sections of the Declaration of Independence.  Briefly discuss what is happening in each section (give examples).

3-5)       In the following texts, what is the author’s purpose?  Give specific examples from the texts to back up your position.

a)    “From the General History of Virginia”

b)   “Of Plymouth Plantation”

c)    “The Autobiography of Benjamin Franklin”

6) What is the author’s purpose for the following texts?  What types of appeals does each author use to achieve his purpose?  Give examples.

 

a)    “Sinners in the Hands of An Angry God”

7) Briefly discuss what “The Speech in the Virginia Convention” was about.  What are some of Patrick Henry’s arguments (or claims). 

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 sixteenth-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.

Boston Tea Party - Eye Witness 

Ethan Allen and Ticonderoga 

The Iroquois Constitution

from "The Crisis" on page 248.

"Letter to John Adams" on page 262

"Letter to the Reverend Samson Occom" by Phyllis Wheatley on page 260

"from the Defense of the Constitutions" by John Adams on page 292


Remember - you will need to do the following:

1) Give An OVERVIEW of the TEXT
2) LIST a Major THEME
3) And discuss how it fits the period

It should be a video.

Wednesday

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. 

I.


II.


III.

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


Remember, this text will be on the test - so know it!

Tuesday

Today we will look at our 2nd writer of the Revolution: Benjamin Franklin.  Tomorrow we will look at Thomas Jefferson, and on Monday we will take a Unit Test over the period 1491-1800.

FIRST - MAKE SURE YOUR BLOG ASSIGNMENT FROM YESTERDAY IS POSTED, AND TURN IN YOUR PERSONAL NARRATIVES.

TODAY'S ASSIGNMENT:

 "From the Autobiography of Benjamin Franklin" (page 266) and answer question 1-4, and 6 (on page 276).

Review for the upcoming test next week:

American Literature: TEST 1 (Texts from the Colonial Era): 70 Points

1)   What type of myth is “The World Upon the Turtle’s Back”? or “Coyote and the Buffalo”. What Iroquois beliefs does it reinforce?  Briefly summarize the myth.

2)   Outline the three sections of the Declaration of Independence.  Briefly discuss what is happening in each section (give examples).

3-5)       In the following texts, what is the author’s purpose?  Give specific examples from the texts to back up your position.

a)    “From the General History of Virginia”

b)   “Of Plymouth Plantation”

c)    “The Autobiography of Benjamin Franklin”

6) What is the author’s purpose for the following texts?  What types of appeals does each author use to achieve his purpose?  Give examples.

 

a)    “Sinners in the Hands of An Angry God”

7) Briefly discuss what “The Speech in the Virginia Convention” was about.  What are some of Patrick Henry’s arguments (or claims).

Monday

Today - in small groups you will review Patrick Henry's "Speech in the Virginia Convention".  You'll need to list Patrick Henry's claims and his counterclaims (those that refute the British); also, you'll need to list evidence from the text that show his use of Logos, Ethos, and Pathos, and his use of Expert Testimony, Self-Interest, Facts and Statistics (or use of Logic), and Audience Self-Interest.

POST THESE TO YOUR BLOG.

 

When you are done work on your Personal Narrative.  

 

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 sixteenth -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.