Tuesday

  "What to the Slave is the Fourth of July" by Frederick Douglas

 Today we are going to discuss - Frederick Douglas speech in class and talk about SOAPSTone+.

Speaker

Occasion

Audience

Purpose

Subject

Tone

(other important information - allusions, metaphors, symbols, irony):

You will fill out the Soapstone on your google docs and publish. We will also read, as a class, the overview of the time period and perhaps begin to read "World on a Turtle's Back"

  "Early American Writing, Historical Content and Section Overview" (pages 23-31), read "The World on the Turtle's Back" (pages 38-44).

Here is your 1st vocabulary words.  First vocabulary quiz is in two weeks. 


Colloquial
Dotard
Furrow
Misnomer
Vilification
Atrophy
Misogynist
Vindicate
Attenuate
Drivel
Virulent

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.

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, answer (on your blog) questions 4-7.

HW: Write your own Creation Myth (this is due on Wednesday)

 

 

 

 

 

 

 

Here is a slideshow about "Creation Myths" - 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)

Adam and Eve – (from the Bible)

“Coyote and the Buffalo”

One story of the students choice from http://americanfolklore.net/folklore/native-american-myths/

Exploration and the Early Settlers

From “The Devastation of the West Indies”

From “The General History of Virginia”

From “Of Plymouth Plantation”

The Puritan Experience

“Sinners in the Hands of An Angry God”

The Crucible by Arthur Miller

Writers of the Revolution

“Speech in the Virginia Convention”

“The Declaration of Independence”

“The Crisis”

from The Autobiography of Benjamin Franklin

Big Idea Questions/Stems:

How do you determine an unreliable narrator?

What makes up the American Character?  How did the Puritans influence the American Character?

How does Experience shape us?

What writers influence the American Revolution?

What was the Revolution really about? 

Why was Benjamin Franklin the most famous American of his time?

What can we learn about the American Experience from the early explorers?