Today, we are going to spend 15-20 minutes creating a Quizlet for your vocabulary words.
Then we will move onto chapter 4 of the Scarlet Letter. Your reading schedule for the Scarlet Letter is below. Remember to continue to post dialectical journals. I will be checking these this week and giving you feedback.
10/28 Chapter 5
11/2 Chapter 6
11/3 Quiz on 1st six chapters
11/4 Chaps 7-8
11/5 Chaps 9-10
11/6 chap 11
11/9 chap 12
11/10 chap 13
11/11 chap 14
11/12 chap 15
11/13 Quiz
11/16 16-17
11/17 chapter 18
11/18 chapter 19
11/19 20-21
11/20 Quiz
11/30 Book Finished - Dialectical Journals DUE!
11/30 - 12/2 Work on Essay
12/3 Thoreau
12/4 Thoreau
12/9 Emerson
12/10 Emerson
12/11 Poe
12/12 Longfellow and Fireside Poets
12/13 Longfellow and Fireside Poets
12/14 - 12/15 Review
Wednesday 28 October 2015
Monday 26 October 2015
Monday
Today -
we are going to look at chapter 3 of The Scarlet Letter. Please keep up with your dialectical journals.
We will have a vocabulary quiz on Friday.
we are going to look at chapter 3 of The Scarlet Letter. Please keep up with your dialectical journals.
We will have a vocabulary quiz on Friday.
New Vocabulary
Supinely
Inviolate
Martial
Despotism
Prudent
Abrogate
Buttress
Concomitant
Diaphanous
Impinge
Tuesday 20 October 2015
Dialectical Journals
The Dialectical Journal: THE SCARLET LETTER
Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.
The procedure is as follows:
1. Purchase a dedicated spiral notebook and draw a line down the center of each page of the notebook. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.
2. As you read, pay close attention to the text.
3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.
4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.
Requirements:
1) For each novel we read you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”. 35 is the minimum for a passing grade. Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due.
3) On some short fiction and poetry reading assignments I may ask you to keep a dialectic journal on the reading (usually I’ll ask for 5-10 entries for shorter works).
4) Dialectic journals will be used as part of class discussion and will be randomly collected and graded for homework.
When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question
That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.
Note: Should you rather type this, just use the COLUMN function in your tool bar and complete steps two-four electronically.
Grading (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)
A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short.
Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.
The procedure is as follows:
1. Purchase a dedicated spiral notebook and draw a line down the center of each page of the notebook. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.
2. As you read, pay close attention to the text.
3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.
4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.
Requirements:
1) For each novel we read you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”. 35 is the minimum for a passing grade. Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due.
3) On some short fiction and poetry reading assignments I may ask you to keep a dialectic journal on the reading (usually I’ll ask for 5-10 entries for shorter works).
4) Dialectic journals will be used as part of class discussion and will be randomly collected and graded for homework.
When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question
That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.
Note: Should you rather type this, just use the COLUMN function in your tool bar and complete steps two-four electronically.
Grading (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)
A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short.
American Romantic Movement
Today we will finish presenting Unit I Projects, and then we will go over Unit 2: The American Romanticism Finally, we will read the overview of the unit - pages 305-313. Homework, finish reading this sections. 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
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.
|
Monday 19 October 2015
Projects
Today we are going to go over projects. Tomorrow or Wednesday we are going to start The Scarlet Letter.
Monday 12 October 2015
Projects
Early
American Writing 1491-1800
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
Thursday 8 October 2015
Review
Native American Texts:
For the Native American Myths, be able to describe the type of myth (creation or trickster), what ideas the myth reinforces, and cite textual evidence to support your ideas.
Non-fiction pieces:
Be able to determine the author's purpose and give examples from the text that back up your ideas.
a) “From the General History of Virginia”
b) “Of Plymouth Plantation”
c) “The Autobiography of Benjamin Franklin”
Be able to determine author's purpose and list examples of appeals (logos, ethos, pathos) and claims for
d) "Sinners in the Hands of An Angry God"
e) "Speech in the Virginia Convention"
Outline the three sections
f) "The Declaration of Independence"
And for The Crucible be able to discuss what aspects of New England life are displayed within the text.
For the Native American Myths, be able to describe the type of myth (creation or trickster), what ideas the myth reinforces, and cite textual evidence to support your ideas.
Non-fiction pieces:
Be able to determine the author's purpose and give examples from the text that back up your ideas.
a) “From the General History of Virginia”
b) “Of Plymouth Plantation”
c) “The Autobiography of Benjamin Franklin”
Be able to determine author's purpose and list examples of appeals (logos, ethos, pathos) and claims for
d) "Sinners in the Hands of An Angry God"
e) "Speech in the Virginia Convention"
Outline the three sections
f) "The Declaration of Independence"
And for The Crucible be able to discuss what aspects of New England life are displayed within the text.
The Declaration of Independence CONTINUED
Today - after the words of the day - we are going to continue with The Declaration of Independence.
We will go over your favorite grievance. Then reread the long list of grievances, and finally outline the three sections of the Declaration and what each section does (with specifics).
Remember - what is Jefferson's big claim or thesis and how does he back it up?
I.
A.
B.
C.
II.
A-Z
III.
We will go over your favorite grievance. Then reread the long list of grievances, and finally outline the three sections of the Declaration and what each section does (with specifics).
Remember - what is Jefferson's big claim or thesis and how does he back it up?
I.
A.
B.
C.
II.
A-Z
III.
Wednesday 7 October 2015
The Declaration of Independence
Today - we are going to go over Patrick Henry's claims (make sure you have them posted), and then 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 blog
I.
II.
III.
Think about the author's purpose in writing this document and write out your favorite grievance.
We are going to outline the three sections of this document. So highlight your blog
I.
II.
III.
Think about the author's purpose in writing this document and write out your favorite grievance.
Tuesday 6 October 2015
Patrick Henry Part II
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.
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.
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.
Monday 5 October 2015
Patrick Henry
1st - What did we learn about Benjamin Franklin that perhaps you didn't know? Anyone want to read his entire autobiography?
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?
As we read, Who is the speaker's (author's) audience?
What tone or attitude do you detect in his language, and how does his choice of
words reveal his purpose? Mark and take notes as you read. Post
answers to these questions on your blog. We will be working with this
text on Wednesday as well.
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 connection to your subject or argument. If you are passionate or invested, your audience won't be.
2) Expert Testimony - interviews, quotes, documentation with experts that backs up your opinion.
Make sure you state how the quote backs up your ideas.
3) Quality of Reasoning - can you offer facts, statistics or supporting details. This is research driven.
4) Point of the flaws of your opposition.
5) Appeal to audience's self-interest.
New Vocabulary
Supinely
Inviolate
Martial
Despotism
Prudent
Abrogate
Buttress
Concomitant
Diaphanous
Impinge
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