Monday 30 November 2015
Outline
THEMES:
2010. Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.” Yet Said has also said that exile can become “a potent, even enriching” experience. Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from “home,” whether that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole. Do not merely summarize the plot.
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Nature vs. Human Law
Nature of Evil
Sin vs. Forgiveness or Punishment vs. Forgiveness
Individual vs. Society
Exile
Public Guilt vs. Private Guilt
Civilization vs. Wilderness or Town vs. Woods
Good vs. Evil
Analysis Essay:
Students will need to analysis some aspect of The Scarlet Letter and connected it to a theme. Things that can be explored include symbolism, tone, diction, characters and events. I expect students to use their didactical journals for focus on examples. I also expect all students to choose something small to concentrate on. I would rather you spend three pages examining one paragraph in relation to a theme, than to try and examine something like Pearl’s role as Savior and Chillingworth’s role as the devil (unless you view these roles from looking at one paragraph or one page). This would be too large. You couldn’t examine it in enough detail in three pages. Remember I’m looking for precise thesis statements and evidence that is analyzed.
Remember - thesis statement.
Connect the symbol, character or literary element to a theme. Then present an order of development or list of things you will cover in your essay.
Thesis Statement
Your thesis statement directs all of the ideas, quote selection, and commentary in your essay. Therefore, a muddled or imprecise thesis statement will lead to an unclear or meaningless essay.
A thesis statement is NOT:
1. An abstract concept. For example, “Greed” is not a thesis statement.
2. A general “universal” truth. For example, the following sentence is not a thesis statement: “For thousands of years, man has been greedy.”
A thesis statement IS a statement that provides direction for the analysis of a theme or idea presented by a particular text. Therefore, in order to construct an effective thesis statement, you must first determine what a text is suggesting about an abstract concept (like greed, for example).
Your thesis statement will address an abstract concept PLUS the evaluation of that concept through a particular text.
A thesis statement for “The Pardoner’s Tale” might address the abstract concept of greed as it is handled in the story. The first two examples are NOT thesis statements. The third one is a complete thesis statement:
a. Greed is something that man has struggled with for centuries, as demonstrated in “The Pardoner’s Tale” by Chaucer. (Abstract Concept Only)
b. “The Pardoner’s Tale,” written by Chaucer, is a story about how three men kill one another while looking for Death. (Plot Summary)
c. “The Pardoner’s Tale,” written by Chaucer, suggests that the “deadly” sin of greed is stronger than any oath of friendship, and will ultimately lead those who give into its allure to their own destruction.
Literary Analysis
Today - you get to work on your analysis essays. Remember these need to be 3-5 pages. I will be looking at specifics examples and the analysis of specifics. You should be drawing from your dialectical journals.
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.
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.
A
|
B
|
C
|
D
|
|
FOCUS
|
Hook, Thesis Statement, Order of development are fresh and
original, and connected to a theme.
Thesis is narrow and manageable.
Order is precise and helps develop one clear idea. Hook and thesis are connected.
|
Hook, Thesis Statement and Order are present in the first
paragraph.
|
There is a thesis statement but either it is not clear, or
the order of development and/or hook is missing.
|
No thesis statement
|
Examples and Analysis
|
The examples from the source (text) not only back up the
thesis but are introduced, explained and analyzed. The analysis shows depth
of thought and insight into the text.
|
The examples used back up the main ideas of the
essay. The analysis offers some
insight into the theme, but the depth is not necessary original.
|
The examples used don’t necessarily back up the
thesis. They are summative in nature
and not exact. The analysis doesn’t
offer much if any depth into the text or is merely plot summary.
|
No Analysis and/or Examples
|
Voice/Word Choice
|
Point of view is evident.
Clear sense of audience. Ideas
are original. Work is engaging. Precise, fresh and original words.
|
Some sense of audience.
Conveys ideas to reader. Ideas
are not necessary original. Uses
favorite words correctly. Some
experiment with new words or SAT words.
|
Paper lacks energy.
Essay lacks focus and/or doesn’t persuade. Language relies on repetition of the same
words or there is an overuse of “to be” verbs.
|
Voice is not apparent, or doesn’t necessary seem that of
the author.
|
Mechanics
|
No mistakes
|
One to five small mistakes that do not affect the reading
of the essay
|
Five to ten mistakes
|
Numerous mistakes that impair rea
|
Tuesday 17 November 2015
Near the End!
THE SCARLET LETTER
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
READING - LEFT
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
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
READING - LEFT
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
Monday 16 November 2015
Scarlet Letter
So - we are going to finish the Scarlet Letter by the time your get back from Thanksgiving Break. Start thinking about your essays!
Also - dialectical journals due in two weeks.
Also - dialectical journals due in two weeks.
Friday 13 November 2015
Friday!
Today we are going to look at a PPT on Benedict Arnold and then continue answering the questions from Don't Know Much About History.
Homework: Finish answering/outlining the information from Don't Know Much About History.
Homework: Finish answering/outlining the information from Don't Know Much About History.
Wednesday 11 November 2015
What is your letter
Today, we are going to read the next chapter in the Scarlet Letter.
Tomorrow we might play a review game.
On Friday - your assignment is to wear a letter that represents YOU. The class will have to guess what the letter stands for. This is an easy daily grade.
Tomorrow we might play a review game.
On Friday - your assignment is to wear a letter that represents YOU. The class will have to guess what the letter stands for. This is an easy daily grade.
Friday 6 November 2015
HESTER
LEARNING GOAL: RL9 - read and discuss classical literature of the 19th century. Determine a theme of a text by referring to specifics from a text.
Objective: record and analyze specifics from the text as you read. Make sure these specifics interest you and relate to some larger idea or connection.
Hester Prynne
Hester: Hestier in Greek mythology, Zeus’s sister, a woman
of beauty
hestier
(hasty)
Prynne: prurient
prune:
purify her sin
pry:
probe into the interior of one’s heart
Arthur Dimmesdale
Arthur: Adam, adultery
Dimmesdale: dim + dale:
dim interior (to hide one’s
sin)
Roger Chillingworth
Roger: rogue (revenge)
Chillingworth: chilly (cruel, inhumane)
+ worth (induce Arthur to speak out his own sin)
Pearl: good, pure and precious
NEW VOCABULARY
Anathema
Emolument
Mountebank
Deleterious
Misanthropy
Indefatigable
Constrained
Amenable
Averred
Heterodox Wednesday 4 November 2015
Wednesday
THE SCARLET LETTER
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
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
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