Week 10
EQ: How did the values presented by the Transcendentalists present an alternative approach and interpretation to what it means to be American & an individual in relationship to a civilized society?
By the end of this week's lesson you will be able to:
1- cite strong textual evidence to provide support for objective & subjective responses to the text (readings this week are from primary sources); 2- compare/contrast views about the role of the individual as a member of society; and, 3- develop personal responses about the themes of "nature" & "self-reliance" in the context of the American individual.
By the end of this week's lesson you will be able to:
1- cite strong textual evidence to provide support for objective & subjective responses to the text (readings this week are from primary sources); 2- compare/contrast views about the role of the individual as a member of society; and, 3- develop personal responses about the themes of "nature" & "self-reliance" in the context of the American individual.
Resources:
The Complete Works (audio version of the text):
http://www.rwe.org/
Emerson Glossary:
http://www.rwe.org/emerson-glossary/
The Complete Works (audio version of the text):
http://www.rwe.org/
Emerson Glossary:
http://www.rwe.org/emerson-glossary/
Monday & Tuesday:
Collections -Close Reader p. 41-43.
"Nature" by Emerson.
Note: you can also visit the "Complete Works" website (listed above). Select "Nature" from the options. There is a printed version and an audio version of the text.
Complete the questions (below):
Collections -Close Reader p. 41-43.
"Nature" by Emerson.
Note: you can also visit the "Complete Works" website (listed above). Select "Nature" from the options. There is a printed version and an audio version of the text.
Complete the questions (below):
| nature_emerson.docx |
Wednesday
Collections- Close Reader p. 44-46.
"Self-reliance" by Emerson.
Collections- Close Reader p. 44-46.
"Self-reliance" by Emerson.
| self-reliance_emerson.docx |
Week 11
EQ: How did the values presented by the Dark Romantics (like Poe) present an alternative approach and interpretation to what it means to be American & an individual in relationship to a civilized society? (Collections, p. 234). In what ways did they differ from the Transcendentalists? In what ways were they the same?
By the end of this week's lesson you will be able to:
1-Write a narrative inspired by the time period of the dark romantics & use elements of the horror or detective fiction genre. 2-Read/respond to a short story from the period & be able to cite examples as support.
Context: Some in the Romantic movement believed that "the divine is embodied in nature and that people are essentially good" (p. 234). In contrast, the Dark Romantics focused on themes like "good versus evil" , "suffering", and the "darker mysteries of human existence" (p. 234). Your textbook talks about how Edgar Allan Poe (1809-1849) was a one of the Dark Romantics in American literature. He was best known for developing the genre of the "horror story" and for his influence on the genre of "detective fiction" (p. 234).
By the end of this week's lesson you will be able to:
1-Write a narrative inspired by the time period of the dark romantics & use elements of the horror or detective fiction genre. 2-Read/respond to a short story from the period & be able to cite examples as support.
Context: Some in the Romantic movement believed that "the divine is embodied in nature and that people are essentially good" (p. 234). In contrast, the Dark Romantics focused on themes like "good versus evil" , "suffering", and the "darker mysteries of human existence" (p. 234). Your textbook talks about how Edgar Allan Poe (1809-1849) was a one of the Dark Romantics in American literature. He was best known for developing the genre of the "horror story" and for his influence on the genre of "detective fiction" (p. 234).
Monday & Tuesday:
Activity:
Scholars will work together in groups of 2-4, to create a scary scene from a story that includes elements of horror and/or detective fiction. They will write a script and perform the script during class tomorrow. The story must include: dialogue, well developed characters, a strong setting, a theme/point, and at least 2 examples of figurative language (imagery, personification, metaphor, or simile). They will each have about 5-10 minutes for their performance. They must also include 1 prop or sound effect.
Rubric:
Activity:
Scholars will work together in groups of 2-4, to create a scary scene from a story that includes elements of horror and/or detective fiction. They will write a script and perform the script during class tomorrow. The story must include: dialogue, well developed characters, a strong setting, a theme/point, and at least 2 examples of figurative language (imagery, personification, metaphor, or simile). They will each have about 5-10 minutes for their performance. They must also include 1 prop or sound effect.
Rubric:
- 1 prop or sound effect
- 5-10 minute presentation
- At least 1 ½ page or more script
- Active participation by everyone in the group
- Meets the requirements of the genre (horror or detective fiction)
- Includes Setting
- Includes Plot
- Includes Well-developed Characters
- Includes a main point (lesson)
- Includes at least 2 examples of figurative language
Wednesday & Thursday:
Handout Part #1 & #2
| poe_part1.docx |
Exploring the Dark Romantics.
Poe's influence on Gothic literature & detective fiction.
Read the story in Collections- "The Pit and the Pendulum" by Edgar Allan Poe, p. 249-265.
-Or, read the story in the file below:
Poe's influence on Gothic literature & detective fiction.
Read the story in Collections- "The Pit and the Pendulum" by Edgar Allan Poe, p. 249-265.
-Or, read the story in the file below:
| the-works-of-edgar-allan-poe-088-the-pit-and-the-pendulum.pdf |
Animated version of the story:
Full Audiobook:
Week 12
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"The Raven" by Edgar Allan Poe
Click here for a digital copy of the poem www.poetryfoundation.org/poems/48860/the-raven Click on the media clip to hear an audio version of the poem
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Week 13
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Tuesday
Blog Post & Reply
| blog_rubric_american_lit.docx |
Wednesday
Debate
Journal Writing
Exit Slip- Reading Comprehension Quiz
Journal Writing
Exit Slip- Reading Comprehension Quiz
Thursday
Due Monday
For this assignment, you will compose a creative response to the poem. You can choose how you want to respond. For example, you can: create a poem, drawing with written reflection, rap, or video. The only requirement is that you must use a bird that responds/answers at least one question or idea presented in Poe's, "The Raven" or Dickinson's "Hope is a Thing with Feathers." Be ready to present/share these on Monday. There are no make ups for this assignment. If you are not ready, then you will lose points.
For this assignment, you will compose a creative response to the poem. You can choose how you want to respond. For example, you can: create a poem, drawing with written reflection, rap, or video. The only requirement is that you must use a bird that responds/answers at least one question or idea presented in Poe's, "The Raven" or Dickinson's "Hope is a Thing with Feathers." Be ready to present/share these on Monday. There are no make ups for this assignment. If you are not ready, then you will lose points.
Extra Credit Activity
Developing the art of letter writing was an important genre in early American Literature. Things have changed now. Instead of letter writing, we use email, texting, and other forms of social media. For this extra credit assignment, you will:
1- Visit the website and read at least one letter written by Emily Dickinson.
www.theatlantic.com/magazine/archive/1891/10/emily-dickinsons-letters/306524/
2- Next, you will take the essential components of the letter and you will adapt how you think it may look if it were your choice of an email, a very long text, or some other form of social media (e.g. Facebook, Snapchat, etc.).
3- You will write a short reflection, where you make a few inferences about Emily Dickinson. For example, what did you learn about her from the letter? Use examples as support for your answer.
1- Visit the website and read at least one letter written by Emily Dickinson.
www.theatlantic.com/magazine/archive/1891/10/emily-dickinsons-letters/306524/
2- Next, you will take the essential components of the letter and you will adapt how you think it may look if it were your choice of an email, a very long text, or some other form of social media (e.g. Facebook, Snapchat, etc.).
3- You will write a short reflection, where you make a few inferences about Emily Dickinson. For example, what did you learn about her from the letter? Use examples as support for your answer.
Week 14
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Monday
Share/present creative responses Tuesday Visit the Library of Congress website to learn more about Paul Laurence Dunbar. blogs.loc.gov/catbird/2013/06/the-caged-bird-sings-paul-laurence-dunbar-at-the-library-of-congress/ Read "Sympathy" by Paul Laurence Dunbar www.potw.org/archive/potw219.html |
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Week 15- Performance Assessment #2
Performance Assessment #2: Persuasive Speech
For this assignment, you will compose a persuasive speech. Please take this assignment seriously, since it is weighted as an exam grade, and since it is worth 200 points. If you plagiarize (steal from the internet) than you will receive a zero for this assignment. (Some of you did this for the creative response presentation). Make sure to follow all of the instructions and use the time provided in class to ask questions. If you blow this off, or wait until the last minute, then you may be in trouble. Please take this seriously. There will be no make ups for this assignment and this could negatively impact your grade. Please reach out to me ASAP if you have questions or if there is something that you are unable to do.
Due: This assignment is due on Thursday. Some presentations may spill over into Friday; however, you must be ready to present on Thursday. Failure to present when you are called will result in a zero for this assignment.
You must select and sign up for one of the approved topics below:
During your speech, you must take a stand and attempt to persuade your intended audience.
Time: Your speech should be at least 5-7 minutes long. It should be no more than 10 minutes in length.
Professionalism: I know that you may be nervous. Try not to make statements like “um, I just messed up” during the speech. If you mess up, then keep going, and try not to draw attention to the mistake. Stand up straight and place your hands together in a professional manner. Speak clearly and loudly. Avoid using slang.
Well Researched: You must research the topic and provide at least 3 (or more) in-text citations and different research sources during your speech to support your points. Sources can be newspaper articles (however, be careful since some sources can present information with bias).
What to submit:
Required Outline:
Rubric:
For this assignment, you will compose a persuasive speech. Please take this assignment seriously, since it is weighted as an exam grade, and since it is worth 200 points. If you plagiarize (steal from the internet) than you will receive a zero for this assignment. (Some of you did this for the creative response presentation). Make sure to follow all of the instructions and use the time provided in class to ask questions. If you blow this off, or wait until the last minute, then you may be in trouble. Please take this seriously. There will be no make ups for this assignment and this could negatively impact your grade. Please reach out to me ASAP if you have questions or if there is something that you are unable to do.
Due: This assignment is due on Thursday. Some presentations may spill over into Friday; however, you must be ready to present on Thursday. Failure to present when you are called will result in a zero for this assignment.
You must select and sign up for one of the approved topics below:
- Sports/Not standing for the National Anthem e.g. current events Colin Kaepernick (San Francisco 49er quarterback).
- Sports/Native American Mascots
- Police brutality
- Modern forms of racial injustice
- Banning the confederate flag and/or racist monuments
- The Civil War
During your speech, you must take a stand and attempt to persuade your intended audience.
Time: Your speech should be at least 5-7 minutes long. It should be no more than 10 minutes in length.
Professionalism: I know that you may be nervous. Try not to make statements like “um, I just messed up” during the speech. If you mess up, then keep going, and try not to draw attention to the mistake. Stand up straight and place your hands together in a professional manner. Speak clearly and loudly. Avoid using slang.
Well Researched: You must research the topic and provide at least 3 (or more) in-text citations and different research sources during your speech to support your points. Sources can be newspaper articles (however, be careful since some sources can present information with bias).
What to submit:
- During your speech, you must have note cards. The note cards must be labeled with the items from the outline (below). You must cite facts from your research. These should be included in your note cards. Include a works cited (where you got the resources) on the last card(s). Place a rubber band around the note cards with your name and period on the front. These must be turned in to receive a grade for this assignment.
- During your speech, you must have a power point or some type of visual (this can be a poster board etc.). If you have a power point, then you must not read it word-for-word. Instead, you should have bullet points and pictures to engage your audience.
Required Outline:
- Introduction
- Hook (plan to grab the attention of your audience)
- Your thesis (position). This should be how you hope to persuade the audience. Use the WWH model. What is happening, what should happen, and how do we make it happen.
- Establish ethos (credibility).
- Preview your main supporting points.
- Background
- Provide some context (historical and/or political information) for your audience to really understand the issue.
- This should come from your research.
- Supporting Points
- This is where you want to provide evidence for what you think should happen.
- Try to include “facts” (logos).
- You can also include “testimony” (ethos).
- Use emotional appeals (pathos) in moderation.
- Rebuttal
- This is where you present one viewpoint of the other side (the opposition).
- Additionally, you will try to answer the opposition and show how/why they are wrong.
- Make it happen
- This is where you tell how to make something (progress for your claim) happen.
- What would it look like? How/why would it be better? What suggestions or solutions do you have?
- Conclusion
- Summarize your main points.
- Include a call to action for folks to get involved.
Rubric:
- Notecards *Required 100 points possible
- Research *Required 25 points possible
- Visuals 10 points possible
- Professional Presentation 10 points possible
- Grammar/avoiding slang 10 points possible
- Attention Getter 5 points possible
- Thesis/Position & WWH 10 points possible
- Critical/creative thinking 10 points
- Support/evidence 10 points
- Rebuttal 5 points
- Make it happen 5 points
- TOTAL: 200 points possible
Monday: Instructions
Tuesday: First Draft of Speech & Ask Questions
Wednesday: PEER REVIEW (See Questions Below).
Thursday: Vocabulary Quiz & Present
Friday: Vocabulary Quiz & Present
Peer Review Questions
For this activity, you will talk with one of your peers to see how far they have come with their speech.
Next, you will do your best to answer the questions below. You will also try to offer some constructive feedback to your peer.
1- What are their 3 research sources? Do these align (go with) their topic well? Why/why not? Would you recommend any sources that are different or that fit the topic better? Explain your answer. TIP: Make sure that each of you have your works cited listed at the end of the note cards. Also, you must have at least 3 in-text citations from at least 3 different sources within your presentation. It is fine if you have more.
2- Is their speech persuasive (not just informative)? For instance, do they take a stand on the issue? What is their stand (thesis or position statement)? Could this be better? How/why? Explain.
3- What is their hook? Or, plan to grab the attention of the audience?
4- Do they use the WWH model in their introduction? What's happening, what should happen, and how do we make it happen?
5- Check out their note cards. Do they follow the required outline? Is there a heading (labeled with the roman numeral) to match each of the required sections? If not, what do they need to fit?
6- Look at their supporting points. Do they have evidence cited from their research to back up their position statement? Explain your answer.
7- What did you like most?
8- What/where could they improve to make this even better?
9- What do they still need to do to prepare for tomorrow?
10- What are they still missing from the rubric? (See the rubric on the website).
Tuesday: First Draft of Speech & Ask Questions
Wednesday: PEER REVIEW (See Questions Below).
Thursday: Vocabulary Quiz & Present
Friday: Vocabulary Quiz & Present
Peer Review Questions
For this activity, you will talk with one of your peers to see how far they have come with their speech.
Next, you will do your best to answer the questions below. You will also try to offer some constructive feedback to your peer.
1- What are their 3 research sources? Do these align (go with) their topic well? Why/why not? Would you recommend any sources that are different or that fit the topic better? Explain your answer. TIP: Make sure that each of you have your works cited listed at the end of the note cards. Also, you must have at least 3 in-text citations from at least 3 different sources within your presentation. It is fine if you have more.
2- Is their speech persuasive (not just informative)? For instance, do they take a stand on the issue? What is their stand (thesis or position statement)? Could this be better? How/why? Explain.
3- What is their hook? Or, plan to grab the attention of the audience?
4- Do they use the WWH model in their introduction? What's happening, what should happen, and how do we make it happen?
5- Check out their note cards. Do they follow the required outline? Is there a heading (labeled with the roman numeral) to match each of the required sections? If not, what do they need to fit?
6- Look at their supporting points. Do they have evidence cited from their research to back up their position statement? Explain your answer.
7- What did you like most?
8- What/where could they improve to make this even better?
9- What do they still need to do to prepare for tomorrow?
10- What are they still missing from the rubric? (See the rubric on the website).
Week 16
Monday - Finish Speeches (last day!)
Tuesday- Mascots (from the Close Reader)
Wednesday & Thursday - Lincoln's Second Inaugural Address
Friday - vocabulary quiz & exam
Tuesday- Mascots (from the Close Reader)
Wednesday & Thursday - Lincoln's Second Inaugural Address
Friday - vocabulary quiz & exam
Week 17
Monday & Tuesday - Watch the film "Glory" & complete the handout & vocabulary bell ringer.
*Except 8th period, who had to write a 3 paragraph essay due at the end of class on Monday.
*Except 8th period, who had to write a 3 paragraph essay due at the end of class on Monday.
| glory_film_worksheet.pdf |
| commonlit_black-soldiers-in-the-civil-war_student.pdf |
Clip from "Glory"- |
Documentary- |
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Wednesday- EXAM over the 54th Massachusetts Additional Links to Explore: Get to know the men who fought! www.masshist.org/online/54thregiment/index.php www.history.com/topics/american-civil-war/the-54th-massachusetts-infantry www.54thmass.org/ www.us-civilwar.com/54th-massachusetts-infantry/ www.massmoments.org/moment-details/id-54th-massachusetts-regiment-marches-through-boston.html www.civilwar.org/learn/articles/fort-wagner-and-54th-massachusetts-volunteer-infantry |
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Week 17
This week, you will be working in the "Performance Task" workbook. You will complete two short readings about "perceptions of war"; and, then, you will compose an informative essay with an introduction, body, and conclusion.
Monday-
You are reading a passage from The Red Badge of Courage.
Name: Date: Period: 1 paragraph due at the end of class!
1- To prepare, first read pages 76-77 and 78-79.
2- Next, compose one strong paragraph about the author’s perceptions of war. Your paragraph must be at least 7-14 sentences.
3- You must cite at least one short passage from the text to provide support for your writing.
In the passage from The Red Badge of Courage, the main character, Henry Fleming relates _______________ about the Civil War.
Tuesday-
You are reading the poem Camouflaging the Chimera.
You can also access the poem via: https://www.poetryfoundation.org/poems/47937/camouflaging-the-chimera
Name: Date: Period: 1 paragraph due at the end of class!
1- To prepare, first read pages 80-81.
2- Next, compose one strong paragraph about the author’s perceptions of war.
3- You must cite at least one short passage from the text to provide support for your writing.
In the poem from Camouflaging the Chimera, the speaker, Yusef Komunyakaa relates _______________ about the Vietnam War.
Wednesday-
You will compare/contrast both poems. You will also try to relate this to your own experiences somehow.
Thursday-
You will write an introduction and a conclusion.
Friday-
Vocabulary Quiz - Turn in your packet.
Put all of your paragraphs together to compose one essay about perceptions of war.
You are reading a passage from The Red Badge of Courage.
Name: Date: Period: 1 paragraph due at the end of class!
1- To prepare, first read pages 76-77 and 78-79.
2- Next, compose one strong paragraph about the author’s perceptions of war. Your paragraph must be at least 7-14 sentences.
3- You must cite at least one short passage from the text to provide support for your writing.
In the passage from The Red Badge of Courage, the main character, Henry Fleming relates _______________ about the Civil War.
Tuesday-
You are reading the poem Camouflaging the Chimera.
You can also access the poem via: https://www.poetryfoundation.org/poems/47937/camouflaging-the-chimera
Name: Date: Period: 1 paragraph due at the end of class!
1- To prepare, first read pages 80-81.
2- Next, compose one strong paragraph about the author’s perceptions of war.
3- You must cite at least one short passage from the text to provide support for your writing.
In the poem from Camouflaging the Chimera, the speaker, Yusef Komunyakaa relates _______________ about the Vietnam War.
Wednesday-
You will compare/contrast both poems. You will also try to relate this to your own experiences somehow.
Thursday-
You will write an introduction and a conclusion.
Friday-
Vocabulary Quiz - Turn in your packet.
Put all of your paragraphs together to compose one essay about perceptions of war.
Over Break...
Just relax and be ready to work hard when you return. :-)