I hope that each of you were able to enjoy your weekend! This week we will start by presenting our class projects from last week, and then we will begin learning about American Literature from its earliest points. Please remember that all information needed including readings and handouts can be found in Canvas. Also, please make sure that you are checking the calendar daily for upcoming assignments and post.
Below is the proposed agenda for the week:
Common Core Standards: **These are the standards for the first unit.**
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words to address a question or solve a problem.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
What is a play?
What is America’s genesis?
How does the past affect the future?
Monday: Vocabulary, Grammar Review: Independent and Dependent Clauses, and Finish Presentations. Objective: Today, students finish their class presentations, as well as increase in their understanding and usage of vocabulary and grammar. Outcomes: By the end of class, all presentations should be complete. Homework: None
Tuesday: Read about Founding Fathers and Puritanism, begin reading Anne Bradstreet: Puritanism's first major poet, and Create Student Inversion Poem. Objective: Today students focus on learning about the founding fathers and puritanism, as well as read from America’s oldest poet. Outcomes: By the end of class, students will be familiar with the founding fathers, parasitism, and its impact on early America. Homework: None.
Wednesday: Vocabulary, Reading in Context, Review Puritanism, and Begin reading Sinners in the Hands of An Angry God. Discuss Rhetoric in the reading. Argue for the founding of this country and its beliefs. Objective: Today students will begin discussing and learning about rhetoric and its impact on early American culture. Outcomes: By the end of class, students will be familiar with rhetoric, as well as John Edwards sermon: Sinners in the Hands of An Angry God. Homework: Study vocabulary.
Thursday: Quick-write exercise: current thoughts on education in America and Using Toulmin’s Model to create student speeches. Objective: Today’s class will focus on students using Toulmin’s model of argumentation to create their own speech mirroring that of yesterday’s Sinner’s in the Hands of an Angry God. Students will not just write, but they will use the power of logic, rhetoric, and figurative language to effectively craft a speech. Outcomes: By the end of class, all student should have finished writing their speeches. Homework: Edit and revise speeches.
Friday: Turn in student speeches, Vocabulary Quiz, Reading in Context, and Begin learning about Mass Hysteria, and the background behind the Salem Witch Trials of 1692. Watch a documentary on the Salem Witch Trials. Begin reading The Crucible. Objective: Today students will begin learning about the Salem Witch Trials, as well as the motives behind Author Miller’s play The Crucible. Outcomes: By the end of class, students will be familiar with early beginnings and motives behind the Salem Witch Trials of 1692. Homework: None.