Learning Target:  you should be able to explain the format of the LITERARY TIMELINE TEST.

 

In class:  we took the PRACTICE VOCAB QUIZ

 

Then we studied/reviewed for the test

THINGS TO KNOW FOR THE TEST

• ERAS
  • Pre-colonial (Native American Lit)
  • Puritan Era (colonial)
  • Age of Enlightenment (colonial/revolutionary period)
  • Romantic Era
  • Transcendentalism
  • Realism
  • The Harlem Renaissance
  • The Lost Generation
• TERMS
  • Dramatic Irony
  • Ethos
  • Faust Legend
  • First Person
  • Logos
  • Metaphor
  • Origin Myth
  • Pathos
  • Second Person
  • Sermon
  • Setting
  • Situational Irony
  • Third Person
    • Limited
    • Objective
    • Omniscient
  • Verbal Irony
• SPECIFIC READINGS
  • Origin Myths
  • “Sinners in the Hands of an Angry God”
  • “Common Sense”
  • “The Devil and Tom Walker”
  • “The Story of an Hour”
  • Various Harlem Renaissance Poems

LEARNING TARGETS:  As a result of today’s lesson, you should be able to define the main ideas of THE LOST GENERATION in your own words.

ACTIVITIES

• Read this overview of The Lost Generation
• Browse this presentation  Other pre-WWII authors to know
• Read this biography of Ernest Hemingway.
• And also read this one
• Read and discussed Hemingway’s “THE OLD MAN AT THE BRIDGE”  OLD MAN AT THE BRIDGE  focusing on his themes and language usage.
  • note: this story takes place during the Spanish Civil War.  What do you think Hemingway thinks of the war?
  • What do you notice about Hemingway’s language?
• When done with this you may
  • study for Thursday’s test
  • prep for tomorrow’s practice Vocab test

LEARNING TARGETS:  (See Friday) Be able to define “the Harlem Rennaissance” in your own words and explain what elements define the writings of the Harlem Renaissance.

The New Negro and the Harlem Renaissance2

The Week at a glance:

• Monday/Tuesday:  New Material.  (Harlem Renaissance and Lost Generation).
• Wednesday: Practice vocab/Review for Test on Literary timeline unit
• Thursday:  Test: Literary Timeline Unit (time remaining: prep for In class essay (Monday)
• Friday:  Final Vocab Test:  Prep for In class Essay
• Monday:  (3/5)  In class Essay

 

STUDY GUIDE FOR TIMELINE TESTSTUDY GUIDE FOR TIMELINE TEST

REMEMBER , all of your earlier quizzes etc are in your folders on the front counter. Pick them up anytime during passing

 

 

 

LEARNING TARGETS: Be able to define “the Harlem Rennaissance” in your own words and explain what elements define the writings of the Harlem Renaissance.

TO DO TODAY

• Watch the following two videos about the Harlem Renaissance (extra headphones on the back counter if you need to borrow some).
  • This overview was made by a high school student for National History Day.
  • Here’s John Green’s CRASH COURSE
  • Who is the Langston Hughes of 2018?  Maybe this guy.
• Go to Page 838 in your textbook.  Read the biographies of Langston Hughes and Claude McKay as well as the “Background for Understanding” on page 838.  Then read the poems on pages 840-843.  What do you notice about the voice/point of view?  How is this consistent with the ideas of the Harlem Renaissance.

 

In Class:

1. Took content quiz (Friday)
2. Watched the Harlem Renaissance Videos. (Friday)
3. Read and analyzed Harlem Renaissance Poems.

LEARNING TARGETS:  by the end of class today you should be able to

• Analyze/Interpret/Explain Kate Chopin’s The Story of an Hour

In class activities:  in class we read and discussed The Story of an Hour which is linked here and also finished the Mark Twain video we started on Wednesday.

REMINDER: CONTENT QUIZ ON FRIDAY

• End of Colonial era
  • Common Sense: Paine
  • Declaration of Independence
  • King: Letter from Birmingham Jail
• Romanticism
  • Poe: Tell Tale Heart
  • Emily Dickinson
  • Irving: The Devil and Tom Walker
• Realism
  • Bierce:  “Occurrence at Owl Creek Bridge”
  • Twain: “Life on the Mississippi”
  • Chopin” “Story of an Hour”
• Literary Terms to know
  • Faust Legend
  • Paralellism
  • Irony
    • Situational
    • Dramatic
    • Verbal
  • Juxtaposition

 

LEARNING TARGETS:  by the end of class today you should be able to

• Analyze/Interpret/Explain Kate Chopin’s The Story of an Hour

In class activities:  in class we read and discussed The Story of an Hour which is linked here and also finished the Mark Twain video we started on Wednesday.

REMINDER: CONTENT QUIZ ON FRIDAY

• End of Colonial era
  • Common Sense: Paine
  • Declaration of Independence
  • King: Letter from Birmingham Jail
• Romanticism
  • Poe: Tell Tale Heart
  • Emily Dickinson
  • Irving: The Devil and Tom Walker
• Realism
  • Bierce:  “Occurrence at Owl Creek Bridge”
  • Twain: “Life on the Mississippi”
  • Chopin” “Story of an Hour”
• Literary Terms to know
  • Faust Legend
  • Parallellism
  • Irony
    • Situational
    • Dramatic
    • Verbal
  • Juxtaposition

 

 

LEARNING TARGETS: as a result of today’s class you should be able to explain

1. The meaning of the literary term “JUXTAPOSITION”
2. The importance of Mark Twain as an American author
3.  How Twain’s “Life on the Mississippi” is an example of realism.

 

IN CLASS

QUICK LECTURE ON JUXTAPOSITION

Watched some of this Mark Twain biography

Read excerpts from “LIFE ON THE MISSISSIPPI” p. 520

 

REMINDER: CONTENT QUIZ ON FRIDAY

• End of Colonial era
  • Common Sense: Paine
  • Declaration of Independence
  • King: Letter from Birmingham Jail
• Romanticism
  • Poe: Tell Tale Heart
  • Emily Dickinson
  • Irving: The Devil and Tom Walker
• Realism
  • Bierce:  “Occurrence at Owl Creek Bridge”
  • Twain: “Life on the Mississippi”
  • Chopin” “Story of an Hour”
• Literary Terms to know
  • Faust Legend
  • Paralellism
  • Irony
    • Situational
    • Dramatic
    • Verbal
  • Juxtaposition

 

UPDATED SCHEDULE

Tuesday 2.20.:  Intro to realism.  Read “An Occurrence at Owl Creek Bridge”

Wednesday 2.21.  Realism Read:”Life on the Mississippi”

Thursday 2.22:  Realism: Read The story of an hour

Friday 2.23:  Content Quiz, Intro to Lost Generation

Monday 2.26:  Lost Generation: read  “The Old Man at the Bridge:

Tuesday 2. 27:  Harlem Renaissance

Wednesday 2.28  Practice Vocab and Test Review

Thursday: 3.1   Test:  Literary Timeline Era

Friday 3.2.  Vocab Quiz and prep for Timed Writing

Monday 3.5:  Timed Writing

 

 

LEARNING TARGETS:  by the end of class, you should be able to 

• Explain the basic ideas of REALISM
• Explain how “An Occurrence at Owl Creek Bridge” fits with the ideas of realism.

ACTIVITIES:

• Read and discussed intro to realism
• Read and discussed “Occurrence At Owl Creek Bridge” p. 468 of text.

 

 

 

LEARNING TARGETS

• You should be able to explain the three types of Irony in your own words.
• You should be able to critique the poems of Emily Dickinson

In Class Today

•  New Vocab
• New Term:
  1. IRONY:  3 types
     1. Situational
     2. Dramatic
     3. Verbal
• Read the biography of Emily Dickinson at this site and the following poems
  • A bird came down the walk
  • A Thunderstorm
  • Autumn
  • Because I could not stop for death
  • Summer Shower
  • We grow accustomed to the dark

 

 

ASSIGNMENTS THIS WEEK

• Reflection 4 (will be posted by 4 p.m. today)
• Content Quiz Friday

LEARNING TARGETS:  by the end of today you should be able to:

1. Explain why setting is important to works of literature.
2. Explain how setting impacts both “The Devil and Tom Walker” and the works of Edgar Allen Poe.

 

IN CLASS

1. Took Vocab Quiz 7
2. Read this quick article on setting.
3. Answered these questions re:  DEVIL AND TOM WALKER and THE TELL TALE HEART