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

• The Faust Legend:
• Parallelism

THE LITERARY TERMS POWER POINT RETURNS

IN CLASS:  after short lecture on Faust and parallelism we read “The Devil and Tom Walker” 

LEARNING TARGETS:  by the end of this lesson, you should be able

• explain the basic idea of romanticism in your own words and say a little something about several romantic authors, especially
  • Washington Irving (“The Devil and Tom Walker”)
  • Edgar Allen Poe (The Raven, The Tell Tale Heart
  • Emily Dickinson (Selected Poems)

WHAT WE DID

• WED.
  • PRACTICE VOCAB QUIZ
  • INTRO LECTURE: ROMANTICISM
  • Read:  THE TELL TALE HEART

BON TON ROULEZ

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

• Sum up, in your own words, the basic meaning of the Declaration of Independence
• Sum up, in your own words, the basic meaning of Martin Luther King’s “Letter from a Birmingham Jail”
• Be able to compare the ideas of the two pieces.

In class:

1. Read and interpreted this excerpt from Declaration of Independence
   • We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
2. Read and interpreted “Letter from a Birmingham Jail”

THIS WEEK

• Vocab
  • Practice Quiz Wednesday
  • Final Quiz Friday
• Reflections (Fri/Mon)

LEARNING TARGETS:  By the end of today’s class you should be able to:

1. Summarize the main ideas and historical importance of Thomas Paine’s “Common Sense.”
2. Explain the THREE TYPES OF PERSUASION  (in your own words)
   1. Ethos
   2. Pathos
   3. Logos
3. Be able to categorize several of Paine’s arguments as one of the above types.

IN CASE YOU WERE ABSENT, HERE’S WHAT WE DID

1. Took Vocab Quiz Unit 9
2. Read excerpts from “Common Sense” and judged whether they were Ethos, Pathos or Logos.

Time permitting: analyzed the following passage from the Declaration of Independence

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

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

• Explain the big ideas/concepts of the Age of Reason in your own words
• Explain how the Autobiography of Ben Franklin fits with the ideas of the Enlightenment.

REMINDER:  Quiz 2 tomorrow, topics covered include:

• Origin Myths (Monday class activity)
• Puritans/Puritan Lit
  • See Four Readings from Tuesday/Wednesday
• The Enlightenment/Age of Reason
  • Ben Franklin’s Autobiography
• Terms from presentation/handout
  • sermon
  • Points of View (1st Person, 2nd Person, 3rd Person–limited, omniscient, objective)
  • Types of argument (Ethos, Pathos, Logos)

REMINDER 2: Reflection 2 due for 1st, 2nd Hour tomorrow, due Monday for 5th/6th Hour.

CLASS ACTIVITIES

• Brief intro lecture on THE ENGLIGHTMENT/AGE OF REASON
• Read from Ben Franklin’s Autobiography (131-135)
• Added a quick entry to the writers’ notebook
  • What elements in Franklin’s writing give us clues that it was written in the era of the The American Revolution?
  • If you were going to write your own autobiography, what key events/scenes from your sophomore year would you include? Why?  (note: as an alternative to the written reflection question I provided you on this week’s reflection, you could write one scene from your sophomore year in the style of Ben Franklin’s auto-biography.  Remember–paragraphing, capitalization, spelling and apostrophes count).

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

• Define “Sermon” in your own words
• Explain the three types of persuasion
  • Ethos
  • Logos
  • Pathos
• Explain how each of the following writings displays Puritan ideals
  • ” Plymouth Plantation”  p. 71
  • “To My Dear and Loving Husband” Anne Bradstreet
  • “Housewifery” by Edward Taylor
  • “Sinners in the Hands of an Angry God” Jonathon Edwards

IN CLASS WE:

• Added some terms to our sheet from the literary terms lecture presentation
• Read the three above pieces (and discussed them)
  • C.E. used the exercise of listening to and reading “Sinners in the hands of an angry God” to share some note-taking strategies.

LEARNING TARGETS: By the end of class you should be able to explain who the Puritans were and what they were all about.

In class:

1. Puritan: Intro Lectures
   1. who-were-the-puritans
   2. PURITANS AND LITERATURE
2. Readings…we’ll do some in class.  🙂

In class

1. New Vocab (QUIZ 2/16)
2. Returned to Friday’s groups.  Finished with Origin Myths.

Took weekly quiz on content from this week.

Quick Lecture over some terms   

CE passed out cards with a picture and a number on them.  These determined what Origin Myth you read.

1. Each group read a Native American origin myth
   1. TURTLE…Read 22-23
   2. BEAR…….. Read 24-25
   3. WIND……Read 26-27
2. Jigsawed with members of other groups  (based on card #) to complete worksheet.

WELCOME TO THE AMERICAN LITERATURE TIMELINE UNIT!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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

1. Put the state standards for this unit into your own words.
2. Be able to define  ORIGIN MYTH in your own words  (HINT: IT’S ON YOUR EXAM!!!!)
3. Be able to explain the main ideas of the following stories
   1. “The Earth on Turtle’s Back”
   2. “When Grizzlies Walked Upright.”
   3. “The Navaho Origin Legend.”

ACTIVITIES

1.  We all read “The Origins of Pandora’s Box”
2. At your group/table, each student was assigned to read one of three origin myth stories.  Then, working together, you analyzed the three stories.
3. Class discussion followed.