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

Identify all main characters (through chapter 2 and say something about their purpose)

In class: made a character chart and did a quick fishbowl

Reading Day.  Have Ch. 2 of OF MICE AND MEN read by tomorrow

MONDAY:  Prep for the essay  (pick one of the following)

• Rubric For writing
• Explain how any three eras of American Literature that we studied dealt with similar themes or ideas.  Use quotes and examples from stories we read in class to support your point.
• Explain how any three eras of American Literature that we studied provide a window into the important issues Americans faced during those eras.  Use quotes and examples from stories we read in class to support your point.

In class, you will be allowed to fill two note cards with notes, quotes etc to use in your essay.

TUESDAY:  Write essay in class

WEDNESDAY:  NO CLASS: Calvin Terrell

THURSDAY:  1/2 day (we’ll go over Timeline Test and Vocab quiz)

FRIDAY:  NO CLASS

IN CLASS:  Took MATCHING/MC TEST ON TIMELINE UNIT

FRIDAY:  VOCAB TEST UNIT  8

TUESDAY:  WRITING FOR LITERARY TIMELINE UNIT  :  CHOOSE ONE OF THE FOLLOWING PROMPTS

• Explain how any three eras of American Literature that we studied dealt with similar themes or ideas.  Use quotes and examples from stories we read in class to support your point.
• Explain how any three eras of American Literature that we studied provide a window into the important issues Americans faced during those eras.  Use quotes and examples from stories we read in class to support your point.

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.