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

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.