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.

LEARNING TARGETS: by the end of today’s lesson you should be able to ….

• list/explain at least three ways multi-tasking (trying to concentrate on two things at once) hurts student achievement/learning.
• explain how you would refute one of those ideas.
• explain in one-two sentences why the article is an example of strong writing.

IN CLASS:  we read and discussed this article about how multitasking impacts learning.

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

• explain the proper use of
  • capitalization
  • apostrophes
• explain why it’s better to to take notes by hand
• evaluate the quality of various pieces of evidence.

In class we….

1. finished the lecture on how to be a student from yesterday
2. had a short presentation on capitalization and apostrophes
3. Read an article on taking notes by hand vs. on a laptop.

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

• List your THREE double jeopardy projects for this semester
• Write a short thesis analyzing what experts have said about the habits of successful students.
• Be able to explain the weekly reflection sheets.

AGENDA FOR TODAY

1. Go over exam
   1. You will have a chance to argue any answers where you have a disagreement.
2. Introduce second semester
   1. Four Units
      1. Literary Timeline Unit :  ASSESSMENT: Test w/ timed writing  (not Double Jeopardy)
      2. NOVEL: The Great Gatsby:
         • ASSESSMENT: Literary Analysis Essay (may be timed writing).  DOUBLE JEOPARDY!
      3. NOVEL:  Of Mice and Men 
         1.  ASSESSMENT:
            • TEST:
            • Literary Essay (may be timed writing) DOUBLE JEOPARDY.  
      4. RESEARCH
         • ASSESSMENT: in a small group, you will research an author and produce:
           • A research paper with proper citations and MLA works-cited page.
           • A short presentation to the class about your author.
         • THE COMBINED SCORES OF THESE PRODUCTS ARE DOUBLE JEOPARDY
3. Begin discussion of the habits of successful students (If nothing else, I plan to design this semester in such a way that you learn how to be a student).
   • This list of habits of effective students is adapted from one that was created for a private school known for creating successful students.
   • HOW TO SUCCEED IN COLLEGE

STUDY, STUDY. STUDY.

ALL OF YOUR EXAM QUESTIONS CAN BE ANSWERED HERE

Extra study fun

VOCAB PACKETS

• 1 VOCAB PACKET
• Unit 2 vocab (modified).docx
• UNIT 3.docx
• Unit 4_CE COPY
• UNIT 5.docx
• UNIT 6 PACKET