American Literature 10
Due: “Trickster Tales” Students will read, annotate, and discuss ” The Earth on the Turtle’s Back” and “When Grizzlies Walk Upright”. Native American Myths
Students will finish reading various Native American myth short stories. Students will begin working on his/her compare and contrast essays. Origin Compare Contrast Essay Please select a novel to read for your independent reading assignment. Please bring your novel to class on Friday, September 6 for teacher approval. Independent Reading Assignment
Students will review and discuss embedding quotes naturally. Students will peer edit their partners compare and contrast essays. Students will discuss suggested revision and begin to edit their essays in class. Students will complete the revisions for homework and self-grade their essays on the same rubric as their partner. Revised first draft of the essay due Tuesday.
Students will create a slide show presentation using their graphic organizers from yesterday. Each student will be responsible for one author. The slide must contain 5-6 bullets points and one short (maximum of 5 minutes) video clip related to the author. Group Presentation Homework: Students will review and take notes on the slide show. Students will generate two discussion question with answers to share in class tomorrow.
Students will read and annotate in small groups, “The General History of Virginia” and “Of Plymouth Plantation.” Students will answer discussion questions related to the story and complete for homework – due Monday.
Students will work on their independent reading projects.
Students will present their slide in the group project. Students will take notes and complete the discussion questions. Students will be graded on class participate and speaking skills. This project will take two days to present (Monday – Tuesday).
Students will present their slide in the group project. Students will take notes and complete the discussion questions. Students will be graded on class participate and speaking skills. This project will take two days to present (Monday – Tuesday).
Students will review and discuss background information on the Puritan Time period and Puritan Lit. Students will begin to read and annotate “The General History of Virginia” by Jonathan Smith.
Students will work independently and silently on the packet on William Bradford and answer the discussion questions related to “Of Plymouth Plantation.” If students finish early, they are to work on their independent reading projects and complete their journal entries.
Students will work on their independent reading projects.
Students will discuss “The General History of Virginia” Homework: Students will read and annotate “Of Plymouth Plantation.”
Students will discuss and complete guided reading questions in class as a group
Students will discuss background information related to Anne Bradstreet. Students will read and annotate “Upon the Burning of My House” and answer the guided reading questions
Students will read silently and independently “To My Dear and Loving Husband” and other various poems by Anne Bradstreet. Students will paraphrase the poems and complete the guided reading questions for Monday.
Students will work on their independent reading projects. Answers to Anne Bradstreet guided reading questions (to come)
Test assignment
Students have been discussing rhetoric in class. Students have practiced applying ethos, pathos, and logos to various speeches – primarily focusing on Steve Jobs’ Standford University commencement address.
The students viewed “Why Author Miller Wrote the Crucible,” a background video on The Crucible, and the TedTalk on fear by Nicole LeFavour.
Students will read the “Tragedy of a Common Man” and view a Prezi on the article.
Students will finish annotating the article for homework.
REMINDER: Your independent reading project is due Friday, October 25, 2019
Students will be given class time to work on their independent reading projects.
Final day to put last-minute touches on the independent reading project.
Students will define the term allegory and how the term might be applied to The Crucible.
Students will review the history of the Salem Witch Trials and how and why they might have inspired Arthur Miller to write The Crucible.
Students will review the time of the Red Scare compared to the timeline of the Salem Witch Trials.
Students will read and discuss Poetics and compare Aristotle’s definition of tragedy to Arthur Miller’s definition of tragedy as discuss in his article “The Tragedy of the Common Man.”
Students will complete sections 6, 8 and 9 for homework as well as the guided reading packet.
Students will read and discuss Poetics and compare Aristotle’s definition of tragedy to Arthur Miller’s definition of tragedy as discuss in his article “The Tragedy of the Common Man.”
Students will complete sections 11, 13, 14, 15, 16.
Independent Reading Day.
Projects due January 10, 2019
Quiz on Aristotle’s Poetics
Students may work on the independent reading project if they complete the quiz prior to the end of class.
Students will discuss direct and indirect characterization.
Students will begin to read Act I of The Crucible. Students will work on the indirect characterization worksheet for homework.
Parent-teacher conferences: No class.
In my absence, please work on your independent-reading projects due January 10, 2020.
Independent-reading project workday.
Homework: Students are to finish writing the quiz using the elements of drama.
Students have the opportunity to revise the Poetics quiz for full credit. Students are to correct all of their mistakes on the quiz and write one paragraph comparing Miller’s definition of a tragedy to Aristotle’s definition of a tragedy.
Due: Elements of Drama worksheet, revisions to Poetics quiz, and paragraph comparing Arthur Miller’s definition of tragedy to Aristotle’s definition of tragedy.
Students will begin reading Act I. Students will track direct and indirect characterization in Act I.
Students will discuss the elements of Act I via PowerPoint presentation and open-ended discussion questions.
Due today at the beginning of class – No Exceptions or Extension: Students are to finish writing the quiz using the elements of drama, make corrections to their Poetics quiz, and write a paragraph summary comparing Miller’s definition of a tragedy to Aristotle’s definition of a tragedy. (See Friday’s Assignment)
Students will continue reading Act I and tracking indirect characterization.
Students will discuss the reading via open-ended discussion questions.
Students will finish reading Act I. Students will review Act I and apply ethos, pathos, and logos to their reading. Students will complete the guided worksheets related to ethos, pathos, and logos.
Students will begin to discuss the characterization of Abigail.
Students will complete any assignments related to Act I. Students will work on a character map in class and finish for homework.
Students will work on their independent reading project due January 10, 2020.
Students will review their findings related to ethos, pathos, and logos.
Students will watch Act I and complete the guided reading questions related to the play.
Students will finish viewing Act I and guided reading questions in preparation for a quick write on lies.
Students will complete an in-class quick write related to lies.
Homework: Students will complete the review questions in preparation for a quiz on Act I.
Quiz on Act I
Students will have the opportunity to work on their independent reading projects due January 10, 2020
The Crucible, Act III Quiz.
Discussion of Act IV comprehension questions and theme worksheets.
Students will finish watching Act IV of The Crucible.
Students will review direct and indirect characterization by completing a Body Bio on a character of their choice from The Crucible.
Due Tuesday.
Happy New Year!
Introduction to the Age of Reason.
Students will discuss the characteristics that define the Age of Reason. Students will continue to explore rhetorical and various types of rhetoric used in political speeches during the Age of Reason.
Homework: Prior Knowledge Worksheet
Substitute Teacher:
Students will work on their independent reading projects due January 10, 2020.
At this point, students should have finished reading their books. Students should begin drafting their summaries and working on their projects.
Students will discuss their answers to the Prior Knowledge worksheet.
Homework: Independent Reading Project due January 10, 2020.
Students will read the History of the English Language and background on Webster.
Students will complete a guided reading worksheet related to the History of the English Language.
Independent Reading Projects due by the end of class.
Students should have their new books with them for teacher approval.
Students will discuss Benjamin Franklin and his contribution to literature.
Students will read about & discuss the history of the newspaper and journalism. Students will answer questions related to the articles.
Students will research the Penny Press and the design and layout of the first newspapers. Students will work in pairs to create a newspaper related to their birthdates.
Students will continue to work on their Penny Press projects.
Students will continue to discuss the history of the newspaper. Students will review “Colonial News” and answer guided reading questions as an assessment related to the history of the newspaper. Students will continue to work on their Penny Press projects due Friday by the end of class. (This will be the first grade of the new semester).
Review test questions related to “Colonial News.”
Students will have the remaining class period to work on their Penny Press projects.
Independent reading project workday/ finish the Penny Press project.
Students will discuss and analyze The Declaration of Independence.
Students will discuss how this document helped establish the form of argumentation.
Students will consider their own complaints and form an argumentation in preparation to discuss the structure of The Declaration of Independence.
Students will continue to work through the structure of the document and argumentation.
Students will finish their argumentation discussion and review of The Declaration of Independence and begin to discuss Phillis Wheatly.
Independent Reading Day
Students will review and finalize the discussion on Phillis Wheatley.
Students will discuss Patrick Henry.
Students will review Patrick Henry and study for their unit exam.
Unit Exam: The Age of Reason
Introduction to “A Growing Nation” and the Romantic Period.
FLEXIBLE INSTRUCTION DAY – Please make sure to complete your independent reading assignment. Please email me your summary questions prior to the end of the day. This email will be used as a record of attendance for the class.
Review “The Devil and Tom Walker” guided reading questions.
Homework: Read pages 3-4 and complete the guided reading questions associated with pages 3-4
Independent Reading Project
Review “The Devil and Tom Walker” pages 3-4
Homework: Finish the short story and guided reading questions.
Review and study for quiz.
Close reading review activity
Quiz
Independent Reading Day
Literary Analysis: Discuss the structure and expectations of a literary analysis essay.
Literary Analysis Discussion: What is a Literary Analysis.
Discuss the structure and expectations of a literary analysis essay.
Review the essay assignment.
Discuss thesis statements.
Discuss a topic vs. theme
Draft thesis statement for your essay.
Writing Workshop: Literary Analysis for “The Devil and Tom Walker.”
Writing Workshop: Literary Analysis for “The Devil and Tom Walker.”
Writing Workshop: Literary Analysis for “The Devil and Tom Walker.”
Independent Reading Day
SEE GOOGLE CLASSROOM FOR ALL ASSIGNMENTS