Week 1--Due Wed. Jan 10th

Over break, I'd like you to read Up from Slavery by Booker T. Washington.   After looking through the text fully, I've decided we will read the entire work, but only chapters 1-12 will be due on the 10th.

Booker T Washington
1856-1915

As an introduction to Washington's life, watch this mini-biography (3:30)

For our first class back, please read:

Note, iii
Preface, v
Chapters 1-12, pp.1-95

Please annotate your book for the following:

*key people in his life--who shaped him?
*key events/stages--what shaped him and when?
*key dates/locations
*key insights into his worldview/philosophy toward life
*quotable quotes--things that he shares that inspire you
*note the challenges that African Americans faced during the Reconstruction/Post-Reconstruction Period
*note any unfamiliar vocabulary (look it up and define)

To grow your understanding of the whys and hows of annotating, please read and print this article, "How to Mark a Book," by Mortimer Adler.  Put this in your class notebook under handouts.

Your first grade of the semester will be an annotation check.  If you do not own your book, you can make notes on notebook paper, listing page numbers and transcribing details as needed.

Also, expect a brief quiz--Washington and Adler may both appear on it, so read carefully, as always.

Week 15--Work Due Wednesday, December 13th

This is prep for the final week of first semester.  Here are some reminders from class:

1. All makeup work due next class.

2. All extra-credit work due next class.

3. Timelines due next class--two new segments: Romanticism & Realism

4.  Read O. Henry's "The Gift of the Magi" for next class.   A few questions about it will appear on the semester exam.

5. Study diligently for the first semester exam.  It will be a mix of types of questions: some multiple choice, some matching, some short answer or paragraph length.   Here is the review sheet again.

6. Bring your class notebooks to class next week---there will be a short section on the exam which will require your notes.

That's it for this week.  Short and sweet! 

P.S.  Just for fun--if you feel inspired, test your knowledge of our 50 states here.    Another great site to learn your capitals, rivers, and lakes is here.

Week 14 Work--Due Wed., December 6th

Week 14 Vocabulary
mitigate
anodyne
vacillate
incendiary
depravity

Literary critic Joseph Claro interpreted Hemingway's remark this way: "He didn't mean that no Americans before Mark Twain had written anything worthy of being called literature.  What he meant is that Twain was responsible for defining what would make American literature different from everybody else's literature."

Work for this week:

NOTE: Yes, journals are also due next class (we do these at the beginning of each class, so this is just a matter of turning the journal in unless you missed class and need to make up that entry). Timeline segments are due next week.

1. Finish reading The Adventures of Huckleberry Finn.  Expect another brief quiz next class.

2.  Write your paper on a theme in Huck Finn.  Remember the five possible topics we discussed in class (freedom, religion, superstition, education, or nature).  For specifics on these topics or on the paper requirements, see the "First Semester Odds and Ends" handout I gave you last class.

I will add that you should follow this format for your intro paragraph:

1. Hook
2. Introduce the text and author
3. Provide context
4. End with thesis

Here's a quick example of an introductory paragraph about topic of  friendship in Huck Finn:

Harriet Beecher Stowe once noted that "friendships are discovered rather than made."  Mark Twain's novel, The Adventures of Huckleberry Finn, tells the story of  a "discovered"  friendship that develops between Huck, a twelve-year-old uneducated boy, and Jim, a runaway slave.  As these two escape their confining circumstances and travel on a raft down the Mississippi River, they grow closer through the hardships they face together.  In the end, Huck and Jim realize that true friendship requires both trust and self-sacrifice.

Before you begin your paper, watch this video on theme.  You only need to watch the first 10 minutes. Although it's directed at English teachers, she does a great job of explaining theme and how to write a thesis on theme.  This will help you understand theme more deeply, create a more powerful thesis, and help you write a better essay.

One more thing---be sure not to use "I" or "you" in formal academic writing.  You can substitute "one" if necessary; however, more often, it's best to just state your point without either pronoun.

3. Here is the review sheet for your First Semester Exam.  Print this out and put it in your notebook.  Look over it and begin to study. Next class, let me know if any of the items need clarification or if you have any questions.

Further information/clarification on extra credit options:

Here is a short blog entry from Mr. Minick on the value and art of personal letter writing.

For those of you interested in the letter writing extra credit, please read this before writing your letter.  Notice he recommends you set aside sufficient time to write,that you write several pages, and that you be specific in your reflections. I would add this to his excellent advice---try to find a pocket of time when you are in the mood to write such a letter.  Timing is everything, and your letter will be more authentic if you are sensitive to your frame of mind instead of just pushing out a letter because it's convenient.

I had a student approach me between classes and ask if she could write two letters if she felt led.  This is fine if you truly have two people you sincerely wish to thank/be grateful to.  Please ask me about this individually and get my clearance if this is the case for you.  In general, I would rather have people do one letter AND one report if they are interested in doing two extra credit options.

Thought for the week:

Celia Thaxter, 1835-1894, American writer of short stories and poems

Week 13 Work--Due Wed., November 29th

Vocabulary Week 13
solace
insipid
pedestrian (adj.)
visceral
inept

Read AT LEAST the first half of The Adventures of Huckleberry Finn (Chapters 1-23).  I added two chapters from earlier (as this is a better breaking off point), so be sure to read through Chapter 23.  Expect a short quiz on these chapters at the beginning of our next class.

Note: Although I always encourage annotating as you read, I will not require nor will I check annotations for this work.

Audio:  As Huck Finn is full of dialect, listening to good audio version can be very helpful.  I still recommend you have the book in front of you while you listen.  Here's a very good free audio version:

The Adventures of Huckleberry Finn, audio

Background:  The setting of his novel is before the Civil War (circa 1830's- 1840's), but the novel was first published in the United States in 1885.  Twain is a central figure in the literary movement of American Realism and American Regionalism.

Written Work:

  

1. Please read the background for this period in your American Experience p.472-482
As you read, answer the following questions.

2. Watch this video biography  about Mark Twain and write a paragraph summarizing some of the highlights.

3. Print a copy of this map that tracks Huck & Jim's journey.  Keep it with your book and fill it out as you read.

4. The Adventures of Huckleberry Finn has been a controversial work since its publication for a number of reasons. Initially some objected to the "coarse language" used in the book.  In our current culture, it's been accused of incorporating racial stereotypes and perpetuating racial slurs.

So that you understand the issue better, please watch this 60 Minutes segment and this The View segment.  Then write a paragraph summarizing your perspective on a "sanitized" version of Huck Finn.  Do you like or dislike the idea. Why.

5. I am still mulling either a project or a paper for this book.  Until next class, just make sure you read the text carefully to prepare for the quiz, do the work listed above, and we'll talk more then.

Have a Happy Thanksgiving!

Mrs. Price

Thoughts for the week:

Week 12 Work--Due Wed., November 15th

Vocabulary Week 12
gauche
zenith
futile
ruminate
acrimony

You should finish reading Killer Angels this week.

Be sure to give yourself enough time to finish without rushing---the second half of the novel is a bit longer than the first chunk.  It's when the characters will be put to test when most of the battle unfolds.  Pay attention to their strengths, weaknesses, and their philosophy toward war and life.

First my apologies, I sent you some "bad" links last week---sorry about that.   Here are the links that I wanted you to view from the first half, so please do so:

General George Meade, served as the Commander of the Union
Army of the Potomac from 3 days before Gettysburg until 1865.

Joshua Chamberlain's speech to the 2nd Maine deserters (6 minutes)


The other link was Mel Gibson's monologue in Hamlet, "What a piece of work is a man..."  This is the speech that Chamberlain remembers reciting to his father as a boy.   Here it is again.

If you are still uncertain of the significance of this reference with regard to the title of this novel, you will wish to read this Shmoop recap.

Louis Armistead (Confederate)  fought in Pickett's Charge
against his close friend, Winfield Scott Hancock.
Armistead died July 5, 1863.

We talked some about the background of the Civil War in class and took some notes, but you should look through this Civil War Facts page as well.  It's a quick read and will give you good insight into many facets of this war. 


Also be sure to finish your character charts for next class.  I will collect them with your in-class essays.  Some characters will have more information than others, but all should have some. Make an effort to include some pg. #'s of important moments AND quotes.

Stronger essays will include quotes and concrete details from the novel.

Continue to annotate your novel as well. All of this will help you prepare for your in-class essay.

Armistead's friend on the other side,
Winfield Scott Hancock, Union

The second half of Killer Angels will emphasize two famous engagements :

Battle of Little Round Top
Battle of Little Round Top (led by the 20th Maine and Chamberlain) 5 minutes
(events of July 2, 1863, Chapters 3 & 4)

Pickett's Charge
(events of July 3rd, 1863, Chapters 5 & 6)
Gettysburg Tour Guide on Pickett's Charge (5 minutes)

Pickett's Charge (10:00) Documentary Segment

Pickett's Charge scene from the movie Getttysburg (Watch Part 3 and 4....3 should "roll into 4) about 8 minutes total.

George Pickett led one of three of Longstreet's divisions
in what came to be known as Pickett's Charge.

Next class we'll talk through the second half of the novel during the first part of the class.  You'll write your in-class essay during the second half.

Be sure to bring your character charts, the novel, some notebook paper and a blue or black pen.

 I will give specific directions for the essay during class.








Thoughts for the week:

Week 11 Work--Due Wed., November 8th

Vocabulary Week 11
kismet
exonerate
altruism
myopic
galvanize

Prepare for your vocabulary and grammar quiz (through Week 11 vocab).  

Here is a link to Mrs. Price's Vocabulary on Quizlet.  Be sure to thank Ethan Cain for this great resource.  I'll also post a link on the right sidebar under "Helpful Resources" for future reference. To review for the grammar part, go through your MUG notes and make sure you understand and, if applicable, can define all the terms/concepts I listed on the whiteboard.  If you were absent, get these terms from a classmate.

John Buford, Union

This week, we'll begin the historical novel, The Killer Angels. This historical novel is based on the diaries, accounts, and other records left by those who fought in The Battle of Gettysburg.  All of the characters (except one) are real people from the era.

Enjoy getting to know them and watch this very significant battle unfold.  The first part of this book will set the stage for the second, so be patient with the author as he established the groundwork and people that will unfold in the second half.

.By next class, you should have read and annotated through p.150 (through July 1st).  Your annotations should track key characters, significant quotations, unfamiliar words you need to define, questions you may have, along with relevant literary terms you recognize as they appear such as foreshadowing, setting, personification, simile, metaphor. etc.

Here is a character chart you should use to document important aspects of key characters.  You may use the document online then print a physical copy of your work, Or you may choose to print it and fill it out by hand.

Colonel Joshua L. Chamberlain, Union

You should look for:
(1) background information/appearance--the Forward is a great place to start for this information, Shaara gives details upfront.
(2) Strengths--virtuous/admirable traits as you discern them, things they excel at
(3) Weaknesses--flaws or shortcomings
(4) Philosophy/Thoughts about War--How do they view war, what ideas do they have about warfare, how to fight, etc.

You will want to support your assertions with references to the text  (think actions, quotations, thoughts of other character's toward that character, etc.) Include page # references when appropriate.  All boxes may not apply to all characters--just work with what you see and think is significant.

As you read, I also want you to think about the different types of conflict in this novel  Please review this video which explains the different types of conflict in literature and take good notes.  We will talk more about conflict next class.

Robert E. Lee, Confederacy

After reading the first half of the novel:

Watch the first three sections of this Animated Civil War Map  (Prelude, July 1st, Respite).  We'll watch the rest next week.

Watch this clip of Chamberlain's speech from the movie Gettysburg (1993), which is based on Shaara's novel.

Watch this clip from Mel Gibson's Hamlet (through 1:50) which features the "What a piece of work is man" monologue which Chamberlain references.

Watch this segment which documents the History of the Origin of Taps.

Watch this clip about Stonewall Jackson which will help you understand his legacy better.  Jackson is a significant presence/character in the book even though he is deceased.  This video should help you add information about him to your character chart.

James Longstreet, Confederacy

Thoughts for the Week:

"This is a world of compensations; and he who would be no slave, must consent to have no slave."  Abraham Lincoln, --April 6, 1859 Letter to Henry Pierce

“Once you learn to read, you will be forever free.” ― Frederick Douglass

Week 10 Work--Due Wed., November 1st

Week 10 Vocabulary
engender
nuance
covert
renown
tangent

General News

Be sure to check out our winners for the "Telling Our Tales"  Thomas Wolfe Student Essay contest here.  You can read their winning essays there too. We had three winners from our group!  Congratulations to ALL who stepped up to participate.  We will participate in another competition 2nd semester.

Progress reports will be out for both classes sometime in the next few days.  I will send them via email to both parents and students.  Please keep an eye out for this email and be sure to review your performance in the various areas (classwork, homework, assessments, participation) to see where you can strengthen your work.  I'm always happy to talk with parents or students about ways to be more successful in class, but honestly much of success in this class boils down to:

A) Consistency--are you completing your homework faithfully each week?
B) Quality--are you following the often explicit directions I've provided?
C) Involvement--are you participating, taking good notes, and engaged during class?

Many of you are doing these things already and are doing very well in my class. If you are not, then challenge yourself to step up and take responsibility for improving your work. These are qualities that will help you to succeed not only in my class but in life.  Your parents and I can encourage and help, but in the end, YOU must accept responsibility for your education.

This Weeks' Work---19th Century Poetry

This week you will be studying and memorizing a 19th Century poem from either Emily Dickinson or Walt Whitman.

This assignment will count twice--once as a classwork grade (since it will be the bulk of our class time next week) and once as a homework grade. If you have not signed up for a poem yet, here are the sign up sheets again. You can add your name to whichever poem you'd like, but only one student per poem. First come, first serve.

10:00 Sign Ups
12:15 Sign Ups

Illustration by Jedi Noordegraaf

First, please watch the following videos about Emily Dickinson and Walt Whitman. Take notes while you watch.

BrainPop Emily Dickinson (7 minutes)
Finding Emily Dickinson in the power of her poetry (6 minutes)
Emily Dickinson: The Poet in Her Bedroom (4 minutes)
Walt Whitman: Mini Biography  (3 minutes)

Then read the following poems from Whitman and Dickinson:

Read from "Song of Myself" by Walt Whitman p. 442-445

Read Dickinson's poems pp. 426-434

Next, there are three components to your poem assignment:

1. Memorize your poem. 

You should be able to recite your poem fluidly without any notes or helps. Here are some videos you need to watch to help you:

How to Memorize a Poem (5 minutes)

5 Tips for Memorizing Poetry (7 minutes)

In the second video, she makes some excellent points about slowing down and using diction effectively.  Practice these skills.

2. Create a script or "reading map" for your poem.

On a blank piece of computer paper, write out your poem so that it is centered in the middle of the paper.  Then, go through and annotate the poem as we did for the example poem in class, "She Sweeps With Many Colored Brooms."

Again, here is my example from class which has many but not all of the things listed below.

Here are some things you should do on your reading map:

• Bracket each stanza and paraphrase the stanza next to the bracket. What is the core idea of each stanza? 

• Define any terms that may need clarity or definition.  In my poem, I looked up "duds", "aprons," and "ply" because she uses these words somewhat differently.  I defined these words by looking them up in the Emily Dickinson Lexicon which you can find here.  What is a lexicon? Use this Emily Dickinson dictionary of sorts to determine how she uses words.

• Read and re-read the poem carefully a number of times. Label anything else of significance.  This includes poetic terms, repetition, rhyme scheme, figurative language, etc. Look on pp. 422-423 to familiarize yourself with common poetic devices that may be applicable. You will not find all of them in any one poem--just use this as a guide.  Also, use this Guide to Reading Dickinson's Poetry for help.

• Optional but nice---can you add any creative element to your reading map?  Colored pencil, etc.

3. Write a paragraph about the theme of your poem.  Follow this very specific format.  The paragraph should be word processed and follow MLA format.  If you need a refresher on MLA format, look for the link on the right of this blog under "Helpful Documents."

Bring all of this work and your textbook to class.

Your class poem recitation/explanation will follow the following format:

1. Introduce yourself and the title of your poem (which is either the first line or the number of the poem).
2. Recite the poem---SLOWLY--no notes. ; )
3. Briefly tell in your own word what the poem means, what you noticed, etc. Your goal is to help the class understand the poem better (1-2 minutes, may have notes).

I've decided to have you only recite the poem ONCE in the interest of time. You may not have helps for the recitation but may have note cards for part #3.

Thought for the week from Emily Dickinson:

Congratulations....

Congratulations to ALL the students who stepped up to participate in the "Telling Our Tales" Thomas Wolfe Student Essay contest this September.  Winning students read their essays to a packed room this past Saturday, October 20th. Even if you didn't place, I am proud that you pushed yourself to try something new.  This in itself is a big accomplishment!

We had THREE students from our classes take the top three places for the high school level of the competition!  What a strong showing for our talented homeschooling community.  Here are the winners and their essays below.  Click the link if you'd like to read their winning essays.

1st Place---Nick Oursler  for his essay, "The View from Up Here" 

2nd Place--Mary Walton for her essay, "Broken Can Be Beautiful"

3rd Place--Tabi Shepson for her essay, "My Blindness"

If you missed out on this one, we will participate in another contest this spring.  I hope even more students will stretch themselves and share their writing in the next one.

Longer Range Forecast (NOT THE HOMEWORK FOR THIS WEEK)

Here is the information on the 19th Century Poem Recitation which will be due November 1st.

Each person should choose one slot for sign-ups.

NOTE: ONLY ONE PERSON PER SLOT/POEM.  First come, first choice. Click the document that corresponds to your class period and enter your name in the blank.  

Many of these poems are in your American Experience, but you will find the others in this document.

19th Century Poem Recitation 10:00 Sign Ups

19th Century Poem Recitation 12:15 Sign Ups


Here are some more upcoming assignments if you like to think/plan ahead:

November 8th--First half of Killer Angels due--should be read and annotated, pp.xii-150, (through Wed., July 1st)

November 15th--Finish reading and annotating  Killer Angels pp. 155-355 (Thur., July 2nd through Afterword)

November 22nd--Thanksgiving Break, No Class

November 29th--First half of Huck Finn due, Chapters 1-21 due, should be read and annotated

December 6th--Second half of Huck Finn due, Chapters 22-44, should be read and annotated

December 13th--Study for First Semester Final, Complete timeline segments

Week 9 Work--Due Wed., October 25th

Week 9 Vocabulary
curmudgeon
sojourn
gregarious
augment
insidious

Personal Narrative Essay corrections are due at the beginning of the next class.  Follow the format I reviewed in class.  Submit your corrections with your essay.

THIS WORK WILL TAKE TIME.  DO NOT ATTEMPT TO DO IT ALL IN ONE SITTING.  DO NOT PROCRASTINATE.😉

In American Experience, read, annotate and take notes on 249-253.  Underline names and key events.  This will give you a good review/forecast of this period and its key figures.

Watch and take notes on this video on the Romantic Period  (10:00)  Be sure to write down the names of the main authors and characteristics.

This week we will learn about two Transcendentalists.  Warning---these essays are highly philosophical.  They will require significant brain power--do NOT hydroplane while reading. The work will force you to read these heady passages carefully which is good practice for any future standardized tests you will take.  It will force you to read more actively.

Bring your American Experience to the next class and be sure to actively annotate because I will be checking your annotations.

Ralph Waldo Emerson
1803-1882

Title your written work:  Ralph Waldo Emerson Notes

1. Read Emerson's biography, p. 388
Write down five interesting things about him.

2. Briefly list the cornerstones of Transcendentalism. (see p. 389)

3. Read and annotate the excerpt from Emerson's "Nature," pp. 390-392.   Here are some things to annotate.

A. As you read look up at least two words you don't know well and define them in the margins.

B. Watch this brief video review of similes and metaphors
in pop music (overlook the bad spelling).  Be sure you understand the difference and can define these terms.

In this passage, find, underline, and label least two metaphors (especially his most famous one) and one simile.

4. Write a paragraph describing Emerson's view of nature.   Use at two quotes from the essay to support your description.

5. Watch this video which summarizes some of the main points of his essay "Self Reliance"

List the ideas she comments upon.  Choose one quote from this video and explain what you like about it.

6. Ralph Waldo Emerson is one of the most quoted American literary figures.  He's often misquoted (as many figures  are---always verify quotes, check for sources).  Browse through these quotations and choose 5 of your favorite.  Write them down.  Then pick your favorite and describe why it resonates with you.

Henry David Thoreau
1817-1862

Title this part of your written work:  Henry David Thoreau Notes.

1. Watch and take notes on this Henry David Thoreau biography (6:00)

2. Read and annotate from Walden pp. 404-415

A.  Explain the process by which Thoreau chose a site for his house.

B.  Describe the location of his home in some detail

C. On page 409, find and underline a passage that shows Thoreau's love of freedom.

D. On p. 410 bracket the passage where he explains why he went to the woods.

E. Circle and know the definition of sublime.  This word was important to the Romantics.

F.  Thoreau was a minimalist.  Define minimalist in your notes. You could argue he was one of the first American conservationists and "tiny house" enthusiasts.   Find support for this assertion (that he was a minimalist) on p. 410 while you read.

G.  Find, underline, and label evidence that he was suspicious of technology on pp. 410-411

H. Find and underline the two metaphors he uses on p. 411

I.  Why does Thoreau say he left the woods?

J. What does he say tradition and conformity are like? p. 412

K. What does he say he learned in the woods? p. 412

L. List five bits of advice Thoreau gives on p. 413

M.  What does he mean on p. 415 when he says "The light which puts out our eyes is darkness to us.  Only that day dawns to which we are awake."

N. Read and annotate from "Civil Disobedience," pp. 416-418  Describe Thoreau's view of government.

Romanticism and American Landscape Painting

Nature and American Vision: Hudson River School (3 minutes)
Watch this video of Thomas Cole's The Oxbow  (5 minutes)
Write a paragraph that summarizes some of what you learned about American landscape painting, Thomas Cole and The Oxbow.

Thought for the week:

Week 8 Work--Due Wed., October 18th

Week 8 Vocabulary
abstain
haughty
tenacious
acquiesce
lampoon

Final presentations:  10:00 Logan S., 12:15, Audrey A.

*From last class--hold off on finishing your "Five Elements of Fiction" chart from "The Devil and Tom Walker."  Keep this in your handouts though.

This week, we will move into the Romantic Period of American Literature.

In the next two weeks, we will learn about two branches of American Romanticism. The Romantic Movement started in Europe then spread to America.  It encompassed literature, art, and music. We'll talk more about Romanticism next class.





This week, we'll focus on the "Dark Romantics."  Copy the title, dates, and overview chart below into your class notes for reference.  Look for these qualities in the short stories you read this week.

Also, you will need to print TWO copies of this story diagram for this week's work.  

Note: If you would benefit from a review of the basic elements of plot, check out this resource.  It reviews the five stages of plot.

Portrait of Nathaniel Hawthorne,
Charles Osgood, 1840Our

Our first Dark Romantic author is:

Nathaniel Hawthorne 
(1804-1864)

Read Hawthorne's biography on p. 338

Jot down some key details about his life.

Read and annotate his short story,"The Minister's Black Veil,"pp. 340-352.

Fill out the story diagram for this work with solid details.

Our second Dark Romantic figure is:

Edgar Allan Poe  
(1809-1849)

Watch this mini-biography on Edgar Allan Poe, jot down some notes while you watch.

Read "The Cask of Amontillado" 
If possible, print these 5 pages and annotate
.
Fill out the story diagram for this work with solid details.

Timeline review projects are due next class --remember you should have a physical copy to turn in--three segments--joined in some fashion.  Here is the handout that describes the specifics.

Thoughts for the Week:

"Words — so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them." 

 -Nathaniel Hawthorne,  American Notebooks, 1848

"Moonlight is sculpture; sunlight is painting."
-Nathaniel Hawthorne, American Notebooks, 1838

Week 7 Work--Due Wed., October 11th

Week 7 Vocabulary
cantankerous
deride
debacle
temerity
ennui

Presentations for 10/11
10:00  Colm, Logan S., and Asher
12:15  Jacob, Niko, Audrey

Please bring your American Experience book to class.

This week we will enter the Early Romantic Period of American Literature and learn about:

Washington Irving: "Father of American Literature" 1783-1859

Portrait of Washington Irving, John Wesley Jarvis 18

*He reinterpreted European folk stories in an American setting.

*He is sometimes called "The Father of American Literature" for creating some of the first and most lasting American tales.

We will read one of his tales and become familiar with two more.

A.  "The Devil and Tom Walker"
Read and annotate p.256-268 in The American Experience

Note:  If you would like to look at an example of my annotating, here are the first few pages of my text. Sometimes it helps to see how others annotate.  You will develop your own style as you do more of it.  At first it might slow you down, but eventually it will become a natural part of your reading process.

Create text notes for this story.  If you cannot find your text notes handout, reprint it and put it in your notebook.  Here is the text notes handout.

Also, again here are some of the text notes examples from "Polyphemus" to give you an idea of what they might look like.

B.  "The Legend of Sleepy Hollow"

1.Watch and take notes on:
The Legend of Sleepy Hollow, National Geographic (3:00)

2. Watch this MOJO video (7:00) that summarizes the top ten highlights of the story.

3. After reading or viewing, answer the following:


A. What is the setting (time and place) of "The Legend of Sleepy Hollow"?
B. Describe the following characters:
Icabod Crane  (Read this excerpt )
Brom Bones  (Read this exerpt )
Katrina  (Read this excerpt )
The Headless Horseman  (Read this excerpt)
The Townspeople
C. What are some of the themes of "The Legend of Sleepy Hollow"?

4. Look at this famous painting from the Smithsonian American Art Museum.
 How does the artist use light/dark in the painting to emphasize certain things?

C. "Rip Van Winkle"

1. Watch the
3 Minute Summary of "Rip Van Winkle"
Summarize the plot.

2. Look at these paintings and read any descriptions:

The Return of Rip Van Winkle

John Quidor, 1849
National Gallery

Scene on the Hudson
James Hamilton
Smithsonian, 1845 oil




Also don't forget to begin work on your timeline review project.  One segment is due this week and two more the following.

Note: You can title that first segment "Native Americans & Early Explorers" to include the early explorers we studied in there too.

Thought of the week regarding procrastination:

Week 6 Work--Due Wed., October 4th

Week 6 Vocabulary
noxious
bilk
replete
blasphemy
absolution

*You will NOT need to bring The American Experience to class this week.

Personal Narrative Essay
This week you will revise your essay and submit your final paper. Follow the editing process we discussed in class as outlined on the editing guide.

Do bring a final copy of your paper to class, stapled.  Also please re-share the final document via Google Docs.  In the comment section put "Personal Narrative Final."  If you do not create and share your document via Google, remember you need to turn in your draftwork with the final copy.

We will finish up the Early American Period of literature this week by learning about two remarkable women of the era:

Phillis Wheatley

Watch this biographical video (5:00)
In American Experience, read p. 180
Read "An Hymn to the Evening" p. 182 and
Watch this recitation while you read.

Abigail Adams

Read This Day in History about Abigail and John Adams.

Read this page of excerpts from her letters.

Watch this video (6:40) about the Boston Women's Memorial which features statues of both Phillis Wheatley and Abigail Adams.

Thought of the week:

So long as we are inhabitants of this earth and possess any of our faculties, we cannot be indifferent to the state of our country, our posterity and our friends.
-Abigail Adams

Week 5 Work--Due Wed., September 27th

Week 5 Vocabulary
bovine
facetious
contrite
erudite
anomaly

Presentations
10:00--Ellen, Holden, Marytaylor
12:15--Lori, Tabi, Ethan

Since we talked about learning styles in class, I'd like you to complete the following assessment as part of your homework. It may help you better understand how you learn and think:

Learning & Thinking Styles Assessment

1. Personal Narrative Essay

This week, your written work will be the first draft of your Personal Narrative Essay.  Note: the first draft should be your best quality work, as if it were due next week.  It should be typed and meet all criteria. BRING YOUR DRAFT TO CLASS.  Also please share your draft with me via Google Drive (Directions: when you have your document pulled up, look at the top right corner and click the blue share box.  Make sure you grant me permission to comment then put my email in the box (elizabethjprice@gmail.com).  When a box appears that says "add note," please put the phrase "personal narrative essay" in the box, then hit send. Thanks!)

Please see these overviews I handed out in class if you were absent:

Personal Narrative Essay Prompts
Structure of a Personal Narrative Essay (a suggested way to format one, though you have some flexibility)
Five/Seventeen  (this is the example essay we looked at in class)

Avoid getting bogged down in too many details as you tell your story.  Make your story vivid; paint a picture. However, remember that the story is not the end goal, but a springboard to the change/lesson/larger meaning.  There should be some type of epiphany (a turning point) that turns the essay to focus on the meaning and impact.  Also use chronological transitions, flashbacks, foreshadowing, and suspense as applicable to guide the reader through the story and keep a lively pace.  Your unique personality, perspective, and voice should shine through in this essay.  Pick a meaningful topic and it will!

As promised, here is an example of the first page of an essay following the MLA format.  You may wish to print this and keep it in your class folder under handouts for easy reference:

MLA first page example sheet

For those who like details, example essays, and more information on how to make this type of essay shine, here are some resources:

BlogPrepScholar
Although this is geared specifically to college application essays  (and we are just using their prompts/format for our  narrative essay), it has many links to great examples of effective narrative essays along with good analysis on how to write one.

I especially like their analysis/breakdown of Example 1 "Breaking into Cars."  You can learn a lot by looking at the analysis of that essay.  If you scroll down about halfway, you should find it.

22 Excellent first sentences from essays (to give you ideas for your "hook")

2. Reading about The Age of Reason and the Revolutionary Era

We will continue our chronological readings in The American Experience.  There will be no written work from the book this week, but we will have a quiz on the material during class.  Be sure to WRITE IN YOUR BOOK (ANNOTATE) as we discussed in class.  This will help you digest and understand details. Circle vocabulary that's unfamiliar.  Develop a system that works for you--bracketing, underlining, asking questions, etc.  

Benjamin Franklin
Read p.140. p.142-150

Oladudah Equiano 
Read pp. 156-164

View The Atlantic Slave Trade (0:00-5:40, you don't have to watch the entire video)

Thought for the week from Benjamin Franklin's Poor Richard's Almanack:

Week 4 Work--Due Wed., September 20th

Week 4 Vocabulary
bemoan
misogynist
abhor
talisman
placid

Remember to review your cumulative vocab too--a quiz may pop up at any time!

This week's presentations:
10:00--Mary, Owen
12:15--Kennedi, Kelsey, Eva

Thomas Wolfe Essay Contest 
Those of you who are interested in participating in the Thomas Wolfe essay contest, please 1) let me know you plan to participate and 2) submit your essays to me via email or hard copy by class next Wednesday so that I can give you feedback before you submit your final essay.  Note: you will submit your final essay individually via email per the directions on the site.  Remember the deadline is Saturday, September 23nd at 5pm.  See my prior post for more details.

The Puritans

We will meet one Separatist and two Puritans this week. Take time to try and relate to them.  Because they lived around 400 years ago, their language and perspectives may seem odd, but they are like us in many ways and have important things to teach us.

Note:  Avoid procrastinating or underestimating the time required for this work.  Allow enough time to read and think carefully about the passages and poems. My estimate of the length of this week's work is closer to 4 hours than 3.

Watch and take notes on this overview of the Puritan tradition:

American Literature: The Puritan Period 10:44

Read this article, "The Puritans Behind the Myths," then write a paragraph summarizing some of the "myths" regarding Puritans.

1. William Bradford, 1590-1657, English Separatist, migrated to Plymouth Colony on the Mayflower in 1620

Watch The Mayflower (0:00-7:00)

Read pp. 76-83 "Of Plymouth Plantation," William Bradford

Listen along while you read to help you focus. It will keep you from hydroplaning!
Audio: William Bradford, "Of Plymouth Plantation"

After reading answer the following questions on p. 83: 2a, 2b, 3a, 3b, 4a, 4b, 5, 6

2. John Winthrop, 1587-1649, English Puritan lawyer, helped found Massachusetts Bay Company, governor of Massachusetts 

Listen to this lecture  (12 minutes) about John Winthrop and his speech "Model of Christian Charity" which Winthrop wrote on the ship Arabella in 1630.  Bear with this presenter (and his yawn) because it's a solid overview. ; ) He will share pieces from Winthrop's speech, also known as the"City on a Hill" speech. This is a very famous speech that sets forth a particular purpose and perspective on the role of  the community.  This purpose and perspective has been referenced many times since.

As you listen, take good notes on what you learn about John Winthrop and the main points of this speech.

A. Do you agree with his perspective on the role of the community?  Why or why not?

B. Describe his "city on a hill" reference.  Here's a more modern translation of that passage if you would like to review it.

Read the original reference from the Bible.  What point was Jesus trying to impress upon his disciples here?

Watch JFK's 1961's "City on a Hill" reference.  (2 minutes) Also, read the description of it to give you some context regarding the place and purpose of the speech.

Watch Ronald Regan's farewell speech from 1989. (2 minutes)

C. Why do you think both of these presidents chose to evoke this reference and image?

D. Do you personally think that America is a "city on a hill." Explain.

3. Anne Bradstreet 1612-1672, Puritan poet

A. To prepare to read Bradstreet's poetry, look up the following poetry terms in the back of your American Experience and define them in your Literary Terms section of your notebook:

Stanza
Couplet-(look within stanza definition)
Rhyme
Rhyme Scheme
Metaphor
Apostrophe--(not grammar!)
Personification
Anastrophe (not in book--here's a quick video for this one--warning, it will cut off prematurely but that's ok)

B. Next, read the biography about Anne Bradstreet on p. 92 of American Experience, then watch this brief biography  (2:30).  Write down five interesting or important facts about her life.

C. For each of Bradstreet's poems I gave you in class, do the following:
1. Read the poem to yourself, at least twice.  Read it aloud. (Poetry is meant to be spoken/heard.)
2. Listen to someone else recite the poem. (I will include links for audios for each poem below.)
3. Look up any familiar words. Underline them, draw an arrow, and then jot down a quick definition on the page.
4. Paraphrase the poem, chunk-by-chunk.  Draw a bracket around sections and briefly put each section in your own words. Do this on the same page as the poem.
5. Identify the rhyme scheme for each poem.
6. Look for some of the terms you defined in your notes.  Do you see any metaphors? apostrophe? personification? anastrophe? If so, mark or note them.

"The Author to Her Book"
Recitation/Audio Link
Also, watch: "The Author to Her Book: Summary and Analysis"  Sorry but this will annoyingly cut off just before 3 minutes, but watch what you can-good info.

"Verses Upon the Burning of our House"
Recitation/Audio Link
Watch this video too which will also cut off but give you a good intro.

"To My Dear and Loving Husband"
Recitation/Audio Link

"Before the Birth of One of Her Children" Recitation/Audio Link
Also, watch this explanation of it. (7 minutes)

Read this article about childbirth in early America.

D. Based on everything you've read, what are some ways that life is the same now as it was then?

E. What are some ways that life is different?

Thought for the Week:

“If we had no winter, the spring would not be so pleasant: if we did not sometimes taste of adversity, prosperity would not be so welcome."  -Anne Bradstreet, Meditations Divine and Moral 

Week 3 Work--Due Wed., September 13th

Week 3 Vocabulary
jingoistic
implacable
affinity
coquette
harangue

Reminders:
10:00 presentations:  Catherine, Susanne
12:15 presentations: Nick, Moultrie, David

Bradbury Essay Corrections
Make the required corrections for your in-class essays on a separate sheet of paper. Label the page: Corrections for Bradbury Essays.  You only have to correct the parts that have codes listed.  Read the directions carefully on the Essay Code Corrections. You DO NOT have to rewrite the essays.  If you are not sure about a code or comment, feel free to email mail, and I'll try to help.

Remember, lots of marks/comments do not necessarily indicate that your essay is either "bad" or "good"--it's more just me trying to give helpful feedback. I'm always pulling for you to do your best and look forward to watching you grow in your writing, but I have to make comments in order for you to grow.  : )

Notes:  Bring your big literature book to class next week.  Take time to organize your notebook for our notebook check.

Also, please read my earlier post which contains details about the Thomas Wolfe Student Writing Contest. Consider participating, so you can check "enter a local writing contest" off your bucket list. ; )

This Week--Explorers and Encounters

Unit I
Read pp. 56-57 in your text, The American Experience, and define the following terms in your Literary Terms section of your notes:

Narrative accounts--
Firsthand account--
Secondhand account--
Write down the 5 types of narrative accounts mentioned on the chart on p. 57. Make sure you understand the basics of each type.

Read p. 58 and write a short list of highlights from Columbus' life.

Read the snippet and click on this Columbus manuscript from 1493.  (I think it's good to see and remember how old and ragged these documents are---a privilege to have these fragments from our past.)

Read the following entries from Christopher Columbus' journal:

Sunday, October 7th  through Wednesday, October 17th (pp.106-122)

Enjoy this first-person account of Columbus' first encounter with the "new" world. For this reading answer the following questions:

1. What were some of the signs and clues that told Columbus land was near?

2. Describe the attitude of the crew on October 10th.  How did Columbus respond?

3. After reading the entries from October 12th-15th, answer the following questions:

A. Describe Columbus' first landing.  In what manner did he arrive on shore?

B. What were some of Columbus' impressions of the natives?

C. What were some of his impressions of the land and resources?

D. Describe some of his interactions with the natives.

E. What is bizarre to you about his comments or perspective?  How is it different than our own?

Unit II

In your text, The American Experience, read p. 40 and write a brief bio with bullet points for:
Alvar Nunez Cabeza de Vaca
Garcia Lopez de Caredenas

For those of you who enjoy Jon Krakauer's works (Into Thin Air, etc.), think about how Cabeza de Vaca's adventures compare.  How were their motives different? similar? Were de Vaca's experiences as extreme? more so?

Be sure to look at the map of his route.

Read pp. 42-46 including the background blurb on 42.

Watch this section of Ken Burn's documentary The West regarding Cabeza de Vaca. (from 19:19 to 26:20)

Then, write a paragraph summarizing their journey, hardships, and encounters with the Indians and others.  Be sure to reflect details from both the book excerpt and video.

Unit III

Read and annotate the short story by Thomas Wolfe, "Polyphemus"

By annotate, I mean underline characters, key words, imagery--anything that might help you with your text notes later.  Also, circle unfamiliar vocabulary.

After reading the story, complete your text notes per the sheet we went over in class.  This is the only text notes you will have this week.  Please label as I directed in class--give good energy to sections 2 and 3 which will require more thought.

Learn more about the explorers Wolfe may have been referencing:
Read this excerpt about the backdrop of this story and connections to explorers.
Read this entry from the North Carolina History Project about the Juan Pardo Expeditions.

Take a few notes on these explorers and familiarize yourself with some of the history of early Carolina exploration.

NEXT WEEK---PURITANS

Thought for the week:

“In wisdom gathered over time I have found that every experience is a form of exploration.” ―Ansel Adams

Ansel Adams, The Tetons and The Snake River