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

Thomas Wolfe Essay Contest

Hello Students,

Here is the information for the Thomas Wolfe essay contest.  Look under "Writing Competition Guidelines and Instructions" for specific requirements (500-1,000 words, etc.)  and under "Polyphemus Ideas for Student Consideration" for suggested ideas.  It's a broad list of suggestions and should give you some good places to start. The deadline is Saturday, September 23rd at 5pm.

Remember, this is not a requirement, but it's a great experience because it will...

*Grow you as a writer
*Expose your writing to a broader audience
*Possibly earn you a little extra cash and bragging rights
*Be useful on a college application and/or possibly useful as the base for a future college essay

Also, remember to talk with your parents if you are interested in committing to the "honors" level of work.  I'm not entirely sure of the details, but I'm thinking it would consist of a few extra essays sprinkled throughout the year (like this one) and perhaps an extra novel at some point.

If you choose to participate in the contest, please let me know.  I would be happy to edit/look over your essay before you submit it.