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