2014-2015+Daily+Assignments+for+American+Literature

Third Quarter
6 March, Friday
 * In-class: We finished going over Langston Hughes' poem, "Harlem."
 * [[image:Bradford 1145.jpg width="400" height="300"]]
 * [[image:Bradford 1146.jpg width="400" height="300"]]
 * We watched the following short video on the Harlem Renaissance.
 * media type="custom" key="27279336"
 * HW: Read and annotate your poem/essay from a Harlem Renaissance author.
 * HW: Read and annotate your poem/essay from a Harlem Renaissance author.

28 January, Wednesday
 * In-class: We watched some videos about Frederick Douglass and read an excerpt from //Narrative of the Life of Frederick Douglass//.
 * media type="custom" key="27128726"
 * media type="youtube" key="YMd5G4RpFLk" width="560" height="315"
 * As we read, students completed the chart on literary analysis on the author's style. Students also worked in groups to answer an assigned question (either 6, 7, 8 from p. 548).
 * HW: **Prepare** (don't write it) for the in-class write on Friday by reading through the quotes about slavery and planning an outline for how you will relate your chosen quote to the excerpt from //Narrative of the Life of Frederick Douglass//.
 * HW: **Prepare** (don't write it) for the in-class write on Friday by reading through the quotes about slavery and planning an outline for how you will relate your chosen quote to the excerpt from //Narrative of the Life of Frederick Douglass//.

26 January, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We went over the three poems by Emily Dickinson.


 * [[image:Bradford 1143.jpg width="480" height="360"]]
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Bradford 1144.jpg width="480" height="360"]]
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Bradford 1145.jpg width="480" height="360"]]
 * <span style="font-family: Times New Roman,Times,serif;">HW: Typed response---Choose one or two of the Emily Dickinson poems we read and in 300-500 words, explain how you connect or relate to the chosen poem/s.

<span style="font-family: 'Times New Roman',Times,serif;">13 January, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Mrs. Petra gave a quick lecture on "Emerging Realism" (pp. 495-497). Students worked in groups to take notes and present their notes to the class for the following sections: "Ideas of the Age" (497), "Brilliant Mavericks: Whitman and Dickinson" (498-499) and "Literature of the Civil War" (pp. 500-501).
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Bradford 1137.jpg width="480" height="360" caption=""Emerging Realism" (pp. 495-497) notes"]]
 * [[image:Bradford 1139.jpg width="480" height="360" caption=""Ideas of the Age" (p. 497)"]]
 * [[image:Bradford 1142.jpg width="480" height="360" caption=""Brilliant Mavericks" (pp. 498-499)"]]
 * [[image:Bradford 1140.jpg width="480" height="360" caption=""Literature of the Civil War" (pp. 500-501)"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and complete the guided annotation of one of the two Whitman poems: "I Sit and Look Out" or "I Hear America Singing"

<span style="font-family: 'Times New Roman',Times,serif;">Second Quarter
<span style="font-family: 'Times New Roman',Times,serif;">11 December, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We played Jeopardy review
 * <span style="font-family: Times New Roman,Times,serif;">[[file:American Lit Review #1.ppt]]
 * <span style="font-family: Times New Roman,Times,serif;">[[file:American Lit review #2.ppt]]
 * The exam format will be as follows:
 * identification/ Matching for the literary devices
 * Identifying characters
 * Identifying speakers of quotes
 * Identifying authors
 * response to quotes---how do the chosen quotes develop character? theme? conflict? plot?
 * essay about American literature

<span style="font-family: 'Times New Roman',Times,serif;">1 December, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read the background information on American Gothic, "The Dark Side of Individualism." We then read and listened to the reading of Edgar Allan Poe's "The Masque of the Red Death" (pp. 427-434). Below is the recording of Gabriel Byrne reading "The Masque of the Red Death." Students should be looking at the possible meanings of the allegorical elements included in the story.
 * <span style="font-family: Times New Roman,Times,serif;">media type="youtube" key="m4iqBU3X4Ro" height="219" width="294"
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read "Dr. Heidegger's Experiment" and annotate as you read. Make sure to look for allegorical elements and try to figure out what the allegorical elements mean. If you would like to listen to an audio recording of the story as you read along, click on the following recording below:
 * <span style="font-family: Times New Roman,Times,serif;">media type="youtube" key="l-pUin6in0M" width="294" height="219"

<span style="font-family: 'Times New Roman',Times,serif;">31 October, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read "Speech in the Virginia Convention" and completed the chart on rhetorical devices. Students then answered question #6 from the textbook:

<span style="font-family: 'Times New Roman',Times,serif;">20 October, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We went over the three articles: "McCarthyism" (p. 213), "The Demons of Salem WIth Us Still" (p. 214-215), and the excerpts from //Timebends// (p. 216). As we discussed, students made parallels to the events taking place in Salem as depicted in the play. For the last 20 minutes of class, we watched the movie version of "The Crucible".
 * <span style="font-family: Times New Roman,Times,serif;">HW: Answer the questions assigned for "Could it happen today?" The girls will answer the even questions and the boys will answer the odd questions.

<span style="font-family: Times New Roman,Times,serif;">16 October, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We discussed Act 4. Students worked in groups to determine the crucible, trials and tests, that the characters went through in the course of the play.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Students were assigned to read and note one of three readings from the text regarding McCarthyism and the parallels between the events in Salem and the events which took place under McCarthyism. <span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333330154419px;">"McCarthyism" (p. 213), "The Demons of Salem WIth Us Still" (p. 214-215), and the excerpts from //<span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333330154419px;">Timebends //<span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333330154419px;"> (p. 216)

<span style="font-family: 'Times New Roman',Times,serif;">14 October, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students turned in their written assignments for their Act 4 questions. We watched the movie, "The Crucible."
 * <span style="font-family: Times New Roman,Times,serif;">HW: "Crucible" worksheet---choose any two characters and complete the notes for your characters' trial, test, crucible.

<span style="font-family: 'Times New Roman',Times,serif;">First Quarter
<span style="font-family: 'Times New Roman',Times,serif;">8 October, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class:We went over questions on Act 3. Some clarifications were made about
 * <span style="font-family: Times New Roman,Times,serif;">Why did John Proctor reveal his affair to the entire court?
 * <span style="font-family: Times New Roman,Times,serif;">Whose side is Hale on? Parris?
 * <span style="font-family: Times New Roman,Times,serif;">Why did Mary Warren falter?
 * <span style="font-family: 'Times New Roman',Times,serif;">We also went over the irony worksheet and practiced writing proper answers to short answer questions. Groups presented their written paragraphs to the class.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read Act 4 and answer your assigned questions.

<span style="font-family: 'Times New Roman',Times,serif;">3 October, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students took the vocabulary quiz for Act 1. We discussed the answers to the Act 2 questions. We started reading Act 3.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Finish reading Act 3 and look for examples of irony.

<span style="font-family: 'Times New Roman',Times,serif;">1 October, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class:We worked on the sample vocabulary quiz and corrected our answers. In groups, students presented the internal and external conflicts of the following characters: John Proctor, Elizabeth Proctor, and Mr. Hale. We discussed irony and students worked with their groups in answering the Act 2 questions on irony.
 * <span style="font-family: Times New Roman,Times,serif;">HW:Study for the vocabulary quiz on Act 1 words. Click on the link to see the words, definitions, and the sample sentences: Act 1 Crucible Vocab.

<span style="font-family: 'Times New Roman',Times,serif;">29 September, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Please check your Google Drive for a vocabulary document shared with you. If you are unable to access it through your drive, you may link to it here: Crucible Act 1 Vocab. We discussed questions about the reading and then students answered questions for a reading check. We read the rest of Act 2.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Examine the internal and external conflicts of your assigned character. If you are having trouble figuring out what the conflicts are, check out this resource: Conflict

<span style="font-family: 'Times New Roman',Times,serif;">25 September, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We discussed the answers to the questions for Act. 1. Students finished working on the infographic about their character as depicted in Act 1.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read pp. 47-68 of The Crucible. Please continue to annotate your books and to take notes on your character.

<span style="font-family: 'Times New Roman',Times,serif;">23 September, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students wrote the definition to their word on a half-sheet. Students also wrote a sentence about their character using their word. We read background information about Salem and Puritan beliefs and practices. Students worked in their groups to create an infographic about their character.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Answer the Act 1 questions and be prepared to share your answers with the class.
 * <span style="font-family: Times New Roman,Times,serif;">#1:Jessica M., Anita
 * <span style="font-family: Times New Roman,Times,serif;">#2:Xavier, Daniel
 * <span style="font-family: Times New Roman,Times,serif;">#3a: Stephanie, MinSoo
 * <span style="font-family: Times New Roman,Times,serif;">#3b: Jessica P., Beatrice
 * <span style="font-family: Times New Roman,Times,serif;">#3c: Jin, Joo Hyun
 * <span style="font-family: Times New Roman,Times,serif;">#4:Catherine, Amaya
 * <span style="font-family: Times New Roman,Times,serif;">#5:Stella, Camille
 * <span style="font-family: Times New Roman,Times,serif;">#6: Judy, Serena

<span style="font-family: 'Times New Roman',Times,serif;">19 September, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students completed the "Think Like A Puritan" exercise. We went over questions students had about the reading and clarified elements of plot, conflict, and character. We read the rest of Act 1, stopping periodically to discuss conflict, motivation, character development, etc.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Complete your examination of your assigned character for Act 1. Be prepared with notes and quotes!

<span style="font-family: 'Times New Roman',Times,serif;">17 September, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We looked at an annotated copy of the pages we read. We discussed questions students had about the beginning of Act 1. We created a character list and discussed conflicts and characters and irony. We read pp. 19-22.
 * <span style="font-family: Times New Roman,Times,serif;">[[image:IMG_20140917_144742.jpg width="444" height="334"]]
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read pp. 22-34 and continue to mark your books for the following:
 * <span style="font-family: Times New Roman,Times,serif;">references to the devil or witchcraft
 * <span style="font-family: Times New Roman,Times,serif;">emerging/established conflicts
 * <span style="font-family: Times New Roman,Times,serif;">character motivations (Please consult your character handout with regard to your assigned characters and the notes you should be taking about your character.)

<span style="font-family: 'Times New Roman',Times,serif;">15 September, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students turned in their paragraph using the vocabulary words from "Sinners in the Hands of an Angry God." Students worked in groups of four to see, think, and wonder about the following illustrations/paintings about the Salem Witch Trials. Students shared their findings with the class. We completed the chart about parent expectations of children today and parental expectations of children during Puritan times. We started reading the play.
 * <span style="font-family: Times New Roman,Times,serif;">[[image:images-1.jpg]][[image:image.jpg width="323" height="243"]]
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Matteson-witch.jpg width="344" height="244"]][[image:Salem-Witches.jpg width="402" height="268"]]
 * [[image:IMG_20140915_134304 (2).jpg width="498" height="375"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read up to p. 19. As you read, <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.7272720336914px;">mark any words or passages
 * <span style="font-family: Times New Roman,Times,serif;">that refer to the devil or witchcraft
 * <span style="font-family: Times New Roman,Times,serif;">that show conflict (and write down between whom or about what)
 * <span style="font-family: Times New Roman,Times,serif;">that show character motivation

<span style="font-family: 'Times New Roman',Times,serif;">11 September, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students worked on vocabulary for "Sinners in the Hands of an Angry God." Students shared their persuasive speeches about cheating. As students listen, they should try to determine what persuasive language devices were employed. Students determined "How Puritanical Are You?" We watched the animated shorts from Story Corps to commemorate the lives of those who perished in the 9/11 attacks.
 * <span style="font-family: Times New Roman,Times,serif;">media type="youtube" key="yfWa9gI-Bks" width="560" height="315"
 * <span style="font-family: Times New Roman,Times,serif;">media type="youtube" key="7k8HHfJe828" width="560" height="315"
 * <span style="font-family: Times New Roman,Times,serif;">media type="youtube" key="QgGQAr5hmRI" width="560" height="315"
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read "Puritan Parents and Children." Use at least 7 words from the "Sinners..." vocabulary list when writing a response to one of the issues noted in the "How Puritanical Are You?" sheet.

<span style="font-family: 'Times New Roman',Times,serif;">9 September, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students drew a graphic representation of their quote/example from Edwards's sermon. Students shared their example with the others. In pairs, students wrote persuasive speeches about why a student should not cheat; students had to use at least three persuasive language devices in their speech. Do the devices help the speaker to appeal to reason? to emotion?
 * <span style="font-family: Times New Roman,Times,serif;">HW: Fill in the chart about irrational and justified fears.

<span style="font-family: 'Times New Roman',Times,serif;">5 September, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students finished their presentations (based on primary source documents) about the Puritan mind. Listen to "Sinners in the Hands of an Angry God" in the listening center. We discussed the images and persuasive devices employed by Jonathan Edwards.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Define your persuasive language device and find an example of it from Edwards's sermon.

<span style="font-family: 'Times New Roman',Times,serif;">3 September, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students shared their descriptions of the worst place they have been. Students then worked in groups to complete the vocabulary exercise of writing about a "first encounter" using at least 8 of the 12 words from the vocabulary lists for //Of Plymouth Plantation// and //The Narrative of the Interesting Life of Olaudah Equiano.// Students then worked in groups to examine the primary resources and to determine what the sources tell us about Puritan beliefs. Students shared their findings with the class.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Define the persuasive language terms (you may use the glossary of terms at the back of your American Lit text, or you can go to the following link: Literary Terms Dictionary) and complete the first page (221) of the vocab worksheet for "Sinners in the Hands of an Angry God."

<span style="font-family: 'Times New Roman',Times,serif;">29 August, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read the excerpt from //The Interesting Narrative of the Life of Olaudah Equiano// (pp. 78-84). We examined his use of sensory imagery and we worked on the vocabulary exercises.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Using sensory language appealing to at least three of the senses, write about the worst place you have ever been.

<span style="font-family: 'Times New Roman',Times,serif;">27 August, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read and added more annotations for "Upon the Burning of Our House." We discussed how the two Bradstreet poems are examples of lyric poetry.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Develop an analogy to describe an abstract idea.

<span style="font-family: 'Times New Roman',Times,serif;">25 August, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We went over the vocabulary for "Of Plymouth Plantation." Then we read through "Between Heaven and Hell: The Puritan Tradition" and students took notes about Puritan beliefs and values. We also reviewed meter and the different kinds of metric feet. As a class we read and annotated and scanned Bradstreet's poem, "To My Dear and Loving Husband."
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read and annotate Bradstreet's "Upon the Burning of Our House" and respond to the question at the end of the poem.

<span style="font-family: 'Times New Roman',Times,serif;">21 August, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We discussed William Bradford's Of Plymouth Plantation. We annotated a passage together to examine cultural values and then students annotated a passage in groups to examine cultural inferences.
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Bradford 196.jpg width="572" height="430"]]
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Bradford 197.jpg width="581" height="441"]]
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Bradford 198.jpg width="583" height="441"]]
 * <span style="font-family: Times New Roman,Times,serif;">[[image:Bradford 199.jpg width="586" height="441"]]
 * <span style="font-family: Times New Roman,Times,serif;">HW: Answer question # 3 on your handout (also on p. 107). WHich of the following most contributed to the colonists' willingness to face hardships together? Support your answer with details from Bradford's account and from the historical background provided.
 * <span style="font-family: Times New Roman,Times,serif;">Puritan values
 * <span style="font-family: Times New Roman,Times,serif;">landscape and climate
 * <span style="font-family: Times New Roman,Times,serif;">fears of Indian attack
 * <span style="font-family: Times New Roman,Times,serif;">the events of "the starving time"

<span style="font-family: 'Times New Roman',Times,serif;">19 August, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read the background material about Colonial history on pp. 19-21, 23-25 of the textbook. We discussed the misunderstandings that ensued as a result of the first encounter between the colonists and the Native Americans. We watched the videos about the Wampanoags and the Pilgrims who settled in Plymouth. Plimoth Plantation Videos.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read the intro material about William Bradford and read the excerpts from his larger book, //Of Plimoth Plantation// (pp. 98-108). Write a summary of your assigned section of the excerpts. Please follow the directions on the side of your summary handout.

<span style="font-family: 'Times New Roman',Times,serif;">15 August, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We finished watching the video about the Tribes of the Pacific Northwest. We discussed the complex religious, social, and political beleifs of the Pacific Northwest Tribes; the changes brought about by the coming of the Catholic Church; and the significance of the oral tradition for native people. We then went over the annotations for "The Man to Send Rainclouds." We discussed the differences in the Laguna and Catholic traditions. We also discussed the conflicts created by these differences. Students examined how compromises are made when two cultures come together.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Answer question #6 ---What do you believe is the function of ceremonies? When should a ceremony be changed, if ever? Why/ why not?

<span style="font-family: 'Times New Roman',Times,serif;">13 August, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read the handout on Trickster Tales and went over the answers to the chart on the elements of trickster tales found in the story, "Coyote and Buffalo." Students answered one of the following questions from p. 49
 * <span style="font-family: Times New Roman,Times,serif;">Trickster tales endure, in part, simply because they are fun to read. But they also often serve to teach a lesson or a moral. What does "Coyote and Buffalo" teach or explain? Support your answer with specific lines from the story.
 * <span style="font-family: Times New Roman,Times,serif;">Trickster tales, like other forms of folk literature, offer readers insight into a society's way of life. WHat information about the following aspects of Okanogan culture did you glean from this tale?
 * <span style="font-family: Times New Roman,Times,serif;">traits or qualities the Okanogan admired as well as those they disapproved of
 * <span style="font-family: Times New Roman,Times,serif;">the traditional role of women in Okanogan society
 * <span style="font-family: Times New Roman,Times,serif;">Okanogan rituals and religious beliefs
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "The Man to Send Rainclouds" and mark your copy of the story---highlight passages that show rituals, ceremonies, customs; highlight evidence of conflict

<span style="font-family: 'Times New Roman',Times,serif;">11 August, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read "In Harmony With Nature." We went over the characteristics of a creation myth---students filled out the literary analysis chart in groups and then shared their answers with the rest of the class. Students answered question #7 on p. 41: How would you rlate the Iroquois reverence for both the right-handed and left-handed twins to your own concept of good and evil? Explain your response citing evidence from the text.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read "Coyote and Buffalo" (pp. 42-48) and complete the chart for characteristics of trickster tales.

<span style="font-family: 'Times New Roman',Times,serif;">7 August, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We went over the American Literature syllabus as well as the rules and expectations for the class. Students answered the question, "What's your sentence?" We went over the different kinds of questions and used the story of "The Three Little Pigs" tp generate the different types of questions.
 * media type="vimeo" key="8480171" height="338" width="500"
 * <span style="font-family: Times New Roman,Times,serif;">HW: Email Mrs. Petra about the following: your favorite book and the last book you read. Read "The World on the Turtle's Back" (pp. 32-40) and complete the question chart.