August 17

WEEK ONE: Day One

Essential Question:

How will we work effectively and productively together in the classroom?

Essential Skill or Concept:


Classroom behavior and learning procedures

Mini-Lesson Outline:

A. The teacher will explain class behavior.


1. All school rules apply for everyone.

2. Everyone must be prompt and in assigned seats ready to learn when the teacher closes the door.

3. Everyone must be prepared - i.e., have all class materials and know due dates.

4. Students will NOT be permitted to go to their lockers or the restrooms during the class period. Take care of issues between classes.

5. Students will NOT be permitted to borrow materials from the teacher or classmates.

6. Students and teacher will be polite, respectful, and positive.

7. Students will raise hands to be called upon and then speak in normal tones of voice.

8. Students and teacher will listen attentively.

9. Students and teacher will be productive. We will use class time wisely, submit work on time, and always do our best.

B. The teacher will review materials needed for each class.

1. 3-ring binder with multiple dividers (more than one inch side)
2. Loose leaf paper
3. Black pen
4. Small index cards
5. Small index box for the index cards

C. The teacher will model typical class components.

1. The teacher will demonstrate use of the class blog.

2. The teacher will introduce the procedure for daily vocabulary study that culminates each week with a quiz on Wednesday. Students will practice the daily procedure with materials provided by the teacher.

3. The teacher will introduce the procedure for addressing the daily "Essential Question." Students will observe how materials are organized and utilized during class to prepare to work. They will demonstrate their understanding by organizing their materials accordingly.

4. Students will discuss how these classroom procedures will help them be effective learners.

5. Students will arrive in class tomorrow prepared to be effective students.

August 18

WEEK ONE: Day Two

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How do grammar and syntax affect our understanding of language?

Essential Skill or Concept: Grammar and syntax unit overview

Mini-Lesson Outline:

A. The teacher will explain the terms:

ADVANCED Rhetoric builds an effective and interesting style

The writer’s word and phrase choice (diction) is impressive, and the sentence structure is sophisticated and varied (syntax).

BASIC Rhetoric builds on the foundation of
Grammar
Correct spelling
Mechanics
Usage
Complete thoughts


B. The teacher will ask students "How do we build the basic sentence or complete thought?".

The teacher will gauge students’ understanding of sentence strategy basics by having them demonstrate in writing in their notebooks. Students may volunteer to share on the board.

C. The teacher will have students practice exercises in their "Grammar Training Camp" handout, "Simple Sentences, Part 1."

The teacher will work with students individually according to skill levels.

D. For homework, students will study the corrected forms in today's handout and know terms discussed in the class review:

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech:

1. noun, common noun, proper noun

2. pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

August 19

WEEK ONE: Day Three

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech:

1. noun, common noun, proper noun

2. pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

B. The teacher will ask students "What roles do modifiers play in communicating ideas?".

The teacher will gauge students’ understanding of modifiers by having them share examples that they remember.

C. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Part 2."

The teacher will work with students individually according to skill levels.

D. For homework, students will study the corrected forms in today's handout and know terms discussed in the class review:

modifier

adjective

comparative form of an adjective

superlative form of an adjective

questions that adjectives can answer about a noun

possessive forms of pronouns that act as adjectives

August 20

WEEK ONE: Day Four

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech:

1. noun, common noun, proper noun

2. pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

3. modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives

B. The teacher will ask students "What roles do modifiers play in communicating ideas?".

The teacher will gauge students’ understanding of modifiers by having them share examples that they remember.

C. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Part 3."

The teacher will work with students individually according to skill levels.

D. For homework, students will study the corrected forms in today's handout and know terms discussed in the class review:

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

August 23

WEEK ONE: Day Five

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech:

1. noun, common noun, proper noun

2. pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

3. modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives

B. The teacher will have students create their own basic diagrams of their original sentences according to the following criteria:

Given the diagram structures, use any five of this week's vocabulary words.
Add ACTION verbs that are specific and interesting.
Add common nouns, proper nouns, or pronouns as subjects.
Add descriptive, vibrant adjectives to modify nouns.
Add adverbs to modify verbs, adjectives, or adverbs.

C. The teacher will have all students come to the boards in groups to draw specific diagrams and to present in writing and orally their original sentences with assigned diagrams.

D. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 4 and 6: Direct Objects and Object Complements."

The teacher will work with students individually according to skill levels.

E. For homework, students will study the corrected forms in today's class presentations and know terms discussed in the class review:

complement

direct object

object complement

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

August 24

WEEK Two: Day One

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

complement

direct object

object complement

sentence patterns: S - V; S - V - DO; S - V - DO - OC

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech:

1. noun, common noun, proper noun

2. pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

3. modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives

4. coordinating conjunction

B. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 5: Indirect Objects."

The teacher will work with students individually according to skill levels.

C. The students will individually diagram the sheet with sentences containing subject, verb, complement. [The one-ton African rhinoceros is easily tamed.]

The teacher will work with students individually according to skill levels.

D. For homework, students will study for the vocabulary quiz on Lesson 1:

spelling

part of speech

definition

use in context of sentence

August 25

WEEK Two: Day Two

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skills or Concepts:

Spell this week's vocabulary words as they are dictated. Give the part of speech for each word, as well as the definition. Use each word in a sentence to reveal comprehension.

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

complement

direct object

object complement

indirect object

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

diagramming as a tool to understanding function and relationship

parts of a sentence: subject and verb

complete subject and simple subject

complete predicate and simple predicate

compound subject and compound verb

simple sentence (classification)

declarative sentence, interrogative sentence, imperative sentence, exclamatory sentence (sentence type according to purpose of the writer)

S V (sentence pattern: Subject + verb)

parts of speech:

1. noun, common noun, proper noun

2. pronoun, personal pronouns used as subjects, indefinite pronouns used as subjects, interrogative pronouns used as subjects

3. modifier, adjective, comparative form of an adjective, superlative form of an adjective, questions that adjectives can answer about a noun, possessive forms of pronouns that act as adjectives

4. coordinating conjunction

B. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 7: Subject Complements - Predicate Nominative and Predicate Adjectives."

The teacher will work with students individually according to skill levels.

E. For homework, students will study the corrected forms in today's class presentations and know terms discussed in the class review:

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO; S - LV PN; S - LV - PA

complement

direct object

object complement

indirect object

subject complement

predicate nominative

predicate adjective

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

August 26

WEEK Two: Day Three

Unit Theme:

Grammar and syntax comprehension enhances one's reading and writing ability.

Unit Essential Question:

How can knowledge of the different parts of a sentence and different parts of speech improve our writing and speaking?

Essential Skill or Concept:

Use various parts of the sentence and various parts of speech correctly in written and spoken language

Mini-Lesson Outline:

A. The teacher will review homework study with students and have them demonstrate individual understanding through discussion/quiz:

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO; S - LV - PN; S - LV - PA

complement

direct object

object complement

indirect object

subject complement

predicate nominative

predicate adjective

modifier

adverb

adverbs modifying verbs

adverbs modifying adjectives

adverbs modifying adverbs

comparative forms of adverbs

superlative forms of adverbs

B. The teacher will have students practice exercises in their "Grammar Training Camp" handouts, "Simple Sentences, Parts 7: Subject Complements - Predicate Nominative and Predicate Adjectives."

The teacher will work with students individually according to skill levels.

C. The teacher will review the elements of syntax: sentence types, sentence classifications, and sentence patterns. Students will discuss the relationships among parts of speech, parts of a sentence, sentence purpose, punctuation, and sentence patterns in creating mature, varied sentences

D. For homework, students will study the corrected forms in today's class presentations and know terms discussed in the class review:

sentence patterns: S - V; S - V - DO; S - V - DO - OC; S - V - IO - DO; S - LV - PN; S - LV - PA
complement
direct object
object complement
indirect object
subject complement
predicate nominative
predicate adjective
modifier
adverb
adverbs modifying verbs
adverbs modifying adjectives
adverbs modifying adverbs
comparative forms of adverbs
superlative forms of adverbs

August 27

WEEK Two: Day Four

Unit Theme:

Transition from grammar and mechanics to syntax to paragraphs

Unit Essential Question:

What roles do grammar and mechanics play in crafting a solid piece of writing?

Essential Skills or Concepts:

Using specific parts of speech to write more clearly, powerfully, and creatively (common nouns, proper nouns, action verbs, adjectives, adverbs)

Deciding one's purpose for writing: narration, exposition, description, persuasion

Identifying sentence type, purpose, and pattern to create variety and interest

Using sensory detail

Pre-writing with story details, descriptions, conflict, characters, setting in mind

Mini-Lesson Outline:

A. The teacher will review the homework study with students and have them demonstrate individual understanding through the following:
  • The student will choose a familiar fairytale from the list given.
  • The student will list five common nouns that fit the story.
  • The student will list at least three proper nouns that fit the story.
  • The student will list at least twelve vivid action verbs to fit the story.
  • The student will list ten sensory and vivid adjectives to fit the story.
  • The student will list six vibrant adverbs that fit the story.
  • The student will write and label the following sentence patterns to fit the story: subject-verb; subject-verb-direct object; subject-verb-direct object-object complement; subject-verb-indirect object-direct object.
  • The student will write a descriptive sentence or sentence in dialogue for each of the following: declarative sentence, interrogative sentence, imperative sentence, and exclamatory sentence.

B. For students that complete this exercise correctly, they may proceed with the following:

  • Decide the means of discourse: exposition, narration, persuasion, description.
  • Develop plot, conflict, and resolution for creative versions of the fairytales.
  • Experiment with 1st and 3rd person, and then decide the best one for the story.
  • Establish setting and characters.
  • Use sensory detail.
  • Use effective time/order transitions.
  • Write with a variety of tones, moods, voices.
  • Parameters:
  1. Do not skip any steps of the pre-writing process.
  2. Be original. Add a twist. Create interest.
  3. Use dialogue if the student likes. Check pages 755 and 756 in the grammar text.
  4. Use only characters that suit the setting and action.
  5. Do not use names or situations that are derogatory or demeaning to others.
  6. Employ formal or informal style.

C. For homework complete any step in Part A that was not done in class.

August 30

WEEK Two: Day Five

Unit Theme:

Transition from grammar and mechanics to syntax to paragraphs

Unit Essential Question:

How can you correct any errors so that they do not distract the reader from your ideas?

Essential Skills or Concepts:

Editing the written assignment for clarity of subject, purpose, and effect

Mini-Lesson Outline:

A. The teacher will review the homework study with students and have them demonstrate individual understanding through the following:

  • Decide the means of discourse: exposition, narration, persuasion, description.
  • Develop plot, conflict, and resolution for creative versions of the fairytales.
  • Experiment with 1st and 3rd person, and then decide the best one for the story.
  • Establish setting and characters.
  • Use sensory detail.
  • Use effective time/order transitions.
  • Write with a variety of tones, moods, voices.
  • Parameters:
  1. Do not skip any steps of the pre-writing process.
  2. Be original. Add a twist. Create interest.
  3. Use dialogue if the student likes. Check pages 755 and 756 in the grammar text.
  4. Use only characters that suit the setting and action.
  5. Do not use names or situations that are derogatory or demeaning to others.
  6. Employ formal or informal style.

B. The teacher will work with the class as a whole and as individuals in proofreading and editing the first draft.

Students will complete "Closer Look at My Writing" and the worksheet on the following: voice, word choice, sentence fluency, and conventions.

C. For homework, students will prepare the formal draft according to the teacher's directions.

August 31

WEEK THREE: Day One

Unit Theme:

Students will demonstrate an understanding of the importance of cultural and historical impact on literary texts.

Unit Essential Question:

Why do cultures construct narratives about their experiences?

Unit Skills or Concepts:

Reading a piece of literature, the student should pay attention to cultural details - such as references to objects, animals, or practices that signal how people live, think, work, or worship - to gain cultural insight.

Today's Skills or Concepts

The student will be able to identify cultural details in a given piece of writing.

Mini-Lesson Outline:

A. The teacher will introduce the literary study for the tenth grade and concentrate on "The Beginnings of the American Tradition."

B. The teacher will share "Answers to Frequently Asked Questions about Native Peoples," a brochure from the United States Department of Interior.

C. Students will read three poems (pages 45 and 46 in the text) and excerpts from three Native American myths, and The Iroquois Constitution. Students will respond to the following:

What can you infer about the Native American attitude toward nature?

Explain what you can infer about the place of dreams in Native American culture from the excerpt "The Earth on Turtle's Back."

What does the excerpt from The Iroquois Constitution tell us about the ideals of the Iroquois people?

Explain the significance of the words "the thickness of your skin" found in The Iroquois Constitution. What does it mean today to be "thick-skinned"?

What purposes do repetition and onomatopoeia serve in the given poetry?

D. For homework, students will prepare for the week's vocabulary quiz and continue working on the final drafts of their fairytales.

September 1, 2, 3

WEEK THREE: Days Two, Three, Four

John Smith, 1580-1631

The Generall Historie of Virginia, New-England, and the Summer Isles: With the Names of the Adventurers, Planters, and Governours From Their First Beginning Ano: 1584. To This Present 1624. With the Procedings of Those Severall Colonies and the Accidents That Befell Them in All Their Journyes and Discoveries. Also the Maps and Descriptions of All Those Countryes, Their Commodities, People, Government, Customes, and Religion Yet Knowne. Divided Into Sixe Bookes. By Captaine Iohn Smith, Sometymes Governour in Those Countryes & Admirall of New England.

London: Printed by I.D. and I.H. for Michael Sparkes, 1624.

Work Cited - Documenting the American South, University of NC Library;

http://docsouth.unc.edu/index.html


BEGINNINGS OF THE AMERICAN LITERARY TRADITION

Characteristics of American Literature During the Seventeenth Century

Unit Theme:

Purposes of Early American Writing

Unit Essential Question:

How did the earliest American writers view America?

How did the earliest American writers view the settler's difficulties in surviving a new land?

Essential Skill or Concept: Each student will

Visit the Jamestown Settlement Museum on-line and watch museum videos with podcasts.

Read selections from
The General History of Virginia (1624).

Answer the assigned questions in a notebook.

Mini-Lesson Outline:

A. The teacher will administer vocabulary quiz for the week, and then present the following by means of the multimedia projector, video, and background notes (three days):

John Smith (1580-1631) - multimedia presentation

General History of Virginia - multimedia presentation

Jamestown Settlement - multimedia presentation

Adventurer and Writer - mulitmedia presentation

Pocahontas: Her True Story - video (50 minutes)

B. Each student will read selections from The General History of Virginia (1624), in the text, pages 11 - 16, and answer assigned questions #1 and 2 in a notebook.

C. Students will continue this assignment during the next day of class.

1st Night: Homework will be to finish the final draft of their fairytales.

2nd Night: Homework will be to read pages 17 - 23 in the text.

3rd Night: No homework

* Teacher's Background Notes: from notes based on Professor Walter Fuller Taylor's notes and lectures - Michael S. Seiferth

"The American writings of the seventeenth century possess as a whole no great artistic merit. They are valuable chiefly as a study in origins and as a complex mirror of early American experience. The world which they reflect is that of the Renaissance and Reformation, of Raleigh and Calvin and Cromwell, modified by its contact with the American wilderness. With the Renaissance vogue of travel literature the writings of Smith are intimately connected; to Renaissance poetic models the poetry of Anne Bradstreet owes at least its form and probably its existence. The main current of early American literature, however, originated in the Puritan branch of the Reformation. With unconscious faithfulness this Puritan literature reflects the Puritan mind: its rigid Calvinism, its morbid consciousness of sin, its superstition, its austerity, its stoical bravery, its vein tenderness, its preference of morality to beauty, its contradictory tendencies toward orthodoxy and nonconformity. Puritan literature is antique in manner and often in matter; yet it treats profoundly a few subjects of universal and permanent importance, such as the relation between church and state, and the source and functions of governmental sovereignty. And, what is more important, the Puritan tradition established itself as one of the major influences on our nation. For better or for worse, it has modified the whole development of our life and literature, and its influence is still discernible in twentieth-century America."

Travel Literature in Early Virginia

"The Twofold Origin of American Literature: The story of American letters has its beginnings in Europe, for the roots of our culture are grounded in the life of the Old World. Only in their surroundings were the seventeenth-century immigrants American. In race and in civilization they were merely transplanted Europeans, who brought to the colonies unchanged Old World speech, manners, politics, and religion. The Colonists thought as Europeans; and, when they wrote, they discussed issues of interest in Europe, and followed European models of style. Yet from the very beginning, their Old World manner of life was modified by their new environment. Distinctions in social rank, which were taken for granted in Europe, had soon to be maintained by conscious effort in the colonies; and, as the settlements moved westward, they tended to disappear. In such ways as this the influence of the New World surroundings was constantly at work, molding the immigrant material into American forms."

"The Vogue of Travel Literature: When Jamestown and Plymouth were being settled, Europe was still undergoing the rapid changes wrought by the Renaissance and the Reformation. Of these two movements, it was the Renaissance that fostered the earliest American Writings. By the term Renaissance is meant not merely a revival of learning, but a tremendous liberation of energy into all forms of secular enterprise - commerce, creative literature, science, and by no means least, exploration."

"John Smith (1580?-1631) and the Virginia Settlement: To this popular type of Renaissance literature - the travel book - the first American writing is closely akin. Captain John Smith, who saved the Jamestown settlement by his boisterous method of enforcing labor, found time to write an account of the colony for its English sponsors, the Virginia Company of London. By some member of the corporation Smith's report was given to a printer in 1608 for publication. It duly appeared under the quaintly Elizabethan title, A True Relation of such occurrences and accidents of note as hath happened in Virginia since the first planting of that colony, which is now resident in the south part thereof, till the last return from thence. In this narrative Smith relates the search of the colonists for a place of settlement, their early skirmishes with the Indians, their explorations, their petty quarrels, and their first desperate struggles with illness. Naturally there is no lack of adventure, particularly in those portions that tell of the capture of Smith by the Indians."

"Smith's next work of importance, A Map of Virginia with a description of the country, the commodities, people, government and religion (1612) [Published in 1612, it was written shortly after A True Relation] was written apparently with the object of attracting colonists to Jamestown. Smith's descriptions 0f the bays, large rivers, isles, forests, springs, and mountains of Virginia are singularly attractive. The life of the natives Smith portrays with a remarkable abundance of concrete detail. The Indians' agriculture, their fishing and hunting, their tribal government, their wildly barbaric religious ceremonies, their childish curiosity and love of ornaments - all these are set forth in a style that is matter-of-fact, yet vivid."

"...Smith's composition, done amid the hardships of a pioneer camp, was rough and hasty; yet his work possesses important literary virtues. With singular directness he penetrates to the essential facts and discards the nonessential. His vocabulary is broad, forceful, aptly employed, and pithily idiomatic...Smith wrote extensively in areas other than travel. His principal work, The General History of Virginia (1624), which was written in England, and which is famous chiefly for the dubious story of his rescue by Pocahontas, is well known."

September 7

WEEK THREE: Day Four

Unit Theme:

Beginnings of the American Literary Tradition:

Characteristics of American Literature during the Seventeenth Century

Purposes of Early American Writing

Unit Essential Question:

How did the earliest American writers view America?

How did the earliest American writers view the settler's difficulties in surviving a new land?

Essential Skill or Concept: Each student will

Visit the Plimouth Plantation Museum on-line and watch museum videos and photo images.

Read selections from Of Plymouth Plantation
, in the text, pages 17 - 23 .

Answer the assigned questions # 1 -4 on page 23 in a notebook.

Mini-Lesson Outline:

A. The teacher will present the following by means of the multimedia projector and background notes:

Overview of the founding of Plymouth Settlement

A visit to Mrs. Steller's Plimouth Plantation Gallery A, Gallery B and Gallery C.

If there is time...a visit to Pilgrim Hall to answer these questions in your own words:

  1. Who were the Pilgrims?
  2. In your own summary, tell about the Voyage of the Speedwell and the Mayflower.
  3. What was the Mayflower Compact?
  4. Write what you discover about the Native People.
  5. Summarize the existing information about the Pilgrims' first Thanksgiving.

B. In their notebooks, students will complete questions #1 - 4 on page 23 in the text.

* Teacher's Background Notes:

See Colonial North America

from notes based on Professor Walter Fuller Taylor's notes and lectures - Michael S. Seiferth

"William Bradford (1590-1657) and Plymouth Plantation: The earliest writings done in Virginia are...products of the Renaissance. The earliest writings of New England are products of the Reformation as well. Like Smith, the authors in the Pilgrim colony of Plymouth describe the impact of expanding Europe on primitive America. Unlike him, they are concerned chiefly with a people whose thought was shaped in the heat of the Protestant revolt against priesthood and ceremonialism, and whose urge to colonization was less economic than religious."

"The Mayflower Pilgrims belonged to the Separatist class of English Puritans - that is, to the class which broke away entirely from the communion of the church of England. Originally an obscure village people, they had been forced by persecution out of England into Holland. dissatisfied with the economic hardships of their new home, they re-emigrated and planted the colony of Plymouth in 1620. Among those who had persistently urged emigration was a young man named William Bradford, who was later to govern the struggling colony for thirty years and to record its fortunes in the most attractive of early New England histories."

"The earliest piece of formal writing produced at Plymouth is, like Smith's A True Relation, a history of the new colony during its birth year. This work, published anonymously as Mourt's Relation (so called from a prefatory note signed "G. Mourt") in 1622, was probably the joint work of Bradford, Edward Winslow, and others. Though Mourt's Relation is both interesting and authentic, its fame has been overshadowed by that of Bradford's more extensive work, the History of Plymouth Plantation (written 1630-1650)."

"The scope of Bradford's History is large. Beginning with the rise of the Separatists in England, Bradford follows the Pilgrims through their vicissitudes in Holland, their voyage to America, the founding of Plymouth, and the slow growth of their colony during its first quarter-century. The author's style -homely, deliberate, and lucid - is well suited to his subject. His phrasing reflects perfectly the sober, unpretentious matter-of-fact heroism of the simple, unimaginative, colonists."

"From Bradford's picture the traditional hell-fire and bigotry of Puritanism are conspicuously absent. There is no posing for posterity, no flow of self-conscious heroics, no spectacular disembarkation on the mythical Plymouth Rock. The Puritans of Bradford's account are sturdy, honest, sensible folk who seek out their building site and construct their village with methodical energy. They are, moreover, folk with a deep substratum of simple heroism - a heroism that faces the stormy Atlantic, the terrible first-winter plague, and the savage Pequod warriors with the same stoical strength and endurance. Nor do these people lack in tenderness, in the most trying duties of the support and care of the sick. They are plain-minded withal, devout in worship, and quite certain that God is constantly directing their lives by special providences, for chastisement, punishment, or reward."

"Though the obscure Pilgrims never made such a great figure in American history as their later neighbors at Massachusetts Bay, their history as written by Bradford comes near being the literary classic of the American seventeenth century. The situation of civilized people struggling with a savage environment has proved perennially attractive in literature; consequently, despite many an arid stretch, Bradford's history abounds in material of rich human interest. And the story is admirably told with a biblical simplicity that rises at times to restrained and solemn eloquence."

September 8 and 9

WEEK FOUR: Days One and Two

Unit Theme:

Beginnings of the American Literary Tradition:

Characteristics of American Literature during the Seventeenth Century

Purposes of Early American Writing

Unit Essential Question:

How did the earliest American writers view America?

How did the earliest American writers view the settler's difficulties in surviving a new land?

Essential Skill or Concept: Each student will

Read about Jonathan Edwards, in the text, on page 39 and two of this writings: "Sarah Pierrepont," pages 40, and "Sinners in the Hands of an Angry God," pages 41 - 43.

In a notebook, answer questions # 1 -2, under "Sinners in the Hands of an Angry God," on page 44.

Mini-Lesson Outline:

A. The teacher will present the following by means of the multimedia projector and background notes:

Overview of the Massachusetts Bay Colony and Puritanism

B. Students will read in the text about Jonathan Edwards (on page 39) and two of this writings: "Sarah Pierrepont" (page 40) and "Sinners in the Hands of an Angry God" (pages 41 - 43).

C. In a notebook, students will answer questions # 1 - 2, under "Sinners in the Hands of an Angry God," on page 44.

September 10 and 13

WEEK FOUR: Days Three and Four

Unit Theme:

Beginnings of the American Literary Tradition:

Characteristics of American Literature during the Seventeenth Century

Purposes of Early American Writing

Unit Essential Question:

How did the earliest American writers view America?

How did the earliest American writers view the settler's difficulties in surviving a new land?

Essential Skill or Concept:

Students will watch and listen to Great American Bestsellers: The Bay Psalm Book.

Students will discuss the significance of The Bay Psalm Book in the lives of the Puritans.

Mini-Lesson Outline:

A. The teacher will present on DVD Great American Bestsellers: The Bay Psalm Book.

The Bay Psalm Book: "This humble and well-worn hymnal was printed in 1640 in Cambridge, Massachusetts, by Stephen Daye, first printer of the Massachusetts Bay Colony. It is the very first book printed in what is now the United States. Known as The Bay Psalm Book, but really titled The Whole Booke of Psalmes Faithfully Translated into English Metre, it represents what was most sacred to the Puritans--a faithful translation of God's Word, to be sung in worship by the entire congregation. Other Protestant denominations relied on selected paraphrases of the Scripture, but the Puritans believed this could compromise their salvation. The same faith that compelled them to leave England and strike out for the New World prompted them to commit this text to print before all others" (Library of Congress)

B. Students will view the video and be able to discuss the following:

  1. The Bay Psalm Book as the first printed book in the English-speaking New World and as its first bestseller (readership relative to population)

  2. History of the Puritans in the New World

  3. The significance of the Reformation to the Puritans

  4. The Puritans' response to the publishing of the King James Version of the Bible in 1611

  5. Purpose and the duration of The Bay Psalm Book.

C. With the teacher, students will discuss their assigned reading from the text: Jonathan Edwards (on page 39) and two of this writings - "Sarah Pierrepont" (page 40) and "Sinners in the Hands of an Angry God" (pages 41 - 43).

D. Homework for Term 1, Week Four, Day Five: Students will read "The Plain Style and the Ornate Style," pages 24 - 25, in the text.

September 14 and 15

Early America's Digital Archive

WEEK FOUR: Day Five and WEEK FIVE: Day One

Unit Theme:

Beginnings of the American Literary Tradition:

Characteristics of American Literature during the Seventeenth Century

Purposes of Early American Writing

Unit Essential Question:

How did the earliest American writers view America?

How did the earliest American writers view the settler's difficulties in surviving a new land?

Essential Skill or Concept:

Students will discuss how Anne Bradstreet's poems deal with two important Puritan themes - domestic life and God.

Students will define diction and relate plain and ornate to the poetry of Anne Bradstreet and Edward Taylor.

Students will define and point out examples of iambic couplet and conceit.

Students will write interpretations of "Upon the Burning of Our House" and "Huswifery."

Mini-Lesson Outline:

A. With the teacher, students will read and discuss the following poems by Anne Bradstreet: "To My Dear and Loving Husband" (page 26) and "Upon the Burning of Our House, July 10th, 1666 (page 27 - 28).

B. The teacher will guide a discussion of "Upon the Burning" with annotations of the writer's technique and historical context.

C. Students will read pages 30, 32 – 33, including “Huswifery” and “Commentary.” [“Commentary” shows how annotation of a poem can be used to develop an analytical essay.] Students will complete #1 and #2 under “For Study and Discussion.”

D. Having studied the annotation process in “Commentary,” students will annotate the following poem for purpose, summary, writer's technique (i.e., lyric, couplets, images) and historical context (i.e., plain or ornate style, Puritan influences).

In memory of my dear grand-child Anne Bradstreet.
Who deceased June 20. 1669. being three years and seven Moneths old.

by Anne Bradstreet

With troubled heart & trembling hand I write, 1
The Heavens have chang'd to sorrow my delight.
How oft with disappointment have I met,
When I on fading things my hopes have set?
Experience might 'fore this have made me wise, 5
To value things according to their price:
Was ever stable joy yet found below?
Or perfect bliss without mixture of woe.
I knew she was but as a withering flour,
That's here to day, perhaps gone in an hour; 10
Like as a bubble, or the brittle glass,
Or like a shadow turning as it was.
More fool then I to look on that was lent,
As if mine own, when thus impermanent.
Farewel dear child, thou ne're shall come to me, 15
But yet a while, and I shall go to thee;
Mean time my throbbing heart's chear'd up with this
Thou with thy Savior art in endless bliss.

Original Source: The Works of Anne Bradstreet in Prose and Verse. Edited by John Harvard Ellis. (Charlestown: A. E. Cutter, 1867)

September 16 to 17, 20 to 23

WEEK FIVE: Days Two, Three, Four, Five

WEEK SIX: Days One and Two

Unit Theme

Beginnings of the American Literary Tradition:

Characteristics of American Literature during the Seventeenth Century

Purposes of Early American Writing

Essential Question

What is the importance of tolerance?

Are there times when you should lie?

Skills and Concepts

Objectives to stimulate critical thinking about

• Differences between guilt by evidence as opposed to guilt by association

• How laws for the public good can be made to further personal interests of specific individuals

• The role of individual power and status in establishing guilt or innocence

Mini-Lesson Outline

A. The class will view The History Channel’s Salem Witch Trials (fifty minutes).

B. Perhaps the most well known creative interpretation of the Salem witch trials is Arthur Miller's The Crucible. His interpretation focuses on just a few of the "real" characters from the events in Salem, but he takes many liberties with the facts, not the least of which is adjusting key characters' ages in order to accommodate a tale of adultery that is central to the play. Miller was writing during, and responding to, the "witch-hunts" of Communists during the McCarthyism of the 1950s.

The class will view the 1996 film version of The Crucible (30+ minutes per class period) and answer/discuss the following questions:

Act I

• Is the Rev. Parris simply a worried parent, or does he have other concerns?

• Support your opinion with examples.

• In Salem, an excellent public reputation is essential if one is to be accepted in the community. In the beginning of the play, what clues are there that Abigail's reputation has become questionable?

• Do Thomas Putnam and his wife seem to have reasons to be bitter about the course their lives have taken in Salem? Explain with examples.

• Describe the character of John Proctor. Is he independent or a follower? Honest, or hypocritical? How does he feel about himself, and why might he feel that way? Explain with examples.

• Describe some indicators of underlying conflicts between Parris and Proctor; between Proctor and Putnam.What significance do you predict these conflict could play in the story?

• What connotations might there be in Giles' questions to Rev. Hale about the meaning of his wife's reading habits? Are these intentional, or are Giles' questions innocent? Use quotes from the text to support your answers.

DISCUSSION: The principle accusers in The Crucible, are young, unmarried women. From what you've read so far, what can you deduce about the status of single women in Puritan society? Could the celebrity effect of allegedly being able to identify witches change their status? In what way?

Act II

• What is the central conflict that John Proctor faces?

• What does Elizabeth's observation that John's real court is in his own heart reveal to us about John's character?

• What evidence can be found that Abigail and her party of accusers (including Mary Warren) have undergone a change in status since the beginning of the play? Use examples to support your answer.

• Does the Rev. Hale still believe as firmly in the truth of the accusations, or is he beginning to have some doubts? Use examples to support your answer.

DISCUSSION: Somebody once said that the best defense is a good offense. Do you think that John Proctor may be hinting at this when he asks why the accusers are always innocent now? Explain your answer.

Act III

• It seems that every time John Proctor, Giles Corey, and Francis Nurse try to defend their wives, they are accused of trying to overthrow the court. What would Rev. Parris have to lose if the defense's case was seriously considered? What would Danforth and the judges have to lose?

• What does Abigail's refusal to answer Danforth's questions show about the status the trials have given her?

• We noted before that public reputation can make or break one in Salem. How is this importance of reputation reflected in Act III?

DISCUSSION: Some of Salem's accused got into trouble merely because they stood up for those who had been arrested. The court obviously believed in guilt by association. What do you think about the theory of guilt by association? Have you ever experienced it? Can it ever be valid? Explain your answer.

Act IV

• Explain Danforth's course of logic in refusing to pardon the remaining prisoners. What might he have to lose by doing so?

• What would Proctor's confession do for Danforth and Hathorne? What's in it for Proctor by refusing to confess?

• What does Elizabeth mean when she says that John has his goodness now, and God forbid she should take it from him?

DISCUSSION:

Some might say that, in John Proctor's case, honesty was definitely not the best policy. After all, he could not save his friends and was hanged in the end. But given what we know about John's character, how do you think his life would have gone if he had confessed?

Why was it that most of the accusers in Salem were adolescent girls and most of those they first accused women of middle age or older? What, if anything, might that indicate about the conflicts experienced by young women coming of age in early New England? About their relationships with their mothers and other mature female relatives? On the other hand, there were the magistrates and ministers, men of middle age and older who credited the girls’ accusations. What might account for their willingness to believe that seemingly respectable and godly women in Salem Village were guilty of witchcraft?

The Puritan idea of Americans as the second Chosen People of God has played an important and lasting role in the views of Americans about their own country and the views of those abroad about the way in which the United States has employed the idea of the City on the H

Teacher's Resources

For general background on this period, the EDSITEment-reviewed Salem Witch Trials Documentary Archive is an invaluable source. This website contains such resources as seventeenth-century documents, including court records and personal letters, and historical maps, including an interactive map of Witchcraft Accusations from February 29 to March 31, 1692.

American Collection: An Educators Site
[http://www.ncteamericancollection.org/]

Resources on Arthur Miller's The Crucible
[http://www.ncteamericancollection.org/awg_miller_arthur.htm]

Arthur Miller, "Why I wrote The Crucible."
[http://www.newyorker.com/archive/1996/10/21/1996_10_21_158_TNY_CARDS_000373902]

American Studies at the University of Virginia
[http://xroads.virginia.edu/]

Internet Public Library
[http://www.ipl.org/]

TeacherServe from the National Humanities Center
[http://www.nhc.rtp.nc.us/tserve/tserve.htm]

Divining America: Religion and The National Culture
[http://www.nhc.rtp.nc.us/tserve/divam.htm]

"Witchcraft in Salem Village: Intersections of Religion and Society"
[http://www.nhc.rtp.nc.us/tserve/eighteen/ekeyinfo/salemwc.htm]

Salem Witch Trials Documentary Archive
[http://etext.virginia.edu/salem/witchcraft/]

September 24, 27 to 30; October 1

WEEK SIX: Days Three, Four, Five

WEEK SEVEN: Days One, Two, Three

Unit Theme:

The Revolutionary Period

Two prevalent themes continue: (1) Preoccupation with the meaning of America; (2) Self-transformation and its arising conflict with the demands of society.

Unit Concepts:

1. The basic literary and philosophical ideals of the Enlightenment, especially in contrast to Puritanism

2. America's rapid cultural growth

3. Benjamin Franklin's rise from poverty and obscurity, his scheme for achieving moral perfection, and his standing as a representative American

4. Rhetorical elements in the writing of Franklin, Henry, Jefferson, and Paine.

Essential Questions:

What principles and beliefs are evident in the Revolutionary literature?

How can I use persuasion effectively?

What are the connections between the literature from this unit and American society today?

Unit Lessons:

A. The teacher will present a series of multimedia presentations about the Age of Reason (1750 through 1800) that emphasize the following:

  • Historical context (1750 - 1800)
  • The waning of Puritanism
  • American Revolution
  • Growth of patriotism
  • Development of American character and democracy
  • Use of reason as opposed to faith alone
  • Genre/Style: political tracts, pamphlets, essays, travel writing, speeches, documents
  • Style that is instructive in values and/or highly ornate writing style
  • Literary elements: first-person point of view, allusion, personification, aphorism

B. The teacher will present two DVDs for background to discussions: Benjamin Franklin: Citizen of the World, Common Sense: Bestseller, Patrick Henry: Voice of Liberty.

C. Students will read pages 57 - 69 in the text and be able to discuss Benjamin Franklin as “An Eighteenth Century Writer” who

• Contributes to the creation of an American national identity distinct from England

• Supports the shift from an otherworldly (inner life) to a this-worldly (outer life) point of view

• Maintains that theory should be tested primarily by experience not logic (i.e., reason should be tested pragmatically)

• Attempts to recreate himself and his career as the archetypal American success story.

D. Students will be able to contrast the autobiographical work of the Puritans with that of Benjamin Franklin.

“While Puritan spiritual autobiographies emphasize their authors’ dependence upon God for grace and salvation and their inability to achieve virtue without grace, Franklin focuses on his own efforts to learn what is virtuous in this world and to put his discoveries to use in his life. Franklin retains the puritan concern for self-improvement but removes its otherworldly focus.”

• Jonathan Edwards: attempts to understand this world in the light of Puritan assumptions about God and His divine plan for humanity

• Benjamin Franklin: focuses on this world, largely ignores the next, and sees morality and experience as more important than faith.

E. Students will read in the text about Thomas Paine and from The Crisis, Number 1, pages 74 - 76. Students will then answer questions 1, 2, 3, and 4 under "For Study and Discussion."

F. Students will read in the text about Patrick Henry and his "Speech in the Virginia Convention," pages 70 - 72. Students will then answer questions 1, 2, and 3 under "For Study and Discussion."

October 4 to 8

Dear Students,

I am away this week on a photography adventure in Arizona. What follows are the notes, readings, and assignments that you will complete so that we can discuss the early eighteenth century in American writing when I return. Enjoy the selections and be productive.


WEEK SEVEN: Days Four and Five

WEEK EIGHT: Days One, Two, Three

Unit Theme:

Imagination becomes the source of artistic vision and creativity

Essential Question:

Is there any connection between American Romanticism and an emerging cultural identity in the United States?

Essential Concepts to Discover:

Poe is an American Romantic; what does that mean?

How does Poe's writing seem remarkably different from his predecessors'?

Can we consider Poe to be the first American horror writer?


Lesson Outline:

"Edgar Allan Poe (1809-49) is perhaps the best-known American Romantic whose poems and stories explore...the darker side of the Romantic imagination...Poe rejected the rational and the intellectual [of America's previous writers] in favor of the intuitive and the emotional, a dominant characteristic of the Romantic Movement...One of Poe’s distinctive concerns is that of separating head and heart, intellect and soul. Some critics think that Poe was only a marketer of Gothic horror borrowed from the German models popular during his time."

Take a look for yourself.


"The Tell-Tale Heart" Notes

1. The narrator says he is clever and sane (actually just the opposite?)

2. The old man's eye - being seen by the old man whom he says that he loves (father-like spying: narrator's consciousness?)

3. "Killing the king" - killing the authority figure (destroys eye, smothers, dismembers)

4. Beating heart - goes on beyond the body - narrator's heart

Read the "Tell-Tale Heart" and answer the following on loose-leaf paper.

1. Name 3 details, descriptions, or actions that the author uses to create an atmosphere of horror.
2. (after "how calmly I can tell you the whole story.") What is our first impression of the narrator?
3. To whom is he speaking?
4. What does he say about his senses?
5. (after "rid myself of the eye for ever.") What is it about the man that bothers the narrator? Why?
6. How does he describe the eye?
7. What plan does he concoct?
8. (after "I looked in upon him while he slept.") What does the narrator do each night? Why?
9. How does he describe his nightly spying?
10. Do we believe him? Is he an honest, trustworthy source or is he exaggerating?
11. What in the story supports your opinion?
12. When does the narrator sneak into the man’s room? For how many evenings?
13. How does the narrator act towards the old man during the day?
14. Why doesn’t he just kill the man during the day, when the eye is open?
15. (paragraph ending "hearkening to the death watches in the wall.") What happens on the eighth night?
16. How does the old man react?
17. How does the narrator react?
18. What does the narrator say he’s usually doing each night?
19. How does this fit in with what we already know about his mental state?
20. (after "the soldier into courage.") What does the narrator feel upon seeing the old man’s terror?
21. What does his momentary sympathy say about him?
22. How might we incorporate this feeling into our established impression of the narrator?
23. What does the narrator do to the old man?
24. What effect does the old man’s eye have upon the narrator this time?
25. (after "I had been too wary for that.") What happens here at the climax of the story?
26. How does the narrator kill the old man?
27. What do the steps that he takes to hide the crime say about him and about his mental state?
28. Do we believe that he is not insane?
29. Has your opinion of him changed?
30. (after "the corpse of the victim.") Why does the narrator no longer fear being caught?
31. How does he react when the police arrive? Do you think that his confidence will fade?
32. What happens to shake the narrator’s calm? Why does he confess?
33. Would the crime have been discovered eventually? When? Why or why not?
34. Does the narrator really hear a heartbeat? Whose?


"The Cask of Amontillado" Notes

1. The most famous burial in literary history

2. Amontillado? Amontillado? (the musical repetition of the short story)

3. Puns: repeated, echoed

4. Ritual killing without ever being discovered

5. Grizzly story set to the music of poetry - repetition and rhyme

6. Burying alive is a way to keeping "death" continual

Read "The Cask of Amontillado and answer the following on loose-leaf paper.

1. Who could the audience, the "you", for this story be?
2. What has Fortunato done to upset Montresor?
3. What is does Montresor also want when he gets revenge?
4. What did Montresor do to keep Fortunado unaware of his plot?
5. What weakness did Fortunado have that Montresor exploits?
6. How is the Carnival setting symbolic and appropriate for his revenge?
7. How does Montresor manipulate Fortunato into coming with him?
8. Whose idea is it to go down into the vaults and how is this ironic?
9. How could the descent into the wine cellar be symbolic?
10. What is the effect of Montresor acting concerned about Fortunado’s health?
11. How is their toast ironic?
12. How is the symbolism of the coat of arms appropriate?
13. What is the double meaning of the masons they discuss?
14. How does Montresor trap Fortunado in the room?
15. To what extent is the audience being asked to sympathize with Fortunato?
16. Montressor says ‘for the love of God" and "rest in peace," what does this indicate about the success of his revenge?


"The Black Cat" Notes

1. There is really nothing gratuitous here but a perhaps a look at the psychological will/the negotiations of the soul

2. The narrator says that this is a domestic tragedy - from beginning to end "a mere events of a household" - or a soul?

3. The narrator admits to having a tenderness of heart (intimacy and warmth) that is instantly mercurial (changeable) - love becomes terrifying to him

4. "It wasn't me! It was the drinking."

5. "Fury of a demon was upon me"- terrible violence that goes to perverseness

6. For the narrator, there is something within us more powerful than self-control - and the secrets always come out for Poe's narrators

7. Repetition - second cat (loathsome caresses) - replacements never work for Poe's narrators

8. No word of remorse for death of wife - the wife and cats can be killed but cannot disappear: a graphic imperative in Poe's themes

Read "The Black Cat" and answer the following questions on loose-leaf paper.

1. How is this story a flashback and where might the narrator be telling his story?
2. Why is the narrator telling the story?
3. How does the narrator describe his personality as a child and how was his wife similar to him?
4. Why did the narrator's wife believe that Pluto was a witch?
5. How did Pluto lose an eye and how does the narrator feel about it afterward?
6. How did Pluto react to the narrator afterwards and how did the narrator feel about this?
7. What is the "perverseness" that the narrator is talking about?
8. How did the narrator kill Pluto?
9. What happened to the one remaining wall of the house that burned down?
10. How did the narrator account for the image?
11. Why did the narrator look for a new cat and where did he find it?
12. How does the new cat compare to Pluto?
13. Why did the narrator begin to loathe the new cat and what was the cat's response?
14. How is it ironic that the white spot began to look like a noose?
15. What happened with the axe?
16. How did the narrator dispose of the body?
17. How did the narrator feel about the cat’s disappearance?
18. How did the narrator get caught?


Write a Five-paragraph Essay: I will want to see the working draft on October 12.

Assignment: Poe is accused of being shamelessly sensationalist and superficial; defend the case that he provides us with a meaningful representation of human feeling.


INTRODUCTORY PARAGRAPH WITH

POSSIBLE THESIS = Edgar Allan Poe (topic) provides the reader with a meaningful representation of human feeling (assertion) in "The Tell-Tale Heart," "The Cask of Amontillado," and "The Black Cat" (three means of organization).



I. "The Tell-Tale Heart"

A. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)

B. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)

C. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)



II. "The Cask of Amontillado"

A. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)

B. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)

C. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)

III. "The Black Cat"

A. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)

B. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)

C. Commentary

1. 2....Evidence of support (Quotations, paraphrase of events or characterization)



CONCLUDING PARAGRAPH



[AN INTERESTING NOTE: Walt Whitman writes about Edgar Allan Poe: "In a dream I once had, I saw a vessel on the sea, at midnight, in a storm. It was no great full-rigg’d ship, nor majestic steamer, steering firmly through the gale, but seem’d one of those superb little schooner yachts I had often seen lying anchor’d, rocking so jauntily, in the waters around New York, or up Long Island sound—now flying uncontroll’d with torn sails and broken spars through the wild sleet and winds and waves of the night. On the deck was a slender, slight, beautiful figure, a dim man, apparently enjoying all the terror, the murk, and the dislocation of which he was the centre and the victim. That figure of my lurid dream might stand for Edgar Poe, his spirit, his fortunes, and his poems—themselves all lurid dreams."]