The New World

1
Unit 1

• The New World

2
Day 1 Warm Up

• 1. Columbus did not discover a new world he
  established contact between two worlds, both
  already old. - JH Perry
• 2. Europeans did not find a wilderness here
  rather, however involuntarily, they made one. -
  Jennings
• In your words, what is Perry trying to say about
  the coming of Europeans to the U.S.? At least 2
  commentary sentences.
• In your words, what is Jennings trying to say
  about the coming of Europeans to the U.S.? At
  least 2 commentary sentences.

3
Unit 1 Objectives

• Identify emerging themes in early American
  literature, such as a new Eden, salvation,
  and cooperation and conflict.
• Compare and contrast the experiences of Americas
  earliest settlers, as conveyed through primary
  source documents and literature of the Colonial
  period.
• Identify and explain elements of Puritan
  literature.
• Explain preaching as a type of formal speech
  and explain its role in the First Great
  Awakening.
• Explain the role of religion in early American
  life.

4
Unit 1 Standards

• RL 11-12.4 Determining the meaning of words and
  phrases as they are used in the text, including
  figurative language and connotative meanings
  analyze the impact of specific word choices on
  meaning and tone, including words with multiple
  meanings or language that is particularly fresh,
  engaging or beautiful.
• RL 11-12.9 Demonstrate knowledge of 18th-century
  foundational works of American literature,
  including how two or more tests from the same
  period treat similar themes or topics.
• RI11-12.6 Determine an authors point of view or
  purpose in a text in which the rhetoric is
  particularly effective, analyzing how style and
  content contribute to the power, persuasiveness,
  or beauty of the text.
• W.11-12.2 Write informative/explanatory texts to
  examine and convey complex ideas, concepts, and
  information clearly and accurately through the
  effective selection, organization , and analysis
  of content.
• SL.11-12.1 Write arguments to support claims in
  an analysis of substantive topics or texts, using
  valid reasoning and relevant and sufficient
  evidence.
• L.11-12.3 Apply knowledge of language to
  understand how language functions in different
  contexts, to make effective choices for meaning
  or style, and to comprehend more fully when
  reading or listening.

5
Unit 1 Primary Texts

• The Sun Still Rises in the Same Sky pg. 22
• The Sky Tree, The Earth Only and Coyote
  Finishes his Work pg. 24
• Of Plymouth Plantation excerpt pg. 119
• Narrative of the Captivity excerpt pg 36
• To My Dear and Loving Husband pg. 150
• Upon the Burning of Our House pg. 28
• Sinners in the Hands of an Angry God excerpt
  pg. 45
• On Being Brought to America Handout
• The Interesting Narrative of the Life of Ouladah
  Equiano excerpt pg. 53

6
Unit 1 Assessments

• Introduction Quiz
• Literary Term Quiz (CFA and final assessment)
• Puritan Background Quiz (CFA)
• Comparison Paragraph (CFA)
• Upon the Burning of Our House Quiz (CFA)
• Argument writing based on Bradstreet and Edwards.
  (CFA)
• Final Assessment Essay in Computer Lab and
  submitted to Turnitin.com

7
Unit 1 Literary Terms

• Look up the following terms. (D) Look in the
  dictionary for the definition that corresponds
  with the . Other terms are found Between pgs
  1379-1398.
• Archetype
• Apostrophe (D2)
• Conceit (D2)
• Covenant of grace (in Reformation theology) The
  covenant between God and humanity which was
  established by Christ at the Atonement.
  (Salvation is not earned or merited)
• Didactic poetry Didactic Poetry is instructional
  poetry.
• The Great Awakening a series of religious
  revivals among Protestants in the American
  colonies, from c 1725-1770
• Idealism (D1)
• Inversion
• Lyric poetry
• Metaphor
• Oxymoron
• Personification
• Plain Style
• Pragmatism (D1)
• Sermon  discourse for the purpose of religious in
  struction or exhortation, especially one base
  d on a text of Scripture and delivered by a member
   of the clergy as part of a religious service.
• Simile

8
Unit 1 Purpose Setting

• In this unit, we will be hearing the voices of
  early America, but we need to carefully listen if
  we are to understand their beliefs about the
  destiny of America the American dream that has
  entranced so many. These beliefs are now taken
  for granted as virtues of todays culture. But
  where did they come from? The purpose of this
  unit is to gain a better understanding of why our
  culture is the way it is and why we respond to
  personal , societal and environmental crisis the
  way we do.

9
Purpose Setting Question

• How did the attitudes and beliefs of early
  American settlers not only help them endure
  hardships but also shape their interactions with
  the native inhabitants?
• You will need to be able to answer this question
  by the end of the unit based on the literature
  and videos presented during unit 1.

10
Unit 1 Day 1

• What do you think of when you hear the term, The
  American Dream?
• Which groups of people were not part of the early
  American dream? (there are 2-3 groups)
• You will be taking a 5 question quiz based on a
  brief video we are going to watch. We will look
  at the questions to you before we watch the
  video, feel free to jot notes down about the
  questions and during the video.

11
Video Quiz Questions

• Write out each question and the correct answer
  (not the letter) to each question based on the
  video.
• America has often been compared to the biblical
• a. Gethsemane b. Garden of Eden c.
  Bethlehem d. Jericho
• Of utmost importance, according to the American
  dream, is the
• a. Land b. economy c. truth
  d. individual
• The early settler John Smith helped keep the
  American dream alive by
• a. Sending reports to Europe
  b. printing travel brochures
• c. Making friends with American Indians d.
  visiting all the colonies
• The Puritan dream in the Americas did NOT
  include
• a. Promoting Transcendentalism b. creating a
  model city
• c. Escaping political persecution d.
  practicing religion in peace
• Major contradictions concerning the American
  dream include the treatment of American Indians
  and
• a. European Romanticism in the Americas b.
  zealous proponents of democracy
• c. The institution of slavery
  d. the belief in history as progress

12
Video Answers

• America has often been compared to the biblical
• Garden of Eden
• Of utmost importance, according to the American
  dream, is the
• individual
• The early settler John Smith helped keep the
  American dream alive by
• sending reports to Europe
• The Puritan dream in the Americas did NOT
  include
• promoting Transcendentalism
• Major contradictions concerning the American
  dream include the treatment of American Indians
  and
• the institution of slavery

13
Unit 1 Day 2 Warm Up

• Read the quote from John Winthrop (pg 1). Rewrite
  the quote in todays language.
• How does this quote relate to the American Dream.

14
Unit 1 Day 2 Assignment 11/18

• Power Notes (Outlining)
• Purpose Organizing important background
  information. Organization is key to memory and
  comprehension.
• 1 is the main idea/title
• 2s are ideas that support the 1 (s)
• 3s are ideas/details that support 2s
• 4s are ideas/details that support 3s

15
Unit 1 Day 2 Assignment

• Read Clash of Cultures on page 4. We are going to
  create Power Notes for this section
• 1 Political and Social Milestones to 1800
• 2 Clash of Cultures
• 3 1490s European Exploration of Americas
• 3 Numerous groups of Native Americans (NA)
  already there
• 4 Many diverse societies w/ long histories
• 4 Most groups only a few thousand people
• 5 Aztecs largest group w/ over 1 million
  people in 1400s

16
Unit 1 day 2 Cont.

• Now do Puritan Dominance and Rise of Rationalism
  on your own.
• It should look something like this
• 2 Puritan Dominance
• 3 Puritans shaped modern moral, ethical and
  religious convictions
• 4 1620 Puritans land in Cape Cod
• 4 1630 700 more Puritans arrive
• 4 1640 over 20,000 Puritans in N. England
• 3 Puritans focused on Religion and business
• 4
• 4
• 4

17
Collection 1 Day 3 Warm Up

• Create a bubble map of all the information you
  know relating to the Puritans.
• Puritans

18
Unit 1 Day 3 Assignment 11/21

• Todays Purpose is background knowledge. The more
  difficult the subject, the more background
  knowledge you need to help you understand.
• Grab a copy of The Holt Reader pgs 3-6 (text book
  pgs 6-14)

19
Unit 1 Day 3 Cont.

• Forming New Relationships
• Battling New Diseases
• Explorers Writings
• The Puritan legacy
• Puritan Beliefs Sinners All
• Puritan Politics Government by Contract
• With a partner next to you, write a 1-2 sentence
  summary about what you think each of these
  sections is going to be about. 5 minutes.

20
Unit 1 Day 3 Cont.

• In your Row/Group, create a poster of power notes
  with the critical information from your section
  which will help understand the Native Americans,
  the Puritans and the difficulties they faced.
• You should have at least 2 visuals relating to
  the information on your poster.
• Each Group member needs a specific job! Assign
  artist and each person has at least one paragraph
  to power outline.
• You will be presenting your poster to the class
  tomorrow.

21
Unit 1 Warm Up Day 4

• Write the correct definition on the right with
  the correct word on the left
• Allegory a series of religious revivals among
  Protestants in the American colonies, from
  c 1725- 1770
• Apostrophe (D2) The practice of envisioning
  things in an ideal form.
• Conceit (D2) An elaborate or extended metaphor
  
• Covenant of grace Instructional poetry.
• Didactic poetry The contract between God and
  humanity established by Christ at the
  Atonement.
• The great awakening A rhetorical device in
  which a speaker or writer addresses an absent
  person or an object
• Idealism (D1) A story or poem in which
  characters, settings and/or events stand for
  other people or events or for abstract ideas
  or qualities.

22
Unit 1 Day 4

• Audience expectations
• Be a polite and attentive audience member
• Do not work on poster or other assignments or
  have electronic devices out
• TAKE notes on information presented.
• There is a graded quiz tomorrow based on this
  information!
• Present your poster to the class
• All group members must be upfront
• Each member must cover at least one point
• Answer any questions the audience has about your
  poster.

23
Collection 1 Day 5 Warm Up

• Purpose Review yesterdays lesson on Puritans
• Where in todays society do you still see the
  effects of Puritanism?
• What do you understand or how do you relate to
  the Puritan culture? Be sure to explain in what
  way.
• Write at least 2 new things you learned about the
  Puritans

24
Unit 1 Day 5 Assignment

• Get Out Encounters, Religions and Philosophies
  Chart
• Watch Puritan video. Take notes on how the
  Puritan belief system still affects us and any
  new information you can add to Puritan religion
  or belief chart.
• Finish Completing as much of the chart for the
  Puritans as you can based on your notes from the
  introduction.

25
Day 6 warm Up

• Inversion A figure of speech that combines
  opposite or contradictory terms in a brief
  phrase.
• Lyric poetry discourse for the purpo
  se of religious  instruction or
  exhortation, especially one  based on a text
• of Scripture and delivered by a member of the
•  clergy as part of a religious service.
• Oxymoron A practical matter-of-fact way of
  approaching or assessing a situation or
  solving problems
• Parallelism A way of writing that stresses
  simplicity and clarity of expression
• Plain Style The repetition of words or phrases
  that have similar grammatical structures.
• Pragmatism (D1) The reversal of normal word
  order in a sentence or a phrase.
• Sermon Poetry that does not tell a
  story but expresses the personal feelings or
  thoughts of a speaker

26
Unit 1 Day 6 Assignment

• Purpose Organizing Key Background Knowledge
• Get Out Encounters, Religions and Philosophies
  Chart
• Finish Completing as much of the chart for the
  Puritans as you can based on your notes from the
  introduction and video.
• We will now add the Native American perspective.
  Create a power outline of the first column on pg.
  22

27
Day 6 Cont.

• 1 Native American (NA) Literature
• 2 NA misrepresented through years
• 2 Recent authentic literary voices of NA getting
  attention
• 3 oral tradition
• 3 similar to oral tradition of West. Lit
• 4 Odyssey
• 4 Beowulf
• 3 NA traditions not recognized until 1800 by
  scholars
• 2 Problem in recognizing NA lit
• 3 translation from 100s of NA languages
• 3 NA scholars translating
• 2 Generalizations about NA Oral Traditions
  (Paragraph 3)

28
Day 7 Warm Up

• Match the correct definition on the right with
  the correct word on the left.
• Allegory a. a series of religious
  revivals among Protestants in
  the American colonies, from c 1725-1770
• Apostrophe (D2) b. The practice of envisioning
  things in an ideal form.
• Conceit (D2) c. A way of writing that stresses
  simplicity and clarity of expression
• Covenant of grace d. Instructional poetry.
• Didactic poetry e. The contract between God and
  humanity established by Christ at the
  Atonement.
• The Great Awakening f. A rhetorical device in
  which a speaker or writer addresses an absent
  person or an object
• Idealism (D1) g. Poetry that does not tell a
  story but expresses the personal
  feelings or thoughts of a speaker
• Inversion h. A figure of speech that combines
  opposite or contradictory terms in a brief
  phrase.
• Lyric poetry i. discourse for the purpo
  se of religious  instruction or
  exhortation, especially one  based on a text
  of Scripture and delivered
  by a member of the clergy as part of a religious
  service.
• Oxymoron j. A practical matter-of-fact way of
  approaching or assessing a situation or
  solving problems
• Parallelism k. An elaborate or extended
  metaphor
• Plain Style l. The repetition of words or
  phrases that have similar grammatical
  structures.
• Pragmatism (D1) m. The reversal of normal word
  order in a sentence or a phrase.

29
Day 7 Assignment

• Heroes Brave
  Villains
• evil
• fight
• Archetypes
• beautiful pointy hats
• Princesses Witches
• What do you think an Archetype is? warts

30
Unit 1 Day 7 Assignments

• Complete Native American portion of ERP Chart
  based on power notes from yesterday.
• Purpose Understanding and recognizing Archetypes
  in literature. Literary term on test.
• Group Concept map on common Archetype examples in
  multiple cultures.
• Read The Sky Tree, The Earth Only and Coyote
  Finishes his Work aloud.
• 1. Identify the archetypes in each story
• 2. Write 5 things that reflect the beliefs of
  Native Americans.
• Answer the Questions on page 26
• Add information to ERP chart based on todays
  reading

31
DAY 8

• Matching Vocabulary Quiz 15 minutes.
• Puritan Introduction and Video Quiz

32
Day 8 Assignment Cont.

• Purpose Practicing using context clues to
  understand new vocabulary
• 3 types of Context Clues (pg 66)
• Definition or restatement
• Synonym
• Contrast
• Practice 1. Write the meaning of the underlined
  word on scratch paper and 2. type of context
  clue.
• 1. Separated from his sister, Equiano was left in
  a state of distraction, too grief stricken and
  upset to eat.

33
Day 8 Cont

• 2. Equiano was filled with apprehensions when he
  was carried aboard the slave ship, and his fears
  increased.
• 3. A crew member offered him some liquor,
  thinking it would alleviate his terror, but
  instead it only made him feel worse.
• 4. Descriptions of the new things he sees are
  interspersed within the narrative, rather than
  collected into a single chapter.
• 5. In Africa the wealthy widows house was
  commodious, the most spacious dwelling Equiano
  had ever seen.

34
Day 8 Cont.

• 6. Three captives jumped overboard, much to the
  consternation of the crew, who were alarmed that
  others might follow.
• 7. Careless about their future profits, the
  slavers were improvident to let captives die from
  horrid conditions.
• 8. Equiano denounces the avarice of the slavers,
  whose greed goes against their supposed Christian
  values.
• Turn to page 154 in the text book and complete
  the practice alone. The goal is for students to
  recognize and use context clues when reading.

35
Day 9 Warm Up

1. The captain of a ship was telling this
   interesting story "We traveled the sea far and
   wide. At one time, two of my sailors were
   standing on opposite sides of the ship. One was
   looking west and the other one east. And at the
   same time, they could see each other
   clearly."How can that be possible?
2. Two girls were born to the same mother, on the
   same day, at the same time, in the same month and
   year and yet they're not twins. How can this be?

36
Warm Up Answers

• The marines were standing back to the edge of
  the ship so they were looking at each other. It
  does not matter where the ship is (of course it
  does not apply to the north and South Pole).
• The two babies are two of a set of triplets.

37
Day 9 Assignment

• Read the Connecting to the Focus Question on
  pg. 119. We will be answering this question after
  we finish reading an excerpt from Of Plymouth
  Plantation
• Turn to page 121. Create a 2 column page. Label
  the left hand column Natural Difficulties and
  the right hand column Role of N. Americans
  helping them
• As you write your examples, be sure to put the
  pg. as well.
• We will also be writing 1 sentence summaries
  after we finish each page in order to check for
  understanding.

38
Day 10 Warm Up

• Move one coin below to create rows of 4 in any
  direction

39
Warm Up Answer
Stack the coin on the one in the middle.
40
Day 10 Assignment

• Finish reading Of Plymouth Plantation
• Continue writing your examples on the 2 column
  notes and the 1 sentence summaries after you read
  each page.
• Answer the Connecting to the Focus Question on
  pg. 119. Your answer should be 1 3 chunk
  paragraph. Be sure to cite examples from the text
  and give pg. numbers for your quotes, paraphrases
  and other examples.

41
Unit 1 Day 11 Warm Up

• John is on a raft, adrift in the ocean with
  several other survivors of a shipwreck. The
  others are too weak, so he or Mike will swim to a
  nearby island to look for help. It is almost
  certainly suicidal, due to the circling sharks,
  but they have little else to hope for. Mike takes
  the lose change from his pocket and puts two
  pennies in a hat. He tells John that one is a
  2005 penny, and the other 1975. If John picks the
  newer penny he can stay on the rat, and Mike will
  risk his life. If John picks the older penny, he
  must go. John has seen that both pennies were
  actually dated 1975, but he doesn't want to say
  anything, because Mike is a big guy. How does he
  win, and get Mike to go, without exposing him as
  a fraud in front of the others?

42
Answer to Warm Up

• John reaches into the hat and takes out either
  penny. He lets it slip out of his hand and fall
  into the ocean. Apologizing, he suggests that if
  the remaining penny in the hat is the 1975 one,
  he must have drawn the 2005 penny.

43
Day 11-13 Objectives

• Objectives for A Narrative of Captivity
• Identify emerging themes in early American
  literature, such as a new Eden, salvation,
  and cooperation and conflict.
• Compare and contrast the experiences of Americas
  earliest settlers, as conveyed through primary
  source documents and literature of the Colonial
  period.
• At the end of this selection, we will be
  writing a paragraph comparing William Bradfords
  and Mary Rowlandsons experiences with Native
  Americans

44
Day 11 Assignment

• Complete the Vocabulary Development handout to
  practice using context clues before reading this
  difficult text.
• Read A Narrative of Captivity while we listen
  to the audio CD of the selection as well.
• You will need a piece of paper to write down
  answers to questions that will be asked during
  the reading and to write the notes you will need
  for the assignments.
• Focus on Marys cooperation and/or conflicts with
  the Native Americans
• Look for Allusions (references to a statement,
  person, place or event from history, religion,
  mythology, etc.) to complete the backside of the
  handout.

45
Day 12 Warm Up
Write what you think the answer is for each rebus
puzzle below.
46
Warm Up Answers

• History repeats itself
• Rail crossing
• Youre under arrest
• Point blank range
• Update

47
Day 12 Assignment

• Finish reading A Narrative of Captivity and
  taking notes.
• Complete the Allusion side of the handout.
• Start brainstorming and writing the rough draft
  of your comparison paragraph.

48
Day 13 Warm Up
Write what you think the answer is for each rebus
puzzle below.
49
Warm Up Answers

• Walk in the park
• Down 2 earth or parallel worlds
• Tip of the iceberg
• Domino
• Tunafish

50
Chronological Order of Events

• Captured by native Americans, her and her
  daughter are wounded.
• They travel for three days to the captors
  village.
• Daughter suffers for 9 days
• Daughter dies
• Captors bury Marys daughter.
• Mary is reunited with her older daughter, but not
  allowed to see her again b/c of her daughters
  reaction to seeing her mom.
• Reunited with her son
• Receives a Bible.
• Forced to move camp after British troops attack
• Cross the river to escape
• Cries as she thinks about her situation
• Starts working for food and money for Phillip
• Went to visit her son and got lost.
• Native Americans begin to help her and treat her
  better
• Another family offers to purchase her from
  Phillip.

51
Day 13 Assignment

• Write your rough draft of the comparison
  paragraph.
• Be sure to have your 1st draft peer edited by a
  classmate.
• We will be typing and submitting the final drafts
  tomorrow in the computer lab. You will only have
  1 day in the lab to type and submit your
  paragraph. If you need additional time, you will
  have to complete it at home or in the library on
  your own time.

52
Day 14 Assignment

• Go to the computer lab to type and submit final
  draft of the Bradford/Rowlandson comparison
  paragraph to turnitin.com

53
Day 15 Warm Up

• How would you feel if today you suddenly lost all
  of your possessions. How would you feel? What
  would you do? If you could save 2 items (not pets
  or people), what 2 items would you choose to
  save? Why?
• Write briefly about how you think a Puritan woman
  of the 1600s would respond to losing everything
  in a fire.
• Purpose Todays Literary Focus is knowing and
  understanding 1. Plain Style and 2. Inversion.

54
Day 16 Warm Up

• Read pg 27 about Anne Bradstreet.
• How did her poetry become public?
• How was her poetry received by the public?
• What specifically is Anne remembered for?

55
Day 16 Assignment

• Objective
• Compare and contrast the experiences of Americas
  earliest settlers, as conveyed through primary
  source documents and literature of the Colonial
  period.
• Identify and explain elements of Puritan
  literature. Specifically inversion and plain
  style.
• We will read Anne Bradstreets To my Dear and
  Loving Husband
• How is this an example of plain style? Use at
  least 1 specific example from the poem.
• Choose any 5 lines that are an example of
  inversion and rewrite the lines so they are in a
  normal word order, or more common sentence
  stucture.

56
Day 16 Continued

• To My Dear and Loving Husband
• BY ANNE BRADSTREET
• (1) If ever two were one, then surely we.
• (2) If ever man were loved by wife, then thee.
• (3) If ever wife was happy in a man,
• (4) Compare with me, ye women, if you can.
• (5) I prize thy love more than whole mines of
  gold,
• (6) Or all the riches that the East doth hold.
• (7) My love is such that rivers cannot quench,
• (8) Nor ought but love from thee
  give recompense.
• (9) Thy love is such I can no way repay
• (10) The heavens reward thee manifold, I pray.
• (11) Then while we live, in love lets
  so persever,
• (12) That when we live no more, we may live
  ever.

57
Day 17 Assignment

• Plain Style (pg 28) Emphasized the uncomplicated
  sentences and the use of everyday words from
  common speech.
• Modern equivalent Plain text or email language
  vs elaborate language used in college essays.
• Inversion The words of a sentence or phrase are
  wrenched out of normal order. (Think about the
  way Yoda speaks in Star Wars)
• Example In the silent night when rest I took.
  vs In the silent night when I took rest.
• Pg 18 in Holt Reader. Look at examples of
  inversion and create 3 of your own.

58
Day 17 Cont.

• Purpose To recognize plain style, be able to
  identify inversion and to comprehend the reading
  selection.
• Read Here Follow Some Verses Upon the Burning of
  our Family Home pg. 29 Be prepared to answer 5
  T/F Questions
• Answer Questions 1,3 and 4 from pg 30
• Re read your warm up from yesterday. How are you
  alike or not alike to Anne Bradstreet?
• Answer the 5 questions on the next page true or
  false on your own piece of paper.

59
Day 17 Cont.

• The speakers husband died in the fire that
  destroyed their house.
• Upon seeing the fire, the speaker reacts by
  praying for Gods help.
• The speaker most regrets that she will not see
  her children grow up in that house.
• 4. The speaker fights the temptation to curse God
  for this disaster.
• 5. The speaker takes comfort in thoughts of the
  dwelling that God has prepared for her in Heaven.

60
Day 17 Answers

1. F
2. T
3. F
4. F
5. T
6. (1) Speaker begins putting her material losses
   into spiritual perspective (stuff vs God)
7. (3) The house is heaven, the architect is God.
   It is better than the poets earthly home b/c it
   is furnished with spiritual glory.
8. (4) She may feel her earthly possessions/treasures
   have caused to minimize/forget the true treasure
   of eternal life.

61
Day 18 Assignment

• Purpose Understand 3 Figures of Speech and
  imagery.
• Figures of Speech are words or phrases that
  compare one thing to another, unlike thing.
• Simile metaphor personification
• Not a Figure of Speech But important imagery
• Write the definition under each and one example.

62
Day 18 Cont.

• Purpose Identifying figurative language and
  recognizing the use of fear as a persuasive
  technique.
• Be able to compare Edwards writing and beliefs
  with Bradstreets writing and beliefs.
• Turn to page 46. We will be reading Sinners in
  the Hands of an Angry God
• Assignment 1 Write down at least 6 figures of
  speech from the selection. A minimum of 1 for
  each figure of speech.
• Assignment 2 How does Edwards use fear? Do you
  think it is effective? Explain
• Assignment 3 Answer Questions 3, 5 and 6 on Pg .
  51

63
Day 19 Assignment

• Write down on a note card your favorite and/or
  most powerful example of a figure of speech from
  the sermon. Write your name below quote.
• Based on the definitions of figurative language,
  decide in twos, where each of your cards
  (descriptive passages) belong.
• Write the figure of speech on the back of the
  card.
• Place your card on the poster that matches the
  figure of speech on the back of your card. Be
  sure the quote is facing out.

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Day 19 Cont.

• Tape the quote on the poster with the matching
  figure of speech.
• Carousel in groups and place a sticky note on
  any quotes that you think are misplaced.
• Vocab review if time. Final Vocab test in 4 days.
  You will need to be able to match words with
  their definitions and you will need to label
  examples of the literary terms taken from Unit 1
  selections.

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Day 20 Assignment

• Phyllis Wheatley

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Day 22

• Phyllis Wheatley CFA based on To the Right
  Honorable William, Earl of Dartmouth

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Day 20 Warm Up

• Create and fill in the first two parts of a KWL
  chart about slavery. Be prepared to share.

K (what you already know)
W (what you want to know more about)
L (What new information did you learn)
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Day 20 Assignment

• Purpose for reading today
• 1. Information you arent familiar with about
  slavery
• 2. Hints that reveal the belief system of Equiano
• With a partner, Read and Retell alternating
  paragraphs in the story beginning on pg. 30 in
  the reader. Stop at the end of pg 35.
• Read and Retell strategy One person reads the
  selection aloud and the other person gives a one
  sentence summary aloud back to the reader. If
  your group is not doing it verbally, you will
  both have to do it in written format.
• Answer all of the margin questions in the
  following categories for the entire story
  Identify, Infer, Clarify, Cause and Effect,
  Analyze, Draw Conclusions, Predict and Interpret.
  (32 total)

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Day 21 Warm UpEach of the sets of letters below
are missing one or more of the letter O. Add
the correct number of Os in the correct places
to create 10 words found in the dictionary.

• 1) utdr2) bnxius3) drus4) nlker5) nmatpeia6)
  ppsitin7) rthdx8) cckat9) prtbell10) vd

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Warm Up Answers

1. Outdoor
2. Obnoxious
3. Odorous
4. Onlooker
5. Onomatopoeia
6. Opposition
7. Orthodox
8. Cockatoo
9. Portobello
10. Vodoo

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Day 22 Assignment 12/7

• Purpose for reading today
• 1. Information you arent familiar with about
  slavery
• 2. Hints that reveal the belief system of Equiano
• Finish reading Equianos The Interesting
  Narrative of the Life of Olaudah Equiano
• Finish answering all of the margin questions in
  the following categories for the entire story
  Identify, Infer, Clarify, Cause and Effect,
  Analyze, Draw Conclusions, Predict and Interpret.
  (32 total)