Goals for Week of November 16-20
November 16, 2009 |
 |
* Students will finish presenting notes and formal outline on the importance of art in developing plot and theme in "The Fall of the House of Usher"
* Students will complete a five-paragraph essay on the Unity of Effect in "Usher"
* Students will employ adjective clauses and complex sentences in writing.
* Students will identify elements of George Tooker's "Government Bureau" and state a theme they see present in the painting
* Students will define vocabulary words from Melville's "Bartleby the Scrivener" and correctly match them with synonyms
* Students will summarize the plot of "Bartleby"
* Students will identify elements of characters of Turkey, Nippers, Gingernut and contrast them
* Students will analyze characters of Bartleby and the unnamed narrator: the lawyer
* Students will discuss importance of walls in "Bartleby" and decide their importance in what Melville calls a "parable" |
| Downloads |
 Bartleby questions, second half of story (21.5 KB)
Bartleby vocabulary (24.58 KB)
|
 |
Goals for Week of November 9-13
November 9, 2009 |
|
* Students will identify relative pronouns, adjective clauses and the noun or pronoun they modify
* Students will combine two sentences into one complex sentence, employing the correct relative pronoun
* In small groups, students will identify setting and character details and the use of art that create a unified effect in Poe's "The Fall of the House of Usher"
* Students will write a five-paragraph essay analyzing setting, character and art employed in " The Fall of the House of Usher" |
| Downloads |
Rubric for Usher essay ( bytes)
|
|
Goals for Week of November 2-6
November 2, 2009 |
|
* Students will use concrete imagery appealing to at least 3 senses in a poem about a personal experience in nature
* Students will identify pattern of composing from the end effect as described in Edgar Alan Poe's "Theory of Composition"
* In small groups, students will identify the stages of the narrator's deteriorating mental condition and identify use of "Theory of Composition" in Poe's "The Raven"
* Students will describe the symbolic significance of the progression through the 7 rooms of Prince Prospero's castle and the significance of their colors
* Students will analyze the use of character description (direct and indirect), setting description, and allusions to Gothic art as Poe used them to create the effect of terror in "The Fall of the House of Usher" |
|
Goals for Week of October 19-23
October 19, 2009 |
|
* Students will write a five-paragraph analytical essay explaining Ichabod Crane's objectives as a typical Yankee, how the Dutch imagination rejects him for a time and how teh New England Yankee eventually established cultural dominance
* Students will discuss the details of a landscape painting from the Hudson River School and the artists attitude towards nature
* Students will read William Cullen Bryant's poem "Thanatopsis" and scan lines for rhythmic pattern and discuss his attitudes toward nature and death
* Students will discuss elements of Romanticism and Transcendentalism in the early to mid-nineteenth century
* Students will identify key ideas in Emerson's "Self Reliance" |
| Downloads |
Thanatopsis questions (20.48 KB)
Ichabod Crane outline (25.6 KB)
Transendentalism notes (22.02 KB)
|
|
Goals for Week of October 13-16
October 12, 2009 |
|
* Students will identify mirror scenes and details in "Rip Van Winkle" and analyze them for political commentary on the American Revolution
* Students will analyze "The Legend of Sleepy Hollow" for use of legend within the story and use of frame tale as a means of political commentary
* Students will identify metaphorical importance of character of Icabod Crane as a commentary on the political/social dominance of the New England Yankee in early America |
|
Goals for Week of September 29 - October 2
September 28, 2009 |
|
* Students will finish discussion about Franklin, Paine and Deism and note the change in American society from religious to secular government
* Students will identify elements of the epic hero in Cooper's "The Deer Slayer"
* Students will discuss the elements of the chivalric code and identify them in "The Deer Slayer"
* Students will analyze characters in "The Deer Slayer" and evaluate their moral character based on the code by which they live |
| Downloads |
The Deerslayer, Chapter 27 (20.48 KB)
The Deerslayer, Chapters 1-2 (19.46 KB)
The Deerslayer, Chapters 31-32 (24.06 KB)
The Deerslayer Vocabulary (19.46 KB)
|
|
Goals for Week of September 21-25
September 21, 2009 |
|
* Students will identify and paraphrase "the particulars" of Franklin's "Apology for Printers"
* Students will identify use of aphorisms and anecdotes and analyze their meaning in "Apology for Printers"
* Students will identify Franklin's 13 "Virtues" and analyze the reasons for prioritization of the virtues in his "Autobiography"
* Students will write a personal anecdote
* Students will identify the 3 "Sins" in "The Way to Wealth" and explain their relationship to the 3 "Virtues"
* Students will identify the use of anecdotes in "The Way to Wealth" and their morals
* Students will compare Franklin's "Doctrine" to the Puritan Doctrine
|
|
