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American Literature Per. 1, 2, 3, 5

Objective: Use factual documents and literary texts to construct evidence-based theories about period to period change . American Literature Per. 1, 2, 3, 5. MONDAY 10-21-2013. Bell Work: No New Bell Work: Review Previous Mug Shots.

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American Literature Per. 1, 2, 3, 5

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  1. Objective: Use factual documents and literary texts to construct evidence-based theories about period to period change. American Literature Per. 1, 2, 3, 5 MONDAY 10-21-2013

  2. Bell Work:No New Bell Work: Review Previous Mug Shots Big Rules in Effect: (just a few of them)1. Its = possessive pronoun; Its cover is in the library. It’s = contraction of it is2. Your = possessive pronoun; Your lunch is in the office for pick up; you’re = contraction of you are.3. Separating dependent (not complete sentence) clauses at the beginningand in themiddle of independent clauses (complete thoughts/sentences).4. Ending punctuation goes inside quotation marks.

  3. Use model annotation to check your Thomas Paine annotation (12 min) • Directions: Read and annotateMI: Main Idea: Find the main idea of each section or paragraph, underline it and write “(mi)” in the marginsE: Evidence: Find at least one piece of evidence to support each main idea you find. Write an “E” in the margins. • S: Signal words: Box the word and put an S near it. These are words that help you with the writer’s organization. They can include words like “first,” “second,” “finally,” “next.”SI: Supporting Idea: Find the supporting ideas (claims that persuade readers of the main idea). Underline them and write SI in the margins. Note: These often come after signal words. • T: Transition:Box the word and write a T near it. These are words that help you understand the author’s logic. They can be words like, “however,” “but,” furthermore,” “again.” • ?: Questions:Use a question mark to show what you don’t understand or need help on. • !: Interesting Ideas:Use an exclamation point to show what is interesting or new to you. • X: I disagree: Use an X when you thinking the author’s claim is wrong or evidence is unconvincing. (Sample: Paragraph 1, 2) THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives everything its value. Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as FREEDOM should not be highly rated. Britain, with an army to enforce her tyranny, has declared that she has a right (not only to TAX) but "to BIND us in ALL CASES WHATSOEVER" and if being bound in that manner, is not slavery, then is there not such a thing as slavery upon earth. Even the expression is impious; for so unlimited a power can belong only to God.Whether the independence of the continent was declared too soon, or delayed too long, I will not now enter into as an argument; my own simple opinion is, that had it been eight months earlier, it would have been much better. We did not make a proper use of last winter, neither could we, while we were in a dependent state. […] ! Like a bandwagon fan? ? Expensive? ? Ungodly Didn’t Do homework? Get alternative worksheet and complete it by block day. It’s located in the red folder holder on the side board

  4. Document File Activity: Completing your timeline for the Puritan and Age of Reason Period. (30 min Monday + 30 Min Tuesday) Overview of the Task1. You will work with an assigned group of four. 2. In your group, you will divide up and review the literature from each period we’ve studied so far. 3. As you review your text, you will add to the PCC (Period Comparison Chart). 4. You will report out to your group and each member will add to his or her chart the information learned about other texts in that period. 5. You will close your discussion of the period literature by developing theories and recording them in the transition row on your PCC. Groups by Seat Number:Group A: 1-4Group B: 5-8Group C: 9-12Group D: 13-16Group E: 17-20Group F: 21-24 Group G: 25-28 Group H: 29-32Group I: 33-36

  5. What exactly should I do? Read the period comparison chart. Put little pencil X’s in the parts you are responsible for. Reread your assigned text. Use a post it while reading to mark 1-2 important quotes. Fill out the chart, including your quotes. Review the information mentally, talking it over in your mind as a form of practicing what you will share with your group. Document File Lesson:

  6. Homework: Read and Annotate pages 1-7.5 of Crevecoeur’s Letters from an American Farmer, Chapter 4: ‘What is an American?’

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