Anne Bradstreet Poetry Analysis and Video Notes

 

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Anne Bradstreet – and some ducks.

Please see the video below for the notes over Anne Bradstreet that you will need for class. Remember to keep in mind the differences between the use of literary devices and emotional appeals in Bradstreet’s poetry, as you’ll have to compare it to Johnathan Edwards’s sermon “Sinners in the Hands of an Angry God” at some point this week!

As we analyze ‘The My Dear and Loving Husband’, but sure to pay attention to how Bradstreet always manages to connect her expressions of humanity and worldliness with her pious beliefs. Also, be sure to know the significance behind many of her allusions! If you need a refresher on how to annotate and analyze a text, see our handout from class here. 

see our handout from class here. 

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11th Grade American Literature Fall 2019

Narrative Writing

In addition to writing academic essays you also need to practice crafting interesting stories through narrative. Being comfortable using the elements of narrative writing not only make it easier to read and understand narrative choices an author makes in the stories we read in class, but it can also be a useful tool to spice up your academic writing as well.

Remember, there are key elements we’ve covered in class for narrative writing. These include:

  • Having multiple characters that interact or speak with each other.
  • Using descriptive language that appeals to the senses.
  • Using dialogue – either internal or external (and formatting it correctly!)
  • Making the setting, POV and plot clear to the reader.
  • Having a thematic conclusion.

Consider this – will you be able to complete all of these points in just a few sentences? No. You will need to make sure your narrative is adequately developed. Let’s look at the examples below:

Sample 1

This samples scored a 1/4 – what elements can you see are missing?

 

 

Sample 2

This samples scored a 3/4 – do you see how it includes dialogue and description? Despite formatting and grammatical errors, the development and use of elements was still solid.

 

 

Sample 3

This samples scored a 4/4. The student has clear characters, dialogue, description, and a plot. The story is developed in three short paragraphs, and has a conclusion.

 

Remember, I will be assessing your writing with the same rubric the state will use.

Please click here to access the rubric.

 

You also will need to track your own progress on these writing – please be sure to look back at your growth and take note of which elements you are improving on – you can make sure to repeat that performance in the future! Click here to access your tracking chart for class.

11th Grade American Literature Fall 2019

Diagramming Sentence: Prepositional Phrases

Before you can effectively write using the English language, or even analyze how others use writing effectively, you need to be familiar with the basic parts and components of the English language. Knowing and being able to identify these smaller component of your own language will allow you to write more effectively and assess and improve your own writing as the year progresses.

This week we will be examining how to correctly diagram adjectives and adverbs. Remember, you must pay attention to whether the adjective or adverb describes the verb or subject or direct object of a sentence, or if the adverb is modifying an adjective to determine where you should place it in your diagram.

A prepositional phrase is a group of words that begin with a preposition and end with a noun. The whole phrases functions as either an adjective or adverb.

But what is a preposition? The technical definition is that a preposition is a word that shows the relationship between nouns or pronouns and other elements in the rest of the sentence. The easy definition is that a preposition is anything a worm can do to an apple:

 

Remember, when a prepositional phrase acts as an adjective, it modifies nouns and pronouns:

 

When prepositional phrases act as adverbs the modify verbs, adverbs or adjectives:

Remember, when a prepositional phrase acts as an adjective it can modify any noun or pronoun – not just those in the subject. Sometimes they modify the object of another prepositional phrase:

Practice diagramming prepositional phrases with the sentences below:

  1. The exquisite, red flowers in the garden are growing strong.
  2. Has Lucy been reading all night?
  3. The hot air balloon floated above the puffy, white clouds.
  4. Little Jack Horner sat in the corner of the room.
  5. The chocolate chip cookie dough is in the back of the freezer.
  6. The rusty lawnmower with the broken axle sat in my garage.
  7. In May, the vigorous plants in Cathy’s vegetable garden grow very quickly.

8. Which of these is NOT a prepositional phrase?

  • in the journal
  • at the table
  • how are you
  • on the floor

9. True or False: Some prepositions show time and place and others add detail.

10. True or false: As an adverb, a prepositional phrase will answer questions such as How? When? or Where?

11.Most people in Japan follow the traditional customs of their country.  Is this prepositional phrase acting as an adjective or adverb ?

12. The Japanese traditionally bow on certain occasions.  Is this prepositional phrase acting as an adjective or adverb?

 

 

11th Grade American Literature Fall 2019

Diagramming Sentences – Adjective and Adverbs

Before you can effectively write using the English language, or even analyze how others use writing effectively, you need to be familiar with the basic parts and components of the English language. Knowing and being able to identify these smaller component of your own language will allow you to write more effectively and assess and improve your own writing as the year progresses.

This week we will be examining how to correctly diagram adjectives and adverbs. Remember, you must pay attention to whether the adjective or adverb describes the verb or subject or direct object of a sentence, or if the adverb is modifying an adjective to determine where you should place it in your diagram.

Please watch the video below if you need an example, or didn’t get the notes from class.

image from english-grammar-revolution.com

You will be diagramming the sentences below as examples:

  1. Two fat birds chirped.
  2. That cute baby has been laughing.
  3. Will my mother sing?
  4. The lovely, scented candle burned brightly.
  5. Very politely, Henry bowed.
  6. The little red bird flew rather gracefully.

    image from english-grammar-revolution.com

  7. Where did that fat cat go?
  8. Who is eating so noisily?
  9. Can my chicken stay here?
  10. Stop rudely slurping that soup!
11th Grade American Literature Fall 2019

Diagramming Sentences – The Basics

Before you can effectively write using the English language, or even analyze how others use writing effectively, you need to be familiar with the basic parts and components of the English language. I know grammar isn’t your favorite subject to study and learn (hey, it isn’t my favorite either), BUT knowing and being able to identify these smaller component of your own language will allow you to write more effectively and assess and improve your own writing as the year progresses.

 

We’re going to begin by  looking at sentence diagramming. Many of you can list off the parts of speech, but you may not actually know how these parts fit together to create syntactical structures. We’ll begin by looking are very basic, simple sentences. These will contain a Subject, Verb and Direct Object. We’ll then move on to sentences that also contain Adjectives.

Please review the videos below from class, and practice with the sample sentence below.

  1. The flowers grew.
  2. Birds were singing.
  3. The bunnies hopped.
  4. Cally was sleeping peacefully.
  5. Sydney has been hiking.
  6. May I play?
  7. Did Josh eat dinner?
  8. Should we have been reading?
  9. Are they coming?
  10. Can I sing?

 

11th Grade American Literature Fall 2019

Native American Oral Tradition

SachemThe native people of this land did not pass their stories down through books and letters, but rather through the sharing and memorizing of stories by word-of-mouth, also know as the oral tradition. Native American tribes across the Americas had a rich tradition of storytelling that served to explain the natural world around them, define their relationship with nature, and record and remember their tribal history. Interestingly, it was the role of the women in the tribes to preserve this history, tell these stories, and pass this knowledge down to the next generation of the tribe.

As we begin our study of American Literature, we will start with the traditions of this country’s native people and discuss how their traditions fit into the larger context of global literary traditions, and examine how their literary and oral traditions were affected, changed, and unfortunately in many cases, eradicated by the influx of explorers and settlers.

We will be reading three creation stories –Click here to access the Native American Creation Myths

Additionally, the video below provide an overview of the literary oral tradition of the Native Americans. We will be taking notes over this in class, and you may re-watch the video as many times as needed below:

While watching this video you need to practice the Cornell Note-taking methods we reviewed in class today. If you forgot how to do this, please see the post on how to take these notes.

Click here to access the example notes over Native American Literary Tradition in the Cornell Note style.

Also, remember that we’re not just examining the oral tradition of the Native Americans, but also how their storytelling tradition fits into the larger context of literature. You should hopefully remember your study of archetypes from 9th grade, but in case you have forgotten please visit the link below to view a Prezi I have put together for you to review.

Click here to view the Prezi on Archetypes.

As you review the story, be sure to answer the question: How does ‘The Earth on the Turtle’s Back’ represent the themes of Native American storytelling?

Also, be sure to consider how the settings (Skyland, The Great Tree, Earth as a lush land of plants and animals) and characters (The Great Chief, the pregnant Wife, the Muskrat and all the other animals) are archetypes.

Please click here to access the Cornell Notes we took together over the creation myths ‘The Navajo Legend’ and ‘When Grizzles Stood Upright’. 

In class we reviewed and practiced how to write concise summaries of texts – this is an important skill for discussion, for review and studying and for comprehension.

Please click here to review the handout over writing quality summaries.

We practiced summarizing the creation stories “The Earth on the Turtle’s Back” and “When Grizzlies Walked Upright”, as well as summarizing how the themes of Native American creation stories were present in each of them.

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11th Grade American Literature Fall 2019

Pre-Colonial: Native Americans Prior to European Settlement

We’re starting out this semester by looking at the very beginning of American culture – Native American culture.

In class we discussed the stereotypes and preconceptions we have about Native Americans and their culture, as well as our perceptions of the first interactions between explorers and the Native people. You pointed out that it seems, in the stories you’ve read prior, that Natives we either described as helpful and kind (Pochahontas, Squanto, Sacagawea, The First Thanksgiving) or savage and violent (savages, scalping, Sioux warriors). You also discussed how perceptions of the Native people of America are limited to images of teepees, tomahawks, headdresses, buffaloes and buckskins. A part of this course is to read the voices of past Americans and understand how all of these come together to create the great country we live in today. Over the course of the semester we will continually revisit the voice of Native Americans and how they contribute to the melting pot of America.

First, we watched a brief video discussing the rich history of the Native people of America prior to European settlement – a 14,000 year old culture, with lots of diversity, innovations and history.

We then read a brief excerpt from a 1560’s explorer’s journal title ‘De Orbo Novo’. In this journal we examine the author’s use of figurative language and descriptive, and discussed how the purpose was to highlight and celebrate the diversity of skincolors, flora, and fauna in the New World.

Please click here to access your copy of ‘De Orbo Novo’. 

Next, we examined the ancient city of Cahokia – a massive metropolitan Native American city in what is now Missouri. We discussed the difference between primary and secondary and tertiary sources, pointing out that our journal excerpt ‘De Orbo Novo’ would be a primary source document, but the article about Cahokia would be a secondary source document.

Click here to access your article about Cahokia.

In the article over Cahokia, we learn about the complexity of their social systems, class system, architecture, trade and religion. In our class discussion we highlighted ways that life at Cahokia differed from our preconceived ideas, and practices good traits of active listeners and communicators. You also wrote a constructed response to the questions associated with the article, practicing citing textual evidence.

11th Grade American Literature Fall 2019