“Give Me Liberty, or Give Me Death” by Patrick Henry and Joseph Galloway’s “Address to the Continental Congress”

The faces that these guys are pulling are PRICELESS.

The faces that these guys are pulling on Henry are PRICELESS.

As we read two of the most important and powerful texts in the Revolutionary Period – Patrick Henry’s “Speech to the Virginia Convention” and Joseph Galloway’s “Address to the Contintential Congress” you will be practicing analyzing rhetoric through the SOAPSTone PLUS method.  As we read through the texts together in class and discuss the use of rhetorical questions and extended metaphor, but sure to add our discussion to your analysis worksheet. You will also need these notes for the argumentative essay later this week.

Be sure to review the videos below from class today on Patrick Henry’s background, and the performance of his speech, if you were unable to get all of the notes:

Additionally, click here to access Henry’s speech if you have misplaced your copy, and click here to access the in-depth analysis packet you will be creating with your groups.

For my ESOL students, click here for a copy of the speech with explanations in the margins. 

Please see the video below for the notes over Galloway

And click here to access his speech if you misplaced you copy.

Finally, we analyzed and compared Henry and Galloway’s roles as Patriots and Loyalist in class, as well as completing a SOAPSTone over them – see the image below for our comparison notes.

 

Finally, you each summarized the main idea of each of the paragraphs in Galloway’s speech – see the images below for your summaries.

11th Grade American Literature Fall 2019

Revolutionary Literature

As we transition from literature of the Puritan period to literature of the American Revolution, it is important for you to understand that history and its accompanying literature transition SLOWLY – the colonist did not simply wake up one day and realize ‘Hey, we’re in a new literary time period! Let’s change our writing style and beliefs overnight!’. We began to see the slow shift from theocratic colonies governed by religion to a more secular, democratic society with civil courts. Below you will find our notes from class outlining what exactly happened to transition the ideas of the Puritan period to the ideas of the Revolutionary period. Additionally, you will also find a complete list of ideas, concepts, beliefs and characteristics of the Revolutionary period that you may refer to throughout this unit.

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Common Beliefs

  1. Faith in natural goodness – a human is born without taint or sin
  2. Perfectibility of a human being – it is possible to improve situations of birth, economy, society, and religion
  3. The power of reason 
  4. The attitude of helping everyone
  5. Outdated social institutions cause unsociable behavior – religious, social, economic, and political institutions, which have not modernized, force individuals into unacceptable behavior (in response to the Great Awakening and the Salem Witch trials)

Functions of the Writers of this Period

  1. A searching inquiry in all aspects of the world around
  2. Interest in the classics as well as in the Bible
  3. Interest in nature
  4. Interest in science and scientific experiments
  5. Optimism – experiments in Utopian communities
  6. Sense of a person’s duty to succeed
  7. Constant search of the self – emphasis on individualism

 

(*note: the end of the above video covers Revolutionary literature)

11th Grade American Literature Fall 2019

Sinners In The Hands of An Angry God – Johnathan Edwards

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As we move into ‘The Great Awakening’ in our study of American Literature, we will be analyzing the rhetorical power of Edward’s famous sermon, “Sinners In The Hands Of An Angry God”. Edward’s use of startling imagery and terrifying depictions of the wrath of God are shocking even for today’s modern audience, but would have been absolutely terrifying to the members of his congregation during his own time period.

Below you will find a brief video with background information on Edwards that YOU SHOULD DEFINITELY WATCH FIRST, follow by a PDF of the Sermon and the audio to the sermon. Download the PDF and follow along as you listen to the Youtube video of the sermon… make notes of the rhetoric Edward’s uses. You can use the SOAPSTone Plus method we learned in class for this:

As we begin to examine an author’s use of rhetoric to achieve a specific purpose remember that this will be a huge part of AP Language next semester! That means you need to practice the method of SOAPSTone Plus. Begin practicing the SOAPSTone Plus analysis method – you will use it from now on!

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After you have become comfortable with just finding the use of these rhetorical devices, you can begin analyzing texts in the Arch Method. This will streamline you note taking over your analysis, and can be a life saver during the timed Rhetorical Analysis essay on the AP Language and Composition Exam. Below you can find a sample of the Arch Method process, as well as an example of how to conduct the Arch Method Analysis with Mary Rowlandson’s “A Narrative of the Captivity”.

 Arch Method Arch Method Rowlandson

*Click on the images for an enlarged view

Click here for “Sinners In the Hands of An Angry God.”

And finally, click here for the full audio of his sermon. 

 

Can’t wait to discuss this with you tomorrow! 🙂

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11th Grade American Literature Fall 2019

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

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

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

Naturalism in American Literature

As we move away from the Realist period in American literature and into the 20th century, we approach the literary period known as ‘Naturalism’. While many of the other periods of writing in American literature had fairly distinct timelines and major events that acted as ‘endcaps’, the Naturalist period overlaps many of the other time periods – Realism, and The Harlem Renaissance. While very similar to Realism, there are distinct differences between the two periods:realism-and-naturalism-in-acting-context-6-638

As we read through these texts, pay attention to how we are finally presented with stories that have characters who struggle with their emotions and their own psychology. We will also be examining stories that develop the struggles of characters in poverty and characters who are disenfranchised in society.

 

Please watch the video below to catch up on your in-class notes if you missed them!

11th Grade American Literature Spring 2018