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

Lincoln’s Oration

As we continue to examine primary source documents from the Realist period of American Literary history, we turn to one of the country’s most amazing Presidential writers, Abraham Lincoln.

We have discussed how a speaker’s audience, purpose and persona impact their writing and oration, as well as the way they employ rhetorical devices.

 

11th Grade American Literature Spring 2018

Analyzing Rhetoric – Early Women’s Reform

After analyzing how a speaker’s adopted ‘persona’ impacts their use of rhetoric through an examination of a series of letters by Thomas Jefferson, you will now look at how different speakers with the same persona use a variety of different rhetorical devices based on differing audiences.

During the Expansionist period of American Literary History, we see an up-tick in writings by women, as they took to the factories to work or began to desire the opportunities for advanced education and more equal protection under the law. These were only the very early beginnings of what would later be the reform movement of ‘Women’s Suffrage’ – while women of this period did desire change for their circumstances, they still largely delivered in the idea of ‘Republican Womanhood’ and ‘The Cult of Domesticity’. Please remember this context as you analyze the documents – their ideals are not exactly the same as women of the suffrage movement, progressive era movements or 20th century feminism that you might already be familiar with. To conduct an accurate analysis you need to make sure you understand the historical context for these documents!

 

If you need the background notes from the 1st half of the video we viewed in class, please see it below:

In your groups you have been assigned an excerpt from a piece of journalism, “A real picture of factory life” by an anonymous female factory worker. Conduct a SOAPSTone analysis of the document, and answer the constructed response questions over it.  The powerpoints below may help with your analysis.

Lowell Mill Girls Protest Powerpoint 1

Lowell Mill Girls Protest Powerpoint 2

 

11th Grade American Literature Spring 2018

The Declaration of Independence

We are examining our founding document – an amazing piece of text that brought us to where we are today, and inspired other nations to declare those own free and independent states.

The original Declaration of Independence, ink on parchment. It has been damaged by light and improper storage, and the text has almost faded completely over the past 241 years.

A facsimile copy of The Declaration of Independence, struck in the 19th century. Copies, posters and prints of the document are made from this copy, not the original.

 

Click here to view the real Declaration of Independence at the National Archive.

As we read, analyze and discuss this document please remember that we are looking at not only its importance historically but also its use of effective syntax, its appeals to rhetoric, and even the flaws of 18th century bias that it includes. Many of the ideals exposed in our founding document are held dear to us, but know the irony in that these ideals as we see them today were not extended to all people living in the new United States.

Please see the videos below over the history of the document and a performance of the Declaration.

Today we also learned how to take DoodleNotes, using The Declaration as an example. Please click here to access the notes.

As we analyze the text, remember to look for the appeals to rhetoric and be able to explain how the syntax of the document make its more effective. Be sure to read The National Archive’s analysis of The Declaration of Independence to inform your own analysis and understanding of the text:

“The text of the Declaration can be divided into five sections–the introduction, the preamble, the indictment of George III, the denunciation of the British people, and the conclusion. Because space does not permit us to explicate each section in full detail, we shall select features from each that illustrate the stylistic artistry of the Declaration as a whole.3

 

11th Grade American Literature Spring 2018

Setting SMART Goals for Success

 

Each unit this semester I will be asking you to reflect on your progress and create two goals for yourself – I will be setting two goals for all of you, but I’d like you to brainstorm the rest.

These goals should be relevant to your experience in this class – please don’t set goals for Math (I won’t be able to guide and help you achieve those)…these goals should focus on your use of language, communication, writing, analysis skills, or even general academic goals such as improving your time management, finding a more effective way to study, avoiding procrastination, ect.

You’ll be keeping track of these goals, setting a plan of action, and revisiting to reflect on your progress in each unit.

Please click here to access your goal setting sheet if you lost yours, and review the notes below about how to set SMART goals! 

 

 

 

Specific: – A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:

*Who:  *What:  *Where:  *When:  *Which:  *Why

Specific means reasons, purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, “I want to lose some weight.” A specific goal would be, “I want to lose 10 pounds in 2 months and I will eat properly and exercise at least 3 days a week to accomplish my goal.”

 

Measurable: – Establish criteria for measuring progress toward the attainment of each goal you set.

Describes how each goal will be measured (numeric or descriptive).

When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued the effort required to reach your goal.

Ask yourself:

  • How will I know when the result has been achieved?
  • How will I verify the achievement/performance of this goal?

 

Attainable: – When you identify a goal, write it out and make a plan, you are making an attainable goal. You will see opportunities arise that will help you in accomplishing this goal. You will develop a positive attitude working towards an attainable goal and you will develop traits that will give you the strength to see it through.

 

Realistic: – To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress.

In my book there are no Dreams or Goals too grand, but you do have to be realistic. Make sure the goal you have set is something you are willing and capable of doing. When you set a lofty goal and challenge yourself you will find the reward that much better

 

Timely: – Creates a sense of urgency. Knowing you have to accomplish a task at a certain time makes you accountable. Know what those time lines are. What needs to be done by when. How much needs to be saved by when and take the steps necessary to meet those timelines.

Source

11th Grade American Literature Mrs Pierce Recommends Spring 2018

What skills will I need to demonstrate on Unit Test 1?

Remember, as you prepare for our first Unit Test, you will have to demonstrate the skills we have been practicing in class, not just the information you have learned. You will need to be familiar with the content of:

  • Native American Literature and The Oral Tradition as well as Creation Stories
  • Anne Bradstreet’s ‘T o My Dear and Loving Husband’
  • Johnathan Edward’s “Sinners in the Hands of an Angry God”

But you will also need to show me you can use the skills you’ve practiced with these texts:

  • Identifying archetypes
  • Identifying theme
  • Identifying tone, and pointing to words or phrases the set tone.
  • Understanding how a writer appeals to their audience with ethos, pathos and logos.
  • Summarizing the plot or purpose of these historical texts.
  • Analyzing a text for literary devices
  • Explaining how those devices make a text more effective.
  • Citing textual evidence.
  • Writing constructed responses.
  • Vocabulary from the texts in unit 1.

Be sure to review your notes, go back and watch the videos and posts on this site, and feel free to contact me via Remind 101 if you have questions while you review and study.

 

 

11th Grade American Literature Spring 2018

Welcome to American Literature!

Over the course of this semester we will explore the America’s literary history through fiction, poetry, speeches, legal documents and other primary source manuscripts from various periods, locations and times.

I look forward to our journey through American Literature together!

Please click here to access your class syllabus.

You also need to make sure to sign up for our Remind 101, as well as our Google Classroom! 🙂

 

11th Grade American Literature Spring 2018