Encounters+and+Foundations+to+1800

Literary Terms Log
 Your first activity in this class will be to make a chart that will aid you in remembering the important literary terms and ideas that we discuss in class. You will keep this chart on your personal wiki, and I will check to make sure that this chart stays updated by periodically grading it as a participation grade. Use the following format:


 * **Term** || **Definition** || **Examples (three)** ||
 * Archetype ||  ||   ||

I will give you literary terms at various times. The first entry will be the term above. Your journal for the day is to make the chart, define the term above, and provide at least three examples. You may use textual sources as well as literary ideas.

=Native American Notes =


1. Each class will be divided into three groups. 2. Each group will be assigned one of the following myths: "The Sky Tree," "Coyote Finishes His Work," or "The Earth Only" 3. Each group will be responsible for illustrating and presenting the myth to class. 


1. Create your own myth! 2. You must write a minimum of two paragraphs. 3. You must clearly illustrate your myth (remember none of these myths were actually written down!) 4. Post your myth onto the class wiki page under "Creation Myths" and bring in a hard copy next class! 5. Be creative!

=**Puritan Notes** = [|Puritan Lit Intro.key]


1. Each pair of students will be responsible for reading and updating one section of Bradstreet's "...House" poem. 2. We will read the poem progressively reading the old version first and then the new, updated version that each pair has created for their section. 


1. Read "To My Dear and Loving Husband" on p. 126. 2. Find one example of paradox. Explain the meaning. 3. Find one example of metaphor in "...House." 4. Do not post the answers on the wiki. Be ready to discuss the answers next class.

**Edwards-In Class Assignment**
<span style="color: #800080; font-family: Georgia,serif;">1. Students will read "Sinners in the Hands of an Angry God" in groups. 2. Find three examples of figures of speech. 3. Be ready to discuss each one. This will count as a participation grade!

=<span style="color: #ff0000; font-family: Georgia,serif;">**//The Crucible// Notes** = [|The Crucible Notes.key]

**<span style="color: #808000; font-family: Georgia,serif;">//The Crucible// Study Questions **
//**<span style="color: #808000; font-family: Georgia,serif;">Complete the following study questions after each act. There will be a quiz after each act at which time the study questions are due! **//

<span style="color: #800080; font-family: Georgia,serif;">
<span style="color: #800080; font-family: Georgia,serif;">[|Act I Study Guide.pages] [|Act II Study Guide.pages] [|Act III Study Guide.pages] [|Act IV Study Guide.pages]

<span style="color: #800080; font-family: Georgia,serif;">
<span style="color: #800080; font-family: Georgia,serif;">[|Character_Web.jpg]

=**<span style="color: #0000ff; font-family: Georgia,serif;">Thematic Essay Exam **<span style="color: #800080; font-family: Georgia,serif;"> =

<span style="color: #800080; font-family: Georgia,serif;">
<span style="color: #800080; font-family: Georgia,serif;">[|Crucible thematic essay.pages] [|The Crucible Essay Rubric.numbers] =<span style="color: #800080; font-family: Georgia,serif;">**Revolutionary Notes** = [|Introduction to Revolutionary Literature.key]

=<span style="color: #008080; font-family: Georgia,serif;">Benjamin Franklin In-Class Assignment = =<span style="color: #008080; font-family: Georgia,serif;"> = <span style="color: #008080; font-family: Georgia,serif;">1. Read "The Autobiography" excerpt in pairs. 2. Make three inferences of Franklin based on the evidence from the text. Make sure to include the inference and the specific textual reference. 3. Read "The Almanack" excerpt as a class. 4. Translate two or three aphorisms. <span style="color: #800080; font-family: Georgia,serif;">

=<span style="color: #000080; font-family: Georgia,serif;">**Benjamin Franklin Homework Assignment** = =<span style="color: #000080; font-family: Georgia,serif;"> = <span style="color: #000080; font-family: Georgia,serif;">1. Find three aphorisms online. 2. Translate and explain the wisdom behind each aphorism. 3. Bring in a hard copy and post the aphorisms/translations onto the class wiki. You must do both in order to receive credit! <span style="color: #800080; font-family: Georgia,serif;">

<span style="color: #800080; font-family: Georgia,serif;">
<span style="color: #008000; font-family: Georgia,serif;">1. As we read, "Speech...," you will chart the emotional and logical appeals made to his audience. 2. Make a two-column chart. One side will be for emotion and the other for logic. 3. Record each emotional and logical appeal on the corresponding side of the chart. <span style="color: #0000ff; font-family: Georgia,serif;">

<span style="color: #0000ff; font-family: Georgia,serif;">
<span style="color: #0000ff; font-family: Georgia,serif;">1. Read "Crisis" in groups of three. 2. Find two examples of each: analogy, anecdote, and counterclaim. 3. Be ready to discuss and submit the assignment in class!

=<span style="color: #008000; font-family: Georgia,serif;">**Persuasive Speech Assignment** = =<span style="color: #008000; font-family: Georgia,serif;"> =

<span style="color: #008000; font-family: Georgia,serif;">
<span style="color: #008000; font-family: Georgia,serif;">You will pick one school-related, controversial issue to present to class in order to persuade the audience into your way of thinking.

<span style="color: #008000; font-family: Georgia,serif;">
<span style="color: #008000; font-family: Georgia,serif;">1. Complete the pre-writing handout. You must post on the wiki and bring in a hard copy on the specified due date. 2. Write the rough draft. You must post on the wiki and bring in a hard copy on the specified due date. 3. Peer edit in class using the rubric provided below. Pretend that I am grading you! 4. Post the final draft onto the class wiki page. Bring in a hard copy by 8 a.m. on the due date. 5. Make a new wiki page for the peer evaluations. Follow the directions posted on the class wiki page. 6. Read the peer evaluation sheet so you are prepared to answer the questions at the end of each speech.

__**Speech Day:**__ 1. Bring a hard copy of your speech complete with markings. 2. Everyone will present his/her speech in random order. 3. As the speaker begins, listen closely to the words and ideas that are being put forth. 4. At the end of each speech, you are to complete the peer evaluation and post it on the wiki on the speaker's peer evaluation page. Do this part at home. 5. Each speaker will be expected to read the evaluations, and write a two paragraph reflection on the strengths/weaknesses of the speech. This will be due the class after the speeches have been completed. 6. Post your reflection on your evaluation page. You do NOT have to bring in a hard copy.

<span style="color: #008000; font-family: Georgia,serif;">
<span style="color: #008000; font-family: Georgia,serif;">The speech and presentation will be worth 150 points. See the rubric. The evaluations and reflections will be worth 30 points.

<span style="color: #008000; font-family: Georgia,serif;">**Resources:**
Textbook p. 114-125

<span style="color: #008000; font-family: Georgia,serif;">
<span style="color: #008000; font-family: Georgia,serif;"> [|Pre-writing the speech.pages] [|Persuasive Speech Rubric.numbers] [|Peer Evaluation of Speech.pages]

<span style="color: #008000; font-family: Georgia,serif;">
<span style="color: #008000; font-family: Georgia,serif;"> **You must bring a hard copy of the speech to my classroom and you must post it on the wiki.**