American Literature – 11th Grade
Week of May 11 – 14: American Literature Online Lessons
Thursday (5/14): Your career essay is due on 5/15. If you need the weekend to finish, use the extra days. I will start grading all essays on Monday (5/18) @ 8 a.m. As long as I have your essay before 8 a.m., it will be graded as your final project for American Lit.
- All LATE work is due on 5/15. Any LATE work received after 5/15, will not be graded.
- TODAY, revise your essay. Make corrections. Please insert proper in-text cites and a Works Cited page. See this essay sample to see the in-text cites (highlighted in yellow) and my Works Cited page – the last page of your essay.
- SHARE your essay on Office 365 to: janet.vrba@cobbk12.org
VIEW this video on how to use Citation Machine to create proper citations for Works Cited page:
Day 3 & 4 (5/13 & 5/14):
- Please read one or both of the student essays I posted links for in 5/12 post. Follow the posted directions as far as format: double-spaced, Arial, 12 pt. font, etc.
- Revise your first draft.
- Add in-text citations (salary.com) to give credit to the source that you took data from.
- Create a Works Cited page. For each website you use, you’ll insert that web address into https://www.citationmachine.net/mla8 and create a MLA citation for your Works Cited page.
- Revise/edit your essay. Your first draft is NOT your best writing and I know when I’m reading a first draft. You must edit and correct your work before turning it in if you want your best grade. You must follow all directions to achieve an A.
Day 2, Tuesday (5/12):
1 – Upload your Pre-Capstone Questions on Google form link in 5/11 post. This goes to your 12th grade teachers.
2 – Upload your Pre-Capstone Questions Answers to https://www.floopedu.com/ so I can give you a grade for completing this.
3 – Begin writing the first draft of your Career Essay that is due on Friday, 5/12. Please click on the links posted for directions and student exemplars of essays that were done last semester.
Day 1, Mon. (5/11):
Today you’ll answer the pre-Capstone Questions about your future career based upon the research you completed last week. Then we’ll write your career essay (Tues. – Thursday). You’ll upload your answers but here is a MS Word doc of the questions for you to preview: Precapstonequestions2020
JUNIORS, it is very important for you to upload your answers for your 12th grade teacher. This is part of your pre-Capstone work. Please use your notes and research from last week as you answer these questions. Give thoughtful, well-written answers. Click on this link to upload your answers: https://forms.office.com/Pages/ResponsePage.aspx?id=-x3OL5-ROEmquMR_D8kYLdRgWo12tF9NuL85nYblHeBUQTJFUkRXNUNaQU9QRThQQTU5NFdZTjkyOS4u
Week of May 4 – 7: American Literature Online Lessons
Day 4, Thurs. (5/7):
Day 2 of Research: The best thing you could do to understand how to address a problem and create a solution is to JOIN the Zoom session TODAY @ 1 pm for the Senior Capstone College and Career Question & Answer Session. To join, click on Zoom link: https://us04web.zoom.us/j/75711309496
Day 2 of your research: Problem and Solution: Think of a problem in your field and what could be a solution. For example, Mr. Brooks shared that in education, students are over-tested and he came up with a solution. Please keep your research and cited links on a MS Word doc. Find credible resources to answer these questions:
What is a problem that you would like to solve?
Why does this problem matter to you?
How do you plan to solve the problem? What is your solution?
How would your plan help the world? Your community?
How would you raise money?
Who would you employ?
Day 3, Wed. (5/6):
11th Grade Career Essay
The Cardinal Capstone is the final culminating project of every Senior English Course. By 11th grade, students should have an idea of a career path. As your final essay in American Literature and Composition, you will be asked to write a 3 – 4 page research essay. This essay will have two distinct sections.
Essay Directions: Click here: Am Lit capstone assignment directions
Sample essay by Mr. Brooks: Brooks capstoneessayexemplar
Today, you’ll research to answer these questions. Find one article from a credible source (.gov, .edu) that is about your career (date should be current – less than 5 years old). Annotate it for details about your career (education needed, issues, money, etc). On a MS Word document, keep a record of all websites that you take information from for your essay. Remember, you need to cite evidence and give credit to the source as you did not come up with the information. Answer the following and turn in a copy of your source(s) and notes to me on https://www.floopedu.com/
- This is for a Reading Grade (30%)
- The Profession (1 page)
What career path are you choosing?
Why are you choosing this career?
What is the average salary (in the area you want to live)?
What level of education is required?
How do you plan to pay for your education?
What is the job outlook in 10 years? Is it a growing profession?
What are some job hazards of this career?
Begin with Career Outlook on https://www.bls.gov/bls/occupation.htm
Day 2, Tuesday (5/5):
Creativity is great but not so much on a resume. Your resume needs to be a clear and clean format. Please read the two samples I’m posting for you. Then edit your resume on Office 365. Your resume is due today by Midnight. I’ll grade them tomorrow morning. We will begin research on your chosen career tomorrow.
Sample HS Resumes: HS Resume sample – Zoe Applicant Sample HS resume
Contact me for a Zoom session conference to review and edit your resume b4 you turn it in for a grade.
Day 1 & 2, Monday (5/4) & Tuesday (5/5):
Miss V’s Video Lesson:
OPEN: On a piece of paper, brainstorm every experience you have had in work experience, volunteer experience, and all school clubs/sports (i.e. JROTC, soccer, marching band, Art Club, Glinc, etc. Anything you’ve done – write it down with the dates. What is your GPA? What is your rank in your class?
WORK: You will write your resume on Office 365.
Save as: First Last Name – Resume
Use the following websites to review tips and how-to videos on writing your high school resume. Please review the sample resumes on each and follow the format. Please take the time to carefully read #1 website and view the posted videos. Feel free to do your own search.
1. https://www.thebalancecareers.com/high-school-resume-template-2063264
2. https://www.cappex.com/articles/applications/high-school-resume-step-by-step
You should include:
-
- Current address and contact info (make sure your email is school appropriate)
- Education section (have GPA, class rank, etc)
- Work experience (describe job duties using bullet points) include dates
- Awards/extracurricular activities (include clubs/sports and describe)
- References- names and phone/emails (teachers, past employers, not relatives or friends)
CLOSE: Share your resume with me so I can review it and give you feedback. This is a writing grade.
Share with: janet.vrba@cobbk12.org on Office 365
* This is a 2-day assignment due on Tuesday, 5/5 by midnight. If you want feedback, share by tomorrow morning and I’ll provide feedback to help you before it is graded.
Week of April 27 – 30: American Literature Online Lessons
Day 4, Thursday (4/30):
Miss V’s Video Lesson:
Have you thought of your future career? What do you want to do to make a living when you graduate from high school? What skills will you need? Will you need higher education, such as, college or trade school? How much money could you make? What is the future of the field you want to work in? Is it a growing field that will ensure growing job opportunities? Or is it a field where jobs are disappearing? These and other research questions need some reflection before you commit to a certain path. We will be completing this research in our last few weeks together so you can write and upload an essay for your future 12th grade English teacher.
What is a career survey?
A career survey (test) asks you questions that help you to determine what jobs are best suited to your skills and interests. Most tests are composed of four brief sections covering your:
- SKILLS: What are your personal strengths and weakness?
- INTERESTS: What sorts of activities and subjects do you find interesting?
- STYLE: What style of work environment are you looking for?
- VALUES: What values are important to you in your ideal career?
1 – Take two of the following career surveys. After you have finished your two surveys, you will have an idea of what careers match up to your interests and skills. Choose your Top 3 jobs according to each survey on the Google e-TOTD. Then choose 1 specific career you will focus on to research.
https://www.studentresearchfoundation.org/blog/free-online-career-tests/
https://www.yourfreecareertest.com/
https://www.princetonreview.com/quiz/career-quiz
2 – Answer e-TOTD:
Day 3, Wednesday (4/29):
Your Poetry Choice Board is due today. Please upload your completed work onto Floopedu.
- Edit your work. Correct spelling and grammar.
- Make sure you followed all directions if you’re trying to raise your grade. “A” quality work follows all directions.
- Did you support your answers with line(s) of text from the poem to support?
- Did you explain your answer with original thought?
Upload your completed Poetry Choice Board.
Students, follow these instructions to sign up on Floopedu if you have not yet:
- Go to: www.floopedu.com.
- Click on: Sign Up
- Click on: Student
- Use your school email to sign up with Google or with email.
- Enter your name and birthday.(We don’t actually store your birthday. We just check to see how old you are so we can display the correct instructions.)
- When asked for an enroll code, enter:
- Enroll Code: 9NXU6
Tomorrow, we’ll discuss your career research and start preparing you for your 12th grade English class. You can begin thinking: What is a career you think you want to work in? Have you done a career survey?
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Objectives:
- Students will practice reading fluency.
- Students will practice higher level thinking skills: predicting, inference, analysis, synthesis.
- Students will be able to analyze persona, imagery, personification, and other literary devices.
Day 1 & 2, Monday (4/27) and Tuesday (4/28)
Miss V’s Video Lesson:
Activator: How is tone different from mood?
If you need more of a review, go to: https://7esl.com/tone-vs-mood/
WORK:
1 – You will work on a Poetry Choice Board.
https://docs.google.com/presentation/d/1R8Aq2X2h8VPupVJYyB4J9J-sI5aKBOUijK1WiifFPKg/edit?usp=sharing
You will choose 3 poems to analyze and answer their attached questions. You’ll read the poem and analyze it. Then, you’ll answer the questions for that poem. Complete 3 options in a row (vertically, diagonally, horizontally) from the grid. Have you ever played a game of Tic-Tac-Toe?
2. On a piece of notebook paper, you’ll complete your answers.
- Be sure to clearly state the “Title of Poem” and writer’s name.
- Complete your answers by using text from the poem to support your answers.
- Look up definitions to words you don’t know so you correctly understand and answer each question.
- You can use TP-CASTT to help you analyze each poem.
- You will need these additional resources to be successful. See those attached:
3. You have 3 days to complete this assignment. Be sure you have clearly labeled each analysis with the Title of Poem and Writer’s name. This is due on Wed. 4/29.
CLOSE: Upload your work onto https://www.floopedu.com/
Students, follow these instructions to sign up on Floop if you have not yet:
- Go to: www.floopedu.com.
- Click on: Sign Up
- Click on: Student
- Use your school email to sign up with Google or with email.
- Enter your name and birthday.(We don’t actually store your birthday. We just check to see how old you are so we can display the correct instructions.)
- When asked for an enroll code, enter:
- Enroll Code: 9NXU6
Week of April 20 – 23: American Literature Online Lessons
Objectives:
- Students will practice reading fluency.
- Students will practice higher level thinking skills: predicting, inference, analysis, synthesis.
- Students will be able to analyze persona, imagery, personification, and other literary devices.
Day 4, Thursday (4/23/20)
Miss V’s Video Lesson:
ACTIVATOR: Student Qs
What’s an internal rhyme?
Rhymes that occur within a line of poetry. Ex.: I was a fool who skipped school.
Review this attached PPT: That covers Sound Devices in Literature. This includes rhyming, alliteration, etc. This is the rhythm you hear as you read a poem aloud. Like in the Raven, rapping and tapping.
Sound Devices PPT
WORK:
1. Let’s review The Road Not Taken. Click on link to example of how to annotate the poem you are analyzing and how to complete a TP-CASTT.
* Remember to upload your worksheet from yesterday (4/22) on The Road Not Taken up to Floopedu.
2. The Metaphor in The Road Not Taken. Please answer the 3 Questions on a piece of paper.
3. Analyze a new poem: Stopping by Woods on a Snowy Evening by Robert Frost. Notice the tone has a similar contemplative, calm tone as The Road Not Taken.
https://www.poetryfoundation.org/poems/42891/stopping-by-woods-on-a-snowy-evening
a. Print or handwrite the poem so you can annotate all literary devices you notice. Number the lines of your poem, note the stanzas. Read you poem 2 – 3 times. When you read it aloud, do you hear rhyming?
b. PRACTICE: Complete a TP-CASTT analysis of this poem. Print or handwrite this G.O. on notebook paper.
https://docs.google.com/document/d/14Jrc4WeT7tSB-l2wACuWWi5WwcFACPs2HsuG9GmOaHI/edit?usp=sharing
c. VIEW this video analysis of the poem and let it guide you in your analysis.
4. Login to Common Lit (clever.com) and complete the two assigned poem. Read with guiding questions and complete the assessment questions. Then submit both for a grade. I will take your highest grade.
CLOSE: Your submitted Common Lit assessments on Robert Frost’s The Road Not Taken and Stopping by Woods on a Snowy Evening.
Day 3, Wednesday (4/22/20)
Miss V’s Video Lesson:
ACTIVATOR: Can you define imagery? Look at this picture and write an example of imagery.
WORK:
1. View the Video biography on Robert Frost. Write 3 things that you learn about him. He is one of Miss V’s favorite poets. My favorite poem is “The Road Not Taken” which is his most famous.
2. Defining Terms: We will focus on imagery, voice, and persona. Remember to pause the video to write notes on paper from Miss V’s video. (PPT notes)
3. Click on the link to access your work session for today. If you have a printer, please print and answer. If you do not have a printer, please write your answers on notebook paper to complete your work.
- Answer page 1: The KWL and make an inference of the poem’s title. Read the little biography information. Then, stop! Now you’ll read the poem 3 times before answering the rest of your questions.
Link to worksheet: https://drive.google.com/file/d/1FYqewDVg_LOoxCD8dXsRzDzpLjZx9Oir/view?usp=sharing
4a. “The Road Not Taken.” We will read and analyze Robert Frost’s most well-known poem. Click on the link to read the entire poem: Print it or handwrite it on a piece of notebook paper.
https://www.poetryfoundation.org/poems/44272/the-road-not-taken
Remember, Miss Vrba had done an example. I printed it. Please review my PDF as I numbered the lines. I determined the rhyme scheme, etc. and did a TP-CASTT on this poem:
B. Now, listen and read the poem a second time by video:
C. If you can ever hear the writer read his own poem, LISTEN to that version. It’s always an amazing experience. Listen to Robert Frost read The Road Not Taken:
4. Now, that you’ve read the poem 3 times. Answer the rest of the questions from #3 Worksheet.
And today, I remembered to set up the assignment so you can. 🙂 If you want to upload your completed work to Floopedu – you can. If you want to upload the TP-CASTT for yesterday’s “The Raven” – you can because I created the upload today as I forgot yesterday. Sorry. Or if you did the CommonLit, then you are good!
CLOSE: Using you notes and work, answer e- TOTD: https://docs.google.com/forms/d/e/1FAIpQLSfLN2CJ0kvSryOtaiTUsmfo7phLQrrQsTBH3cGE-rRgZs1oUw/viewform?usp=pp_url
Day 2, Tuesday (4/21/20)
Miss V’s Video Lesson:
ACTIVATOR: What is allusion? Write an example of one.
What online resource can you access to recall or learn what allusion is?
Literarydevices.net
Now, go review allusion, sound devices (alliteration, repetition, rhyme), and figurative language (simile and metaphor) before proceeding to the work session.
WORK:
We will read and analyze Edgar Allan Poe’s most well-known poem “The Raven.”
1 – Print a copy to write on and take notes if you have access to a printer:
https://www.poetryfoundation.org/poems/48860/the-raven
2 – Remember, we read through a poem three times. Please read it quietly to yourself. Then I will read it for you aloud on our video lesson.
3 – Read the poem aloud viewing this video and listen.
4 – Teaching on “The Raven” reviewing structure and literary devices. View the Prezi with notes:
Take notes on the copy of your poem.
5 – Choose one of the following to complete:
- Complete a TP-CASTT on “The Raven” and upload onto https://www.floopedu.com/
- Use the link below to access TP-CASTT. If you can print or write onto notebook paper.
- https://docs.google.com/document/d/14Jrc4WeT7tSB-l2wACuWWi5WwcFACPs2HsuG9GmOaHI/edit?usp=sharing
OR
- Complete the CommonLit assessment on “The Raven” and submit for a grade. Login through clever.com
CLOSE: Floop or Commonlit submission
Day 1, Monday (4/20/20)
* There is no video lesson today.
ACTIVATOR: What do you know about poetry?
April is National Poetry Month. We will focus our lessons on poetry written by American writers. Please go to your Literary Terms list: Literary Terms Packet
Before you begin your work, review these terms: personification, theme, rhyme scheme, repetition, imagery, tone, and figurative language. You need to know these terms to answer the assessment questions and notice them in the poems you’ll read today.
How do you mend a broken heart?
WORK: Login to CommonLit. Read, analyze, and answer the assessment questions of two short poems “Annabelle Lee” and “A Dream Within a Dream” by Edgar Allan Poe, a writer we have studied.
Remember to read each poem 3 times. And once aloud to notice rhythm and structure.
CLOSE: Submit both CommonLit Assessments for a grade.
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Week of April 13 – 16: American Literature Lessons
Day 4, Thursday (4/16/20)
View Miss V’s Video Lesson:
ACTIVATOR: Think of the word “hope.” We use it often: I hope it doesn’t rain today. I hope my team wins the game. I hope I get the job. I hope I passed the test. How do you feel when you’re hopeful?
Write a journal response to the above prompt. Look up the definition of hope in the dictionary to help you understand the deep meaning of the word.
WORK:
1. Can you define symbolism? Alliteration? Personification? Extended Metaphor? Hyperbole? All of these literary devices were in Emily Dickinson’s “Because I could not stop for Death” poem. Please study this literary packet to learn their meaning: Literary Terms Packet
2. Yesterday you analyzed “Because I could not stop for Death” using the TP-CASTT strategy. If you have not uploaded your work for a grade on Floop, please do so today.
- Go to: www.floopedu.com.
- Click on
- Click on
- Use your school email to sign up with Google or with email.
- Enter your name and birthday.(We don’t actually store your birthday. We just check to see how old you are so we can display the correct instructions.)
- When asked for an enroll code, enter:
- Enroll Code: 9NXU6
3. Login to the CommonLit app via Clever.com
- Complete “Because I could not stop for Death” reading and assessment.
- Complete “Hope is the Thing with Feathers” reading and assessment.
Both will be graded.
4. If you did not complete “I’m Nobody” on CommonLit on Tuesday, please make it up as it was graded.
CLOSE: Complete e-TOTD: https://docs.google.com/forms/d/e/1FAIpQLSdXn7p3ig8h7E3_oLph8Zj4IvyItgIscxgXSPOxdEluWFh-EA/viewform?usp=pp_url
- Scroll down to see Monday, Tuesday, and Wednesday lessons if you have work to make up.
Day 1, Monday, 4/13/20
View Miss V’s Video Instructions:
Activator: What do you remember about analyzing a poem? Write down 3 things that you know you should do when you analyze a poem.
1 – You should read the ___________.
2 – You should read the poem how many times? ____________
3 –
View this video review on How to Read a Poem:
WORK:
Poem Analysis
- Use the TP-CASTT strategy to analyze one of the poems below. Print the graphic organizer or write it on notebook paper and complete as I demonstrate on the video.
- “Alone” by Maya Angelou
- “The End is Near” by Mr. Gami
- “Do not go gentle into that good night” by Dylan Thomas
- “Shaking Hands” by Padraig O Tuama
Refer to Tone Words vocabulary list to describe tone.
2. What would happen to the tone if this poem was written today during the Coronavirus Pandemic? Please use the tone words vocabulary list and choose a higher word to describe tone.
CLOSE:
3. Upload your TP-CASTT analysis with your written paragraph on https://www.floopedu.com/
- Go to: www.floopedu.com.
- Click on
- Click on
- Use your school email to sign up with Google or with email.
- Enter your name and birthday.(We don’t actually store your birthday. We just check to see how old you are so we can display the correct instructions.)
- When asked for an enroll code, enter:
- Enroll Code: 9NXU6
Day 2, Tuesday (4/14/20)
View Miss V’s Video Instruction:
2nd Video to view: How to analyze a poem using TP-CASTT strategy.
ACTIVATOR: Who is Emily Dickinson? What do you know about her?
She is an American poet who was unique for her time. She was born on December 10, 1830, in Amherst, Massachusetts, and died on May 5, 1886. She was an educated woman who lived most of her life in isolation in her bedroom of her family home. When she passed away, her family found over 1800 poems in her bedroom that she had written. Dickinson had great powers of self-observation. Her poems are ambiguous, thought-provoking, and are a wealth of complicated feelings.
You can learn more about her at: https://poets.org/poet/emily-dickinson
Get your notebook so you can write notes. As you view this video, write 5 facts down you learn about Emily Dickinson and her poetry. Also write notes about the poetry terms you learn. You’ll need your notes for your TOTD.
WORK:
On a piece of notebook paper, record your writing and answers to the following.
1. Write a journal entry to this question:
Do you desire to be famous? Why or why not?
2. List the pros / cons of fame.
3. Read her poem “I’m Nobody! Who are you?” once silently. Then aloud.
https://poets.org/poem/im-nobody-who-are-you-260
Then read a third time on video:
4. What does the word “bog” mean? Look up the definition to make meaning of this poem’s message.
5. Login to your CommonLit app to do this assignment of analyzing this poem.
- Use your Clever.com to access all apps including Common Lit.
CLOSING: Complete e-TOTD:
Day 3, Wednesday (4/15/20)
View Miss V’s Video Instruction
ACTIVATOR: What do you imagine Death would look like if it were a person? What type of personality would it have?
On notebook paper, answer these questions. There is no right or wrong answer. You are writing what you think.
WORK:
1. Review these literary terms: Personification, metaphor, hyperbole, alliteration, symbolism, imagery, structure, rhyme, and tone. All of these are used in the poem we will read and analyze today.
- Scroll down to 4/1 lesson for literary terms definition if you do not know these. But look them up and write their definitions in your notebook.
2. Read “Because I could not stop for Death” by Emily Dickinson. Read silently; then Miss V will read it a second time aloud.
https://www.poetryfoundation.org/poems/47652/because-i-could-not-stop-for-death-479
What is the purpose of all those dashes and use of Capitalization?
- Some of the reasons Dickinson uses dashes is to indicate an interruption or abrupt shift in thought; a parenthetical device for emphasis; dashes are fluid and indicate incompletion; a dash both connects and separates sentences; it is an indefinite rather than a definite end to a line; and it was often use in women’s writing of her time period.
- Dickinson’s use of Capitalization is to give additional emphasis to a word.
3. Now, let’s read the poem a third time.
4. Let’s annotate this poem. Print it or hand-write it on notebook paper. Write it correctly with the title/author/stanzas – line by line. Then, number the lines. You should end up with 24 lines and 6 stanzas of quatrains.
5. Complete a TP-CASTT on this poem. https://docs.google.com/document/d/1vKTRmDV0LA8hIwCY8Pmtl7O8uZPc1zThLXqbQUsQWR0/edit?usp=sharing
When you answer the questions on Tone and Theme, please use text evidence to support your answer. Cite the line(s) in the poem that prove you’re right.
For Connotation, find three of these and provide text evidence to support your answer for:
Personification, symbol, metaphor, imagery, alliteration, structure, hyperbole, repetition, historical context.
CLOSING:
Write a one paragraph reflection on what this poem means to you? What is your mood when you read it? Has this poem caused you to think differently about death?
- Upload this paragraph with your TP-CASTT to https://www.floopedu.com/
Day 4, Thursday (4/16/20)
View Miss V’s Video Instruction
ACTIVATOR:
WORK:
CLOSING:
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Week of March 30 – April 3
Day 1 – Monday 3/30 and Friday, 3/27: We will meet online Zoom discussion on 3/30 @ 2 p.m. to discuss this short story “Young Goodman Brown”. You have 3 days to read to discuss the 7 questions posted. If you cannot attend, I will record to post for you to view later.
View Miss V’s Video Instructions:
Activator: Do all people have a corruptible nature?
WORK:
Here is the PDF version of our short story “Young Goodman Brown” 04-Young Goodman Brown Full Text (1)
Audio file of “Young Goodman Brown”:
As you read through “Young Goodman Brown,” please answer the following questions on notebook paper. Remember to highlight the story where you see motif and symbolism occur. You can download the PDF that will allow you to highlight or print the PDF.
- What is the tone at the very beginning of the story? What words does Hawthorne use to establish this tone and the resulting mood on the part of the reader?
- The “journey” motif is used frequently in literature. Explain what figurative/symbolic journey Goodman Brown takes in the story.
- List at least three direct quotes in which Goodman Brown refers to Faith. What is Hawthorne’s purpose in including these references?
- All main characters in literature learn something in the course of a story, and as a result of this, they change by the end. In this story, how does Goodman Brown change, and what did he learn that caused this change?
- What happens to Goodman Brown’s attitude as the story progresses? Provide specific references (p. #/ para. #)
- In the story’s last sentence, Hawthorne says, “…they carved no hopeful verse upon his tombstone, for his dying hour was gloom.” If Brown was not directly involved in what went on during the course of the story (the townspeople going to the “meeting”), why was his dying hour one of gloom?
- What is the story’s theme/message? Refer to passages that make this theme/message clear.
We will meet on Zoom on Monday (3/30) @ 2 p.m. for class discussion on this short story over the above 7 questions. Plan now to be available and login. All American Lit. students are expected to plan to join our online virtual class discussion. We are sheltering in and all should be available during the school day. If you cannot attend, please message me why. You are still responsible to complete these questions and turn them in on Monday, due 3/30, after our meeting.
Day 2 – March 31 (Tuesday):
Miss V’s Video Instruction:
Activator: What is tone? Remember Hawthorne’s family history. His father and grandfather were a part of the Salem Witch Trials that he grew up ashamed of. So much so, he added a “w” to his last name in an effort to separate himself from his ancestral family and he moved away from Salem, MA.
WORK:
1 – You have read the short story “Young Goodman Brown” and answered the 7 Discussion Questions listed above.
2- Review the attached document on tone. Tone Word Bank PDF
What is the tone of this short story? Remember to ask yourself A) is the tone positive, negative, fearful, humorous? Then look at the words under that category to find a good word to describe tone for this story. Tone is the author’s attitude toward his subject matter.
3 – Write a short answer to describe the tone of this short story supporting your answer with text evidence from the text.
CLOSE – Electronic TOTD: Click on the Google link to take a Quiz on “Young Goodman Brown”
CHECK YOUR Commonly Confused Words and & Goodman Brown Vocabulary:
Day 3 and Day 4 – April 1 – 2 (Wed. & Thurs.)
Miss V’s Video Instruction:
Activator: What is plot? Can you draw and label the plot graph by memory?
Test your knowledge. On a piece of notebook paper, write down how many you know with your definition. We need to understand and memorize our literary terms. How many of these do you know?
WORK:
1. Please read, study, and memorize the literary terms on the document link. You can download a copy and/or print it.
2. We will learn about Edgar Allan Poe and read his short story “The Tell-Tale Heart”
View this Video on Edgar Allan Poe. Write three things down on notebook paper that you learn about him.
3. Read “The Tell-Tale Heart” on the attached PDF: PoeShortStoryTellTaleHeartUpdatedOCT2018Final
- First, open the PDF packet in above link.
- Then go to page C2.1. On notebook paper, complete “Before Reading” section – PREDICT Box.
- Then review Vocabulary on page 6.
- Then go to page C1 and complete the Vocabulary lesson. Your partner is your Dictionary.
- Then Go to pages 1 through 5 and read the short story.
Also, listen to the audio as you read along with your eyes on the PDF:
Electronic TOTD for 4/1 (Wed.):
Day 4: Thursday, 4/2/20:
Miss V’s Video Instruction:
Activator: What are the elements of Gothic Literature?
On a piece of notebook paper, write down all you know about Gothic Literature (authors/elements/titles).
WORK:
1. Gothic Literature Elements are:
- An unsuspecting person (or persons)—usually an innocent, naive, somewhat helpless heroine—who becomes embroiled in complex and oftentimes evil paranormal scheme.
- dark, its oppressive setting combined with elements of terror and medievalism
- characterized by mystery, suspense, and fear
- contains elements of the supernatural or paranormal, such as ghosts or vampires
- “high emotion,” melodrama is created through highly sentimental language and instances of overwrought emotion
- omens—or portents and visions—often foreshadow events to come
- most Gothic villains are powerful males who prey on young, virginal women (think Dracula) but in our story the prey is the old man.
(taken from thoughtco.com)
https://www.thoughtco.com/what-is-gothic-literature-739030
2. What is an unreliable narrator?
Unreliable Narrator – they are insane, evil, delusional, forgetful, or just plain wrong…whatever their reasons, the writer uses this technique to ‘hook’ the reader to tell the story, a protagonist who can’t be trusted to tell the events accurately. Either. https://americanliterature.com/the-unreliable-narrator
3. Go back to the PDF Text (posted 4/1 above this lesson)
- Go to pages A0 – Literary Terms Handout – Review all of the terms.
- Page A1 – Find the Gothic elements in our short story for setting, characters, and atmosphere. Write your answers on notebook paper so you can write your answers on your electronic TOTD.
- Page A1 – Find examples of conflict in the short story. (Review video for our discussion notes)
- Page A2 – After reading the story a second time, find evidence to prove that our narrator is Reliable/Sane OR Unreliable/Insane.
4. Electronic TOTD – post your answers for me to check your understanding.
Day 5: Friday, 4/3/20:
View Miss V’s Instructional Video:
Activator: What is Floop?
Your work for The Tell-Tale Heart is due today as well as another assignment that you’ve already done on paper.
WORK:
1. Login on Common Lit. and complete The Tell-Tale Heart reading and assessment in your Assignments. Complete Guided Reading Questions before you answer the Assessment Questions. (Remember: You must login on clever.com – to get to your Common Lit app.)
- When you complete your Assessment Questions, submit to me to check scoring.
2. Join my Floopedu.com class. Since we will finish our year with Online Learning, this is how we will submit ALL written work from this point on. It makes turning in your work as simple as taking a picture. Then I can give you instant feedback that you can read on your picture. I need you to join the American Literature class and upload any written assignment that you have already done. It can be Abigail’s Ending creative writing or any written work that you’ve done.
- Go to: www.floopedu.com.
- Click on
- Click on
- Use your school email to sign up with Google or with email.
- Enter your name and birthday.(We don’t actually store your birthday. We just check to see how old you are so we can display the correct instructions.)
- When asked for an enroll code, enter:
- Enroll Code: 9NXU6
3. Upload your written work on Floop for The Tell-Tale Heart. Your answers to your discussion questions, vocabulary, and the work you did in the packet
OR
Upload your creative writing – Abigail’s Ending.
Enjoy Spring Break (April 6-10)! Shelter-in and Stay Safe. I think I’ll travel to my patio for vacation. 🙂
Week of March 23 – 27: Online Learning
Day 1 (Monday, 3/23):
Miss V’s Video Instruction:
Activator: Who is President Abraham Lincoln? What is an Inaugural Speech?
An inaugural speech is given at the beginning of an office. President Lincoln was elected to a second term as President of the United States and we will read his Second Inaugural Speech. When you open the next link, please click on Abraham Lincoln‘s name so you read about his presidency before this speech. Please review the historical context of this on the link I have provided:
https://www.thoughtco.com/abraham-lincolns-greatest-speeches-1773588
Work: You will read and listen to President Lincoln’s Second Inaugural Speech. Go to the link that I’ve provided. Click on the audio and read the speech at the same time you listen to it.
https://www.nps.gov/linc/learn/historyculture/lincoln-second-inaugural.htm
2. Now, login with clever.com. Go to your Common Lit app.
Read the speech assigned on CommonLit. Use the guided questions for support as you read the speech on your own. Then answer the assessment questions. For your written response, use the RACE writing strategy. Then submit so I can check your understanding.
https://www.commonlit.org/en/students/student_lessons/4448234
Closing: Submit CommonLit Assessment online to teacher.
Day 2 (Tuesday, 3/24):
First, Watch Miss V’s Video Instructions:
WORK: Print these guided notes before watching the video. If you cannot print, please write notes on notebook paper for your TOTD. Pause the video as you need to take notes of each screen on your lesson on Commonly Confused Words.
Commonly Confused Words Guided Notes
Watch Miss V’s Commonly Confused Words Lesson:
WORK: Today, you will review the grammar lesson on Commonly Confused words on my video and then complete 10 exercises posted on the Google doc link below.
TOTD: Go to Google link and complete:
Day 3, (Wed., 3/25)
Watch Miss V’s Instructional Video:
WORK:
Am. Lit. Students: A few of you have completed each day’s lesson but a few are behind. Today is a catch up day.
1 – USA Testprep: Work on for 30 min. focusing on finishing your “Benchmark” assignment.
Unless YOU are behind, then I want you to login to the CommonLit app and complete Patrick Henry’s speech or Abraham Lincoln’s Second Inaugural Speech.
2 – We are Cobb County residents. Today Cobb County has issued a “Declaration of Emergency in Cobb County” order to begin today at 12 noon. Please view the Fox 5 news video: https://www.fox5atlanta.com/news/cobb-county-declares-state-of-emergency-orders-residents-to-shelter-in-place
Read through the Declaration of Emergency: https://s3.us-west-2.amazonaws.com/cobbcounty.org.if-us-west-2/prod/2020-03/Declaration%20of%20Emergency.pdf
3 – TOTD: Answer questions on the Declaration of Emergency at this link and submit.
Independent Reading of your novel – 20 min.
Day 4, (Thursday, 3/26):
View Miss V’s Video Instructions:
Activator: How is motif different from theme?
WORK:
Motif and theme are linked in a literary work, but there is a difference between them. In a literary piece, a motif is a recurrent image, idea, or symbol that develops or explains a theme, while a theme is a central idea or message. (LiteraryDevices.net).
In order to prepare to read Nathaniel Hawthorne’s “Young Goodman Brown,” go to this link for your vocabulary prep. Use the Merriam-Webster online dictionary terms and match the correct term to its word. Do NOT write on the Google doc. You can print it, save it to your G Drive (if you have Gmail), or write your answers on notebook paper.
https://drive.google.com/open?id=105_yOHctg1VA_W9lxF0wEeQgnzAmUtXFTJXgNazojqI
We will check our answers tomorrow on video.
2 – You will be responsible to know your Short Story Literary Terms. Please start reviewing this list. I know it has 9th on it but these are the literary terms you should know and memorize. You’ll also need this for your TOTD.
CLOSE: Literary Terms Review: Complete the electronic TOTD: https://docs.google.com/forms/d/e/1FAIpQLScSOErwmrApiIoFFFH2zPSMbDiVYYBUCp9Ummv7mhHd9DsMBg/viewform?usp=pp_url
Day 5 – Friday, 3/27:
View Miss V’s Video Instructions:
Activator: Do all people have a corruptible nature?
WORK:
Here is the PDF version of our short story “Young Goodman Brown” 04-Young Goodman Brown Full Text (1)
Audio file of “Young Goodman Brown”:
As you read through “Young Goodman Brown,” please answer the following questions on notebook paper. Remember to highlight the story where you see motif and symbolism occur. You can download the PDF that will allow you to highlight or print the PDF.
- What is the tone at the very beginning of the story? What words does Hawthorne use to establish this tone and the resulting mood on the part of the reader?
- The “journey” motif is used frequently in literature. Explain what figurative/symbolic journey Goodman Brown takes in the story.
- List at least three direct quotes in which Goodman Brown refers to Faith. What is Hawthorne’s purpose in including these references?
- All main characters in literature learn something in the course of a story, and as a result of this, they change by the end. In this story, how does Goodman Brown change, and what did he learn that caused this change?
- What happens to Goodman Brown’s attitude as the story progresses? Provide specific references (p. #/ para. #)
- In the story’s last sentence, Hawthorne says, “…they carved no hopeful verse upon his tombstone, for his dying hour was gloom.” If Brown was not directly involved in what went on during the course of the story (the townspeople going to the “meeting”), why was his dying hour one of gloom?
- What is the story’s theme/message? Refer to passages that make this theme/message clear.
We will meet on Zoom on Monday (3/30) @ 2 p.m. for class discussion on this short story over the above 7 questions. Plan now to be available and login. All American Lit. students are expected to plan to join our online virtual class discussion. We are sheltering in and all should be available during the school day. If you cannot attend, please message me why. You are still responsible to complete these questions and turn them in on Monday, due 3/30, after our meeting.
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Week of March 16 – 20: Online Learning From Home:
March 16 -17 (2-day – Abigail Narrative – creative writing assignment):
Day 1 – 3/16 (Monday):
You will spend two days writing this assignment on Office 365. If you have problems with login, please email me so I can make sure you are using your Cobb Login. All students who were in class on Friday received this assignment and trouble-shot logins with Office 365 and Clever.com. You are expected to read, learn, and write from home during this time.
- Dialogue Review
We use dialogue in narrative writing because it adds a realistic element to your writing as well as helps enhance character and mood.
- Dialogue is a conversation between two people.
- Place quotation marks around the exact words that are being said.
- Start a new paragraph each time a new speaker talks.
- Punctuate Properly. Commas separate the dialogue from the dialogue tags. They go inside the quotation marks.
- Remember to use dialogue tags.
American Literature Name ____________________
- You will write an ending extending “The Crucible” answering the question What happens to Abigail after she flees Salem? You are telling Abigail’s story and you create the end you wish for her.
- MS Word, Arial font, 12 pt., double-spaced line spacing
- 14 lines or more
- 4 lines of properly punctuated dialogue: keep it simple and realistic.
- Vivid physical and sensory details of your characters and setting. Help your reader to see, hear, feel what Abigail is experiencing.
- Save as: Your Last Name-Abigail Ending
- Share with me for grading: janet.vrba@cobbk12.org
- This assignment is due on Tuesday (3/17) @ Midnight.
Here are examples of properly punctuated dialogue with tag lines:
- “Did you want to get some ice cream?” asked Isabel. (Placing quotation before the tag line)
- Mr. Jones said, “I want you to take your test now.” (Placing the quotation after the tag line)
- “Excuse me,” Isabel said, “Do you want to get ice cream?” (Interrupting the quotation with the tag line)
- “Maybe. If I can find the money,” she replied. (Statement with dialogue tag)
Here is a copy of “The Crucible” text in case you want to review: The Crucible-Arthur Miller PDF
Day 2 – 3/17 (Tuesday):
Your job is to revise your first draft from yesterday. Our first draft is never our best work. Please read your story aloud to yourself or to a family member. This helps you to hear your errors that need to be corrected. You are not summarizing The Crucible. You are writing an creative narrative ending on what happened to Abigail when she fled Salem. Her uncle said she stole all of his money and he heard she boarded a ship to leave Salem. What happened to her? Where’d she go? What did she do? Who did she meet? Did she have a good life? Or did people shun her when they learned who she was? Or did she lie about her identity?
Check for:
- Did you capitalize proper names and places?
- Did you follow the dialogue rules above? Did you add quotations?
- Did you indent for paragraphs (TAB key)?
- Did you begin a new paragraph each time a new speaker spoke?
- Did you make Abigail’s story interesting with physical/character descriptions?
- Did you have her stay in America or go to Barbados? Did you research that place online to make your story more realistic?
Have fun revising! This is when real writing happens. Your story is due @ Midnight on 3/17.
Remember to Share with me: janet.vrba@cobbk12.org. I look forward to reading the ending you gave Abigail.
Day 3 – 3/18 (Wednesday):
I have received some well-written and creative narratives about Abigail’s ending. Your class is being much nicer to Abigail than last semester’s students who had her end up as a prostitute and destitute. But a few students have submitted summaries of The Crucible ending rather than write an original, creative ending on what happens to Abigail after she fled Salem. Please read the directions above and resubmit as I’ve directed. One student did rewrite and resubmit. Now, her narrative that is an A!
We are done with The Crucible. Now, we’ll read some famous American speeches.
Speeches
Day 3: Gettysburg Address by Abraham Lincoln: Read the following text and answer the questions that go along with it. Remember you can access your online Springboard textbook when you login to Clever.com.
What is the Gettysburg Address? Why Should we care? Please read the backstory on this famous speech before reading it at: https://www.history.com/topics/american-civil-war/gettysburg-address
Text is on page 179 in Springboard text or can be found here: https://www.historynet.com/gettysburg-address-text
Login to Clever.com Go to the CommonLit app and read the Gettysburg Address and answer the questions. Remember to use the Spanish translate when you need that support to understand the text. Answer the Questions and write the response using the RACE writing strategy. Then submit to me for your assessment.
Extension Work:
Challenge yourself to answer the following Selected Responses and submit as directed. Click on this link to access the questions: https://cobbk12org-my.sharepoint.com/:w:/r/personal/janet_vrba_cobbk12_org/_layouts/15/Doc.aspx?sourcedoc=%7B647831C4-1500-4841-B0FB-138F541DD5E0%7D&file=AbrahamLincoln%27sGettysburgAddress.docx&action=default&mobileredirect=true
Create an office 365 document titled “Gettysburg Address” and write the number and the letter answer to each question. Then Share with me to see how you did.
Day 4: 3/19 (Thursday):
Many of you submitted your “Abigail’s Ending” and I have read and commented on each one. If you have not submitted this creative writing assignment, please go to Day 1 & 2 and complete it. Please submit on Office 365.
Today’s lesson is on a famous speech given by Patrick Henry “Give Me Liberty or Give Me Death”. Please activate what you know about Colonial America by reading this website before reading the speech. This is the time in American history that Americans were about to battle the most powerful army in the world.
Preview the History.com websites on each speech before you read the speech on CommonLit so that you understand the historical context of each. What time period it was and the historical significance in American History.
https://www.history.com/news/patrick-henrys-liberty-or-death-speech-240-years-ago
After viewing this website about Patrick Henry and his speech, then login to Clever.com. Go to your CommonLit app. This assignment has guided reading on. This means you must read a section and get the answer correct before it lets you move on to the next chunk of the speech. You have done this in class before. Read, answer the assessment questions, then submit to me for grading.
I am missing many for the Gettysburg Address. Get that one done as well.
Email or text me if you have any problems as I can get you this assignment by email as well.
Keep up the good work!
Day 5: Friday (3/20):
Intro Video explains how to navigate my blog and reviews our first week of online learning.
View Miss V’s video:
Today’s Work:
- Complete 45 min. of your Benchmark Assignment on https://www.usatestprep.com/member-login
- If you forgot your login, email/text me and I’ll send you your login information.
3. Go online to Cobb County Public Library to find a book you will read for Independent Reading. Did you know that you already have an account with them? Your Student ID # is your card # and your birth date is your PIN #. Follow these instructions attached to login and find a book. Libby-Cobb Co Public Library
4. After you have found the book you will read, I want you to read for 20 min.
5. Send me an email/text with the title of the book and author’s name of your new Independent Reading book.
6. Can you choose a book that you have at home? Yes, as long as it’s a book your can read and write about. Still send me the information.
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Week of Feb. 10 – 14:
We are wrapping up our American Dream Unit before Winter break.
Crucible Webquest Links:
Arthur Miller: https://www.biography.com/writer/arthur-miller
Joseph McCarthy & McCarthyism: https://www.history.com/topics/cold-war/joseph-mccarthy
https://www.biography.com/political-figure/joseph-mccarthy
Crucible definition @ https://www.dictionary.com/browse/crucible?s=t
Week of February 3 – 7:
We are writing our American Dream essays. Please review the attached video on Thesis and Topic Sentence.
Week of January 27 – 31:
We will review the elements of an argument essay as we gather evidence and write our first drafts of an argument essay. Our prompt is: Does America still offer access to the American Dream?
Please use the DBQ packet of articles for your research: Synthesizing the American DreamDBQ-rev 8 14 19
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Week of January 21 – 24:
On Friday, 1/24, we discussed Barack Obama’s speech at the Democratic National Convention. For students who missed class, please read in Source H and view video: https://www.americanrhetoric.com/speeches/convention2004/barackobama2004dnc.htm
As we continue to define the concept of the American Dream, we will read historical documents to understand the founding of the United States of America. View this video of the reading of The Declaration of Independence.
Week of January 6 – 10
What is the American Dream?
Scroll down to 8/1 notes to view two videos of Americans defining the American Dream.
1/7: Reading and Handout for today’s class: 2-American Dream Introduction Student Webquest
Read this article on “What is the American Dream Today?” by Kimberly Amadeo
https://www.thebalance.com/what-is-the-american-dream-today-3306027
What is it to be an American?
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Week of 12/ 6 – 12/20:
For the last two weeks of class, students will be tuning into their passions, skills, and talents to reflect on what career path they would like to pursue after high school. This is preparation for their upcoming Senior English class.
12/6: Students take career survey and begin writing their resumes. Use this document as a resource to guide your resume writing: Career-Resume Vrba info
12/9: Career Essay Directions: capstone assignment draft (1)
12/18: Career Essay is due at the end of class.
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Week of 11/11 – 11/15:
Additional Myth Resources
Modern / Fantasy
- “How Old Holly Came To Be” by Patrick Rothfuss
- https://archive.org/stream/HowOldHollyCameToBe/How+Old+Holly+Came+to+Be_djvu.txt
- “Before Men, There Were Children”: The Westeros (Game of Thrones) creation myth
- https://io9.gizmodo.com/a-complete-guide-to-the-mythical-history-of-westeros-1710148588
- “Coming To America: 1778” from American Gods by Neil Gaiman, pg. 982-1033
- http://www.somersetacademy.com/ourpages/auto/2015/9/29/56608819/American_Gods_-_Neil_Gaiman%20_1_.pdf
Biblical / Religious
- Genesis Chapters 1-2
- https://www.biblegateway.com/passage/?search=Genesis+1&version=NKJV
- Hindu Creation Story
- http://www.durhamcountybadgers.org.uk/_downloads/29_4_A+Hindu+Creation+Story.pdf
- The Agganna Sutta, a Buddhist Creation Fable
- https://www.thoughtco.com/the-agganna-sutta-450123
Week of 10/28 – 11/1:
We are studying The American Romantic Writers. On Thursday, we’ll have a special treat and delve into American Gothic writer Edgar Allan Poe as we read “Tell-Tale Heart” and analyze its layers of literary treasures. You may listen to the audio version of this short story at:
Edgar Allan Poe bio:
Week of 10/21 – 10/25:
Pre-reading document for “The Devil and Tom Walker” walker and devil pre-reading e copy walker and devil pre-reading e copy
Week of 10/14 – 10/18:
This week we will finish our essays and prepare for public speaking.
Please use this site for MLA style rules and to create your Works Cited page:
Week of 10/7 – 10/11:
Students will review the elements of an argument essay. Students will choose a subject on a social issue to research and write five-paragraph argument essay using proper MLA format and rhetorical strategies. Students will also give a verbal presentation of their subject to their class. It’s important that students are in class each day to be successful.
Week of 9/30 – 10/4:
We are reading and analyzing The Gettysburg Address and Abraham Lincoln’s Second Inaugural Address. Students will:
- evaluate the role of Lincoln’s Gettysburg Address in the context of its place and time in history.
- will examine how The Gettysburg Address is relevant in today’s society.
Week of 9/9 – 9/13/19: What’s in a Name?
Study for Irony Quiz and Crucible Final Test on 9/13.
Week of 8/26 – 8/30: Arthur Miller’s The Crucible
8/27: Definition of Crucible: a severe, searching test or trial.
What is spectral evidence?
Spectral evidence refers to a witness testimony that the accused person’s spirit or spectral shape appeared to him/her witness in a dream at the time the accused person’s physical body was at another location. It was accepted in the courts during the Salem Witch Trials.
TOP 10 NOTES: The Crucible
Have you ever been falsely accused of being a witch, jailed, and hung for your crime? Does it sound far-fetched? But it wasn’t in the 1690’s when the Salem Witch Trials occurred. In our next unit, we’ll read Arthur Miller’s play “The Crucible” as we learn about the time in America when the Puritan influenced a mass social hysteria.
Please do this Webquest to lay the foundation you need to understand the play. Here are the links you will need to read:
Arthur Miller: https://www.biography.com/writer/arthur-miller
Joseph McCarthy & McCarthyism: https://www.history.com/topics/cold-war/joseph-mccarthy
Salem, MA: Still Making History
Salem Witch Museum:
The Salem Witch Trials: https://www.history.com/topics/colonial-america/salem-witch-trials
Who are the Puritans: https://www.scholastic.com/teachers/articles/teaching-content/what-puritanism/
What would YOU do? https://www.nationalgeographic.org/interactive/salem-interactive/
Week of 8/19 – 8/23:
This week is focused on completing our first Embedded Assessment – The American Dream argument essay. Then we’ll write an exemplary narrative about a family that comes to America to chase the American Dream.
Week of 8/12 – 8/16: Is the American Dream Still Possible?
We continue to read texts regarding pros and cons of this essay prompt as students continue to collect quotes and prepare to write their first essay draft this week. If a student has missed class this week, they need to see Miss Vrba for the work they have missed.
IMPORTANT DUE DATES:
8/14: Vocab Quiz
8/16: Quote Collector and first draft of essay is due.
8/21: Vocab Quiz #2
8/22: American Dream Essay is due.
Week of 8/5 – 8/9: American Dream Discussions and Quote Collector
EA#1: American Dream Argument Essay is due on 8/22 (Wed.). Attached are instructions with rubric:
Unit 1 Embedded Assessment essay
This week, we’ve read and discussed news articles and videos as well as historical documents (The Declaration of Independence) to discuss and analyze the concepts of the American Dream. Is it still alive today or not?
Ouote Collector is due on 8/16: QuoteCollectorUnitONE
Reader’s Theatre of The Declaration of Independence: Declaration of Independence RT
Online Articles on Am. Dream we read in class: Jigsaw/WebQuest:
2-American Dream Introduction Student Webquest
8/1/19: What is the American Dream?
2nd Am. Dream video:
https://video.newyorker.com/watch/the-american-dream-in-2016
TedEd Talk – “The New American Dream”
Week of 5/6 – 5/10:
We wrap up Edgar Allan Poe’s short story “The Cask of Amontillado” and his most famous poem “The Raven.” Please use this link to listen to the audio version of the poem:
Next, we will study John Steinbeck and read “Of Mice and Men.” Please view this short biography of John Steinbeck. https://binged.it/2J3vUL6
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From the History Channel: