Author to Her Book by Anne BradstreetEnglish III- American Literature

Name: Morgan ReidSubject Area: American LiteratureGrade Level: Junior (Grade 11)Date: 18 September 2014

Lesson Summary Description.After finishing the unit on Native Americans, we will begin a unit about Puritan and Colonial writings. We will focus on figurative language, supporting strong textual evidence, and argumentative writing. Standard(s)RL 9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RI 1: Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (i.e., satire, sarcasm, irony, or understatement)

Objective(s)At the end of this lesson, students will be able to identify figurative language in a puritan poem.Timeframe90 minutesMaterials NeededPretestsNew Colonial LAPsWhite Board/markersJournals (if time remains)iPads/ smart phones

Detailed Procedural StepsBegin the class with a pretest. Figurative Language pretest.docx (10) Take pretest, share with group. Star the examples you knew. Write on board. Hyperbole: extreme exaggeration to emphasize a point (can be ridiculous or funny) You snore louder than a freight train Metaphor: statement that does not make sense literally; only makes sense when the similarities between the two things become apparent. the world is my oyster, time is money Personification: Giving human characteristics to inanimate objects, animals, or ideas. Opportunity knocked on the door, the radio stopped singing and stared at me, sun played hide and seek with the grass below. Point-of-View: the angle of considering things, which shows the opinion or feelings of the individual involved in the situation. First person (I, we) Second person (you) Third person (he, she, it, they) Simile: comparison using like or as Busy as a bee, they fought like cats and dogs Verbal Irony: when the speaker says one thing but means another. Sarcasm: meant to be mean. That chair is really comfortable- not meant to hurt the chairs feelings- verbal irony. Nice shoes- bullying attempt to make someone feel bad is sarcasm. Situational Irony: when something unexpected happens. The opposite of what is expected Dentist has cavity. Fire station burns down Dramatic Irony: the audience knows what the characters do not. Romeo and Julliet. Snow White- poison apple (SW doesnt know, audience/which does) Understatement: intentional use to make a situation seem less important than it really is. Hitler was kind of a bad guy. The conflict in the middle east is a little tense.Web Quest (30)**** In the LAPs (p1) students will complete a web quest and the answers they find as a group, will share out with a partner at a different table. Background knowledge that will help us understand the readings (that are not easy to understand). Each group will have 5-6 questions to gather information on. After groups have finished, they will find an opposite partner and discuss/share their answers. Each student should have all the answers on their sheet. Quick Review for the class: Randomly ask students to share their answers. Thumbs up/down in approval/agreement

Turn to Anne Bradstreets The Author to Her Book (30)**** Read aloud once. Assign each group a stanza. Read the stanza aloud with your group. Take each line and make it accessible. In your own words. Summarize stanza assigned line by line. One person from the group will read the stanza they examined to the class. Then will share their paraphrased stanza aloud with the class. Read once more to class- explaining stanza as we go. Individually, students will convey what they believe is the central theme of the poem in their packets. Once finished, as a class, we will find one example of figurative language together. In partners, students will find the rest of the personification and metaphors.

**If time remains, students will compose their own To Her Book poems using something they hold dear to themselves (phone, car, headphones, etc) They will use imagery, metaphors, similes, and personification to bring their item to life by writing to it.

**** For the ELL class we will conduct groups differently. The groups for the web quest will be made randomly in order to mix the ELL students with the fluent ones so all students can get the information (sorted by height, birthday? And divided this way). The groups for the poem will require original seating because the ELL students are grouped together so instruction can be pointed and focused to help bridge the language gaps they need.

Student Assessment(s)The pretest is to gauge the level of knowledge or recall the students have in regards to the figurative language terms. This assessment will not be graded, but will be used for a reference point. Reflection

1. What were the strengths of the lesson? Having students write out the answers as we discussed helped to keep them on task, rather than collecting the pre-tests and they listened and discussed the review. The webquest went well. For groups that were a little behind, I had all the 1-5s get together to discuss answers and the 6-11s do the same before they found an opposite partner. When we came back together as a class, I called on a student to share their answer- the class gave thumbs up or down to signify their approval of the task. When all of the students already had the answers we spent less time writing and could move through the information more quickly because they already knew it and had discussed it in small groups.

Ending with the poem becomes tricky depending on how much time is left in the period.

2. What improvements would you make before you taught it again?

I would like to spend less time on the review of figurative language and more time with the poem, so finding the right amount of time to devote to the beginning activity is crucial. But the students are reviewing and re-learning this information so it should not be breezed over.

3. Student response, surprises, interesting notes, etc.When the adjustments were made to better serve the students: recording the figurative language (on the pretest), making the student groups accountable for more questions, and then finding an opposite partner, the information was better received. The activity took longer because the students were responsible for looking up more of the information in their groups, but I felt the students had a better understanding of the time period and a solid foundation of background knowledge was gained.

Sinners in the Hands of an Angry God by Jonathan Edwards

Name: Morgan ReidSubject Area: American LiteratureGrade Level: Junior (Grade 11)Date: 22-23 September 2014

Lesson Summary DescriptionIn our Puritan/Colonial unit, we have been analyzing works for figurative language and theme. We have already reviewed the elements of figurative language and analyzed a poem, An Author to Her Book, by Anne Bradstreet. After reading this puritan sermon, we will examine two short stories together as a class and the students will have one story to read on their own (in class). They will use these stories to compare theme and they have a formal writing concerning the comparison of major themes.

Standard(s)RL 9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RI 1: Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

W1: Write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidenceObjective(s)At the end of this lesson, students will be able to complete a 1 page essay analyzing the writing style and tools used by Edwards in his sermon.

Timeframe90 minutes

Materials NeededElmoBooks with excerpt from Sinners in the Hands of an Angry God by Jonathan Edwards (for each student)LAPsJournalsComputer paperSticky notes

Detailed Procedural StepsMost classes did not finish the poem. We paraphrased our stanzas and did not share them with the class. Begin class by finishing, The Author to Her Book by Anne Bradstreet. Share paraphrased stanzas with class. How many think this is about a sick child? Before and after gauge. This is not really about a child. Go through each stanza Read then explain, one by one. #2) Theme: Universal truth that can be proven by numerous texts. Words like: motherhood, love, friendship- while it has been acceptable is no longer appropriate. Ex: Adolescence is the loss of innocence. Those who succeed work diligently. Greed compromises moral values.

#3) Complete the chart. We will find one as a class. You cannot use this one on your sheet. Give 3 minutes on own to complete. 5 with the group to discuss.

***Get Red Textbooks*** Grab book and go back to seat (1 minute) Get the wiggles out. Turn to page 106. Read the background on Jonathan Edwards. Before we start to read, lets take a look at what will be expected from us. Refer to packet. Introduce logic, emotion, credibility. What are tactics he uses to convince his audience.

What phrases are used to appeal to logic? Logos (Logical) means persuading by the use of reasoning. This will be the most important technique we will study, and Aristotle's favorite. We'll look at deductive and inductive reasoning, and discuss what makes an effective, persuasive reason to back up your claims. Giving reasons is the heart of argumentation, and cannot be emphasized enough. We'll study the types of support you can use to substantiate your thesis, and look at some of the common logical fallacies, in order to avoid them in your writing. What phrases or sentences are used to stir or evoke emotions? (Emotional) means persuading by appealing to the reader's emotions. We can look at texts ranging from classic essays to contemporary advertisements to see how pathos, emotional appeals, are used to persuade. Language choice affects the audience's emotional response, and emotional appeal can effectively be used to enhance an argument.

What does Edwards say or what do we know about him that makes him a credible speaker? Ethos (Credibility), or ethical appeal, means convincing by the character of the author. We tend to believe people whom we respect. One of the central problems of argumentation is to project an impression to the reader that you are someone worth listening to, in other words making yourself as author into an authority on the subject of the paper, as well as someone who is likable and worthy of respect. Read from page 108 to middle of 109. Check for understanding What is going on? What is Edwards trying to communicate with his audience? Any figurative language so far? (talk with partners) Continue reading from middle of 109 to top of 110. Check for understanding. What is Edwards comparing to the wrath of God? How does he emphasize this to the audience? Finish the rest in groups (each person reads a paragraph) Once finished, the students will complete the chart of figurative language on their own.

Gallery Walk They will choose one example from their chart and create a visual representation of the imagery. (Draw a picture) This will be completed on a separate sheet of computer paper and the students will have to color it as well. The quote will be written on the back of the picture. Each student will hang their picture up in the hallway and have 3 sticky notes with them. The sticky notes will be used to write the quote the students interpret from looking at the picture. Each picture will be numbered, to correspond with student answers. Did the image demonstrate the figurative language accurately?Back to Reading Students will fill out the chart that corresponds to the logic, emotions, and credibility to Edwards sermon.

A formal writing will be started (and if time allows) completed at the end of the time period. Standard W1.Student Assessment(s)

Students will be asked to complete a formative writing in the journals after reading and discussing Edwards sermon. The three questions to be considered are as follows:1. Consider the images utilized by Edwards throughout the sermon. What are the prominent themes communicated by the images and analogies that Edwards employs?2. What is the purpose of the sermon? How are people meant to respond? How does this piece translate today? How might it have been received in 1741?3. What are Edwards sources of authority or credibility? How does he elicit a response from his listeners?They will complete this writing in class to prepare for the CFAs at the end of the unit.