MRS. CONTRERAS Language Arts 11 th Grade – Eng III Honors Gifted Room C209 Welcome Braddock Bulldogs!!! 2005-2006

MRS. CONTRERASLanguage Arts

11th Grade – Eng III Honors Gifted

Room C209

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Braddoc

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Bulldog

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2005-2006

Home LearningPLACE YOUR STAPLED

ASSIGNMENT(S) IN TEACHER’S IN-BOX BEFORE THE BELL

RINGS!• Complete verbs (action/linking), verb phrases &

order of subject/predicate, direct/indirect objects, subject/object complements charts & handouts (55-60 & 77-82)

• Descriptive writing (Character Sketch of a fictional Native American) 1 page; see PP slides

Weekly Forecast8/29/05 – 9/02/05

• Monday – Holiday • Tuesday – complete Literary Analysis Form on historical

narratives "La Relación" pg 72, "Of Plymouth Plantation" pg 81 & "Women and Children First: The Mayflower Pilgrims" pg 91; slave narrative in "Life of Olaudah Equiano" pg 93; distribution of movies letter

• Wednesday – Test (verb, verb phrases, order of subject/predicate, direct/indirect objects, subject/object complements, creation myth, cause/effect, repetition, romantic song, trickster tales, descriptive writing - character sketch). Pictures; time allowing, use graphic organizers to define and identify adjectives, adverbs, sentence fragments, run-on sentences charts & handouts (61-64, 111-114)

• Thursday – (Bring floppies for saving, Bring money for printing) Meet in Media Center (lab) for incorporation of epic setting

• Friday – LAST DAY FOR BOOK $$$ group Descriptive/ Narrative writing assignment by deciding on a creation myth or trickster tale; Story outline due by end of class.

Home LearningBy Monday, 9/12:

• complete adjectives, adverbs, sentence fragments, run-on sentences charts & handouts (61-64, 111-114)

• Descriptive writing: (functional description of a setting; a scene in the life of fictitious Native American hero/heroine) see PP slides

• Print Literary Analysis Form & Take Notes on "To My Dear and Loving Husband" pg 138, "Upon the Burning of Our House, July 10th, 1666" pg 140; "History Clashes with Commercialism" pg 150 & "Sinners in the Hands of an Angry God" pg 152

Have a great week!

Tuesday, 9/6/05Timed Journal Topic: 5 minutes

In a brief paragraph (5-7 sentences), describe what images you have of conquistadors after reading “La Relación?”

Early American Literature…First Encounters

• Columbus called inhabitants Indians because he

thought he was near the East Indies• First explorer’s motivations included fame and

adventure• European monarchs realized the potential of the

New World, commissioning many more expeditions to exploit and extract the natural resources of this hemisphere

• Christianity was imported and imposed. Those who rejected the religion were “enemies of God”

Early American Literature…First Encounters

• Slavery originated with the Portuguese in the

1400s• What later became known as the Middle

Passage, the triangular trade route that led to the enslavement of over six million African slaves; The numbers can never truly be verified. Manufactured goods (cloth/guns) from Europe to Africa, slaves from Africa to Americas, raw materials from Americas to Europe

Early American Literature…Historical Narratives

• Before long, English colonists were participating in

the slave trade

• Accounts of real-life historical experiences, given either by the person who experienced those events or by someone who studied or observed them.

• Key historical documents, existing as our principal record of events, taking two basic forms:

• Primary Sources: documents, letters, diaries, journals, autobiographies that present firsthand knowledge of a subject


• Secondary Sources: provide indirect,

secondhand knowledge. Histories and biographies are examples of secondary sources.

• Native Americans had been recording history through picture symbols, such as “The Walum Olum”, and oral language, such as “The World on the Turtle’s Back”

• In the 15th century, Europeans began voyages by ship to the Americas, reporting their explorations and settlements


• Many of these early European narratives were

survivors’ tales, gripping adventure stories written down in journal or letters, such as “La Relación,” Cabeza de Vaca’s report to the King of Spain.

• The use of vivid sensory details makes these narratives come alive.

• With the expansion of slavery, a new genre in African-American literature came into existence: the slave narrative, such as “The Life of Olaudah Equiano,” published in 1789


• Perhaps the most influential of these narratives is the “Life of Frederick Douglass, An American Slave,” published in 1845.

• British Colonization Efforts & Ethnocentric Ideologies

Early American Literature…The Puritans

The Mayflower arrived at Plymouth, Massachusetts, having carried about 100 pilgrims, in December of 1620. Crossing the Atlantic took about sixty-six days. About half were dead before the end of the winter. Those who survived were joined by more settlers within the next few years. It was the Puritans, led by their clergymen, who dominated the government (theocracy), religious outlook, and the literature of the communities they settled.


• Devout Christians who wanted to “purify” their lives

and their church of what they saw as corruptions of English society and its state religion, the Church of England. They wanted to be “saints” or “separatists.”

• Believed in an all-powerful God who freely granted grace, a spirit that would guarantee salvation, eternal happiness with God.

• Believed in predestination, John Calvin’s doctrine that God has already decided who will achieve salvation and who will not.

• Puritans wanted to appear that they possessed grace or were worthy of it.


• “Puritan ethic” was based on their belief in original sin.

Only through continual hard work and self-discipline could grace be maintained.

• Willing to risk their lives to come to the New World, the Puritans were passionate about establishing a New Jerusalem, the City of God on earth, where they could practice their religion and raise their children free of Old World corruption.

• Life consisted of hard work and prayer. They worked hard to prosper, a sign of God’s special favor.

• They did not turn away from eating and drinking and the joys of close family life.


• Forbidden activities, those that would distract

good souls, included bowling, dancing, gambling, attending plays, and “unprofitable” hunting.

• Virtue was learned at home, where the father had complete authority of the family.

• Writing was an extension of Puritan religion. The first book published in America was the “Bay Psalm Book” (1640), a translation of the biblical Psalms.


• Many kept private writings, such as journals and diaries.

• Highly literate, insisting on education for men and women. Founded Harvard in 1636. Established first printing press in 1638. Public schools opened in Massachusetts in 1647.

• Even when writing publicly, Puritans wrote to instruct and testify of grace. Their genre is considered spiritual autobiography.

• Because Puritan writing was “practical,” it was not meant to “entertain.”

• They wrote no fiction and would not approve of this since they disliked theater.


• In addition to trying to purify their lives, Puritans sought to

purify their language. Instead of the ornate style, a complicated and decorative style favored in Europe, they wrote plainly, to communicate ideas as clearly as possible.

• Writing was not a way of showing off cleverness but a way of serving God and the community.

• The Puritan way of life is summed up in William Bradford’s “Of Plymouth Plantation”

• Witch trials in Salem, Massachussetts resulted in 19 people executed.

• Puritanism declined in the early 1700s when Protestant congregations attracted more followers.


• Reaction to new freedoms made it possible for “The

Great Awakening” in the 1720s, a series of religious revivals led by eloquent ministers like Jonathan Edwards.

• These revivals attracted many to Protestant churches, but old-fashioned Puritanism was dead.

• While by 1776, with the American Revolution, Puritanism was extinct, many of its ideals of hard work, frugality, self-improvement, and self-reliance are still considered American virtues.

Early American Literature…The Southern Planters

• Differed from New England in climate, crops,

social organization and religion.• Beyond southern cities lay large plantations.

“transplantations” of English society in a foreign land. (See brief paper on British colonization efforts & ethnocentric ideologies).

• Up to 1000 people, many of them slaves arriving in Virginia for the first time in 1619 (1 year before the Pilgrims landed on Plymouth), could work in a plantation.

Early American Literature…The Southern Planters

• While slavery existed in all colonies (north and

south), plantation/southern economy was dependent upon slave labor.

• Most plantation owners were Church of England members who regarded themselves as aristocrats.

• They were ambitious, energetic, self-disciplined, and resourceful just as the Puritans, but their lifestyle was much more sociable and elegant.

Descriptive Writing:Creation Myth/Trickster Tale• After writing the character sketch for your fictional

Native American hero/heroine, the next phase of this assignment involves imagining where he/she lived.

• Brainstorm and create one scene in your hero’s/ heroine’s life at their home setting. This should serve as the introduction to your later myth/tale. Pay very close attention to details and description of setting.

• REMEMBER: the goal here is to give your reader (me) a mental picture of what the hero’s/heroine’s home setting looks like. You must use vivid imagery and sensory details.

Descriptive Writing:Creation Myth/Trickster Tale• REMEMBER: incorporate elements of culture,

which you have already researched, into your description of his/her home setting, such as the tribe’s political organization. Your hero/heroine should be highly regarded within his/her community.

• This next scene you are writing, which incorporates the hero’s/heroine’s home setting, should also serve to introduce the reason(s) he/she must leave this home setting (so as to find the later heroes in your group project). Remember, something must necessitate his/her embarking upon a journey.

Descriptive Writing:Creation Myth/Trickster Tale• In 1 ½ to 2 pgs (double spaced, 12 size font, 1”

margins), describe a scene in the hero’s/heroine’s home setting which ends just as he/she leaves his tribe behind.

• As you describe the hero’s/heroine’s home setting, feel free to describe those who surround him/her, such as family members, wife, husband, children, noblemen, etc.

• If you finish your setting’s description today, save your material onto your floppy and print your spell-checked setting description.

• Please make sure to pay for the number of pages you print ($.10/page). See me to pay fee.

Friday, 9/9/05Timed Journal Topic: 5 minutes

What were three important reasons that propelled English colonization efforts?

Weekly Participation -

Please pass up the following: • 8/30 Literary Analysis Form on "La Relación,"

"Of Plymouth Plantation,” "Women and Children First: The Mayflower Pilgrims," "Life of Olaudah Equiano"

Place these items by date order. A stapler will be coming around for your use.

Resources/Handouts…

• Grammar handouts: adjectives, adverbs, sentence fragments, run-on sentences 61, 62, 63, 64, 111, 112, 113, 114

• (answers 61, 62, 63, 64, 111, 112, 113, 114)

Documents

MRS. CONTRERAS Language Arts 11 th Grade – Eng III Honors Gifted Room C209 Welcome Braddock Bulldogs!!! 2005-2006