Rewriting “America” by Walt Whitman.

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Learning Targets:

  • I can create a narrative in a poem using strong word choice, descriptive details, and imagery to convey experiences and events.
  • Create an impact with my poem; readers can experience the desired reaction or emotional response to my poem.
  • Enhance the meaning and impact of my poem with powerful visual elements, such as backgrounds, images, font choices, colors, and so on.

Channel your inner Uncle Walt to rewrite the poem, line by line, mimicking Whitman’s voice, style, and form — but from  a different point of view from the Civil War Era, from your National History Day topic, or from a contemporary point of view.

Pay special attention to voice and word choice; capture your chosen perspective through the voice and word choice.

Compose your rough draft on loose-leaf. Your rough draft must make it through Doc’s “Ack!” “Boring!” and “I hate it!” stamps before it can be considered a final draft. When you have a final draft, type it up on GoogleDocs and submit it on GoogleClassroom.

Additionally, create an 8.5 x 11” poster for your poem, as you did for your found poem in “The Fiery Trial.” We will hang these posters on our lockers.

Check the learning targets. Make sure your work is hitting the targets. Please follow all instructions given.


Centre of equal daughters, equal sons,

All, all alike endear’d, grown, ungrown, young

         or old,

Strong, ample, fair, enduring, capable, rich,

Perennial with the Earth, with Freedom, Law

         and Love,

A grand, sane, towering, seated Mother,

Chair’d in the adamant of Time.


The GoogleDoc of this assignment is on GoogleClassroom.

 

 

Uncle Tom’s Cabin

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“‘So you’re the little woman who wrote the book that made this great war!'” — Some say Abraham Lincoln greeted Harriet Beecher Stowe with these words when he met her. Whether he truly did or not, the anecdote itself highlights the importance of Uncle Tom’s Cabin.

Click here for the page of resources on Uncle Tom’s Cabin.

Uncle Tom’s Cabin readings:

You can find the assignment documents on GoogleClassroom!

Trivia Question: How are USM and Harriet Beecher Stowe connected? It’s like six degrees of Harriet Beecher Stowe…

Secession Statements MiniQ

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Why secede?

Learning Targets for Reading:

  • I can closely read and analyze primary source documents.
  • I can identify, analyze and discuss Notice and Note Nonfiction signposts in texts.
  • I can draw evidence and examples from a text that most strongly support my summary, analysis, ideas, opinions, and/or reflection about it.

Learning Targets for Writing:

  • I can compose a clear, concise claim (a.k.a. thesis statement) that identifies my main, central argument.
  • I can support my claim with evidence and examples.
  • I can explain my evidence with sound reasoning that demonstrates how it supports my claim.
  • I can write with an academic voice, which is more formal and less conversational.
  • I can accurately cite the sources of my evidence.
  • I can communicate my ideas and opinions clearly and properly with solid conventions.
  • I can follow all instructions provided. Note: This score is either a 0 or a 3 and cannot be reassessed.

Find all of the documents on GoogleClassroom.

If you find the buckets, chickenfoot, and outline helpful, please use them! Find and use the writing tools that work best for YOU.