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…

What We’re Working On…

Friends, it’s a terrible time for me to be out with all the stuff we’ve got going on, but such is life…

Today in class, please make wise, wise, wise use of your time. You have two major writing projects plus two upcoming assessments to focus on.

The writing projects are due at the end of THIS WEEK.

We’ll get to the assessments, one on Vocabulary List #2 and one on NoRedInk (covering parts of speech, commas and conjunctions, semicolons, independent vs. dependent clauses, and subjects vs. verbs) next week.

I apologize for missing more time with y’all. See you soon.

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We have two major writing projects going right now:

Secession MiniQ Essay

Secession MiniQ Essay Final Draft Instructions – Be sure you carefully follow all instructions.

Found Poetry

Found Poetry Rubric

All the related documents are on GoogleClassroom.

BECAUSE OF TECH WEEK, I AM CHANGING THE DUE DATE TO MONDAY 12/4. IF YOU ARE INVOLVED WITH DRAMA AND NEED ADDITIONAL TIME, SEE ME INDIVIDUALLY. THANKS! GO, USM DRAMACATS!

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.

 

Speeches of the Fiery Trial

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Click here for our work on Calhoun, Truth, and Douglass.

LEARNING TARGETS ~ I CAN…

  • Determine and analyze a text’s central ideas.
  • Compare and contrast ideas from different texts.
  • Respond to texts, using evidence and examples to support my analysis and response.

You can also find the GoogleDoc of this assignment on GoogleClassroom.

If you work on paper by hand, turn in your work to me. If you work online, submit it on GoogleClassroom. Please make sure everyone’s names and English section are on everything. Submit links to videos on GoogleClassroom.

Throughout, utilize the Notice and Note signposts to help you understand the texts.

A little more time…

 

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me rn

Friends, one of the messages I received at conferences is that you’re feeling a little overwhelmed and need a little time and space to work and catch up. I get that! We have a long list of goals we’re working on right now. Use this time wisely to accomplish those goals.

  • Vocabulary
  • NoRedInk
  • Reassessments
  • Abolition
  • Visual Analysis
  • Readings with Notice and Note Annotations
  • Found Poetry
  • NHD…
    • Buckets
    • Research Questions
    • Sources
    • Notes

 

Poetry and The Fiery Trial

Learning Targets:

  • make meaning of a poem, based on my prior knowledge and research into the subject matter.
  • define the meaning of words and phrases in the poem, not just literal but more metaphorical or symbolic meaning.
  • explain my ideas of what a poem means, supporting my ideas with specific evidence and examples from the poem itself.
  • use Notice and Note Signposts to help me make meaning of a poem.

Explore poetry in slavery and slavery in poetry to not only learn more about the American story of slavery, but also to build your literary analysis skills.

Read, annotate, and discuss the poem you’ve been assigned.

You can learn more about the poet you’ve been assigned on the Poets and Poems in the Fiery Trial page. Click on the poet’s name for information about the poet.

Feel free to utilize the resources on the Slavery in Poetry page.

As you read, annotate, and discuss, consider…

  • What do you see in this poem?
  • What do you think it means?
  • Why do you think it’s important?
  • How and why does it tell America’s story?

Also feel free to add to your “Exam Notes,” your Found Poetry word bank, and our Power Lines display!

Poems 

Poets and Poems in the Fiery Trial

Slavery in Poetry


Found Poetry Project and Rubric