Tentative Student 11th grade AP/ IB syllabus Hubbell/2016

Language AP Exam Wednesday May 10, 2017

NOTE FOR 0 HOUR: Students with excessive absences and/or tardies during their zero hour course, may be dropped from that 0 hour course, and then asked to take it another time periods 1-6. Please make your parents aware in case you need to change your schedule right away.

Note #2: All students will take the final exams this year to count towards their final semester grade

Note #3: Office hours may differ from other teachers: Office hours daily at lunch and Monday after school by appointment.

Phone (after 2:30) 480-812-7778

Email: hubbell.tamara@cusd80.com

turnitin class ID number and password: on School WiresRemember to sign up for Remind101, and Turnitin by July 30, 2016

Remind 101:

3rd hour: @de38d

turnitin.com

password: Awesomeclass

3rd hour: 1299377‘

Required Text: The McGraw-Hill Reader

Required Novels:

Over Summer Break: Into the Wild 1st Quarter: Scarlet Letter Over Fall Break: The Great Gatsby 2nd Quarter: Grapes of WrathOver Winter Break: Things Fall Apart4th Quarter: Raisin in the Sun and Street Car Named Desire

Required Materials: Journal notebook for all notes and activities. Must be a spiral

notebook used for this class ONLY and must have five sections Three-inch binder- for this class, only Lined paper Pencils Variety of blue and black ink pens for essays and timed writing Flash drive to back up all work Email address for turnitin.com and to get onto Google docs Required novels in class while the literature study is in place Required writing handouts Yellow, green, blue, and pink high lighters pens- Donations

needed Kleenex- Donations needed Hand Sanitizer-Donations needed

All discussions must be made up with an essay if you are absentAll essays are due at the beginning of the class period. All essays must be handed to me before you leave for a school-related field trip. Again, there will be NO EXCEPTIONS for field trips for school activities.

This syllabus is subject to change....

Note: not all quizzes, discussions, and/or timed writings are listed in this syllabus.

Week 1:Quote: “Do not go where the path may lead, go instead where there is no path and leave a trial.” Ralph Waldo Emerson

Common Core Standards:(1) 11th RL.1: Cite strong evidence from Into the Wild to support your

opinions during discussions and your written analysis of the work.

(2) 11th RL.2: Determine 2-4 themes from Into the Wild

(3) 11th RL.3: Examine Krakauer’s literary choices as he developed this true story and its settings, how he used the action such as flashbacks, and how he introduced each new character through McCandless’s journey.

(4) 11th W. 1: Write an argument supporting claims in your analysis of the main topics in this work using evidence such as quotes, reason, and even your own experiences.

Essential Questions:

(1) What does it mean to be a rebel?

(2) How dangerous is knowledge?

Monday, July 25

Welcome to AP/IB English- Day #1

Review syllabus (also can be found on my website)

Seating Chart- Set up folders with goals: Write goals about the expectations for this course and a

plan of action- keep in academic/ writing folder. Review IB rubric from last year and then staple into folder Play one of the “name games” ice breakers (same as 10th)

Tuesday July 26:40- minute timed writing:

QUESTION #1 from 2015

ENGLISH LANGUAGE AND COMPOSITION SECTION IITotal time—2 hours

Question 1

(Suggested time—40 minutes. This question counts for one-third of the total essay section score.)

Many high schools, colleges, and universities have honor codes or honor systems: sets of rules or principles that are intended to cultivate integrity. These rules or principles often take the form of written positions on practices like cheating, stealing, and plagiarizing as well as on the consequences of violating the established codes.

Carefully read the following six sources, including the introductory information for each source. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-developed argument for your own position on whether your school should establish, maintain, revise, or eliminate an honor code or honor system.

Your argument should be the focus of your essay. Use the sources to develop your argument and explain the reasoning for it. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc., or by using the descriptions in parentheses.

Explain 6-word memoir and we will present them to the class on Wednesday/Thursday block day August 3/4th

If you are absent: continue to work on Summer Assignments and stay in at lunch to make up the writing test we took today.

Homework: Read Into the Wild and finish all the summer assignments. BRING YOUR FOUR HIGHLIGHTER COLORS TOMORROW

Due Dates for all summer assignments:

Assignment 1: Must be completed by August 8- Monday Assignment 2: Must be completed by block period on August 9-

Wed/Thur

Assignment 3: Must be completed by return to school on August 10/11-Monday. There will be activities after the first two weeks of school. We will not use the information nor will I grade it for two weeks (Annotations)

Assignment 4: Must be completed by August 15, 2016 and submitted to turnitin.com

Assignment 5 Must be completed by block August 17/18 and submitted to turnitin.com

Use this Annotation Guide:

Chapters 1 and 2:

a) Why are the maps important at the beginning of each of the chapters

b) The purpose of each short epigraph at the beginning of each chapter.

c) Chris McCandless’s character and personality traits- especially the changes.

Chapter 3-7:

a) Importance of map in Chapter #4b) Why did people either love or hate Chris?c) Purpose of Chapter #4d) Purpose of Ronald Franz and why does he continue to

be important in this story?

e) Evidence that Chris truly did prepare for this journeyf) The tone and attitude in Chris’s personal letters

Chapters 8-11

a) The function of this group of chaptersb) Why did McCandless leave trialsc) Chapter 8 and why people are so against Krakauerd) The purpose of the map in Chapter #9e) Outcasts and who are they and why are they considered

outcastsf) McCandless’s development in his personality

Chapters 12 and 13:

a) These are considered background chapters. What is learned in these background chapters, and why does Krakauer introduce background half way through the book?

b) Significant facts from his childhood and using psychoanalytical theory, what does Chris’s childhood have to do with the decisions he makes as an adult?

c) Did these chapters change your view of Chris McCandless now?

d) Have you changed since your childhood? How?e) His family membersf) Parents and Chris’s anger towards his parents. Why is this

important?Chapters 14 and 15”

a) Why does Krakauer put himself in the story at this point?b) How is Krakauer’s life related to McCandlessc) Does Krakauer experiences help him write this story?

Chapters 16- 18:

a) Was McCandless crazy, ignorant, and or selfish?b) Were the berries truly toxic and did he want to die? c) What mistakes did McCandless make on this journey?

Wednesday/Thursday, July 27/28

View sample anchor essays (yesterday’s test) Use the IB rubric and use the coloring chart. Review the color marking as used last year.

Green- insight/evidence Blue-techniques used by the author’s writing

(whether it be you or another author) to show analysis of the work. What affect do these techniques have on the actual writing?

Pink- organization such as topic sentences, transitions, etc…

Yellow- Language such as academic language

Introduce Introduction Writing: Take notes in your spiral notebookLecture Notes:

(1)Make a plan: brainstorm for 4-5 minutes

(2)Dissect the prompt- choosing three key words

(3)Rewrite the prompt in your own words

(4)Make notes about the passage and annotate the passage, if possible

(5) Identify DIDLS, which is: Diction, Images, Detail, Language and Sentence Structure.

(6) You want to always make sure you have included these in your writing as well as analyzed other writings for all these things.When you begin your introduction get right to your point and thesis.

Grabber does NOT draw the reader into the essay. Rambling, doesn’t get to the point, too many unneeded personal examples, and there is really no point or purpose to this at all!

Begin with one of the appropriate grabber types:

Smattering: a list of appropriate bit of relevant information about the topic.

“Cannery Row is a poem, a stink, a grating noise, quality of light.” Or if this was about Benjamin Franklin you may list of all of talents and past jobs.

An extended metaphor:

Allusion:

Parallel characters: Example,” Martin Luther King’s advocacy of “Civil Disobedience” equals that of Thoreau or even perhaps King’s zeal for human rights even surpasses Thoreau’s.”

Paradox:

Short anecdote:

Quotes or appropriate passages:

Statement of an abstract concept, which is made concrete through the literature itself.

Shocking fact or statistic:

Always write a really effective sentence and use your key words

Your introduction all by itself needs to score a 7 out of an AP score of 9.

Answer the prompt immediately with a purpose. Indent your paragraphs so your reader knows when

you are starting a new idea. Then in your body paragraphs, that is where you will

provide evidence and textual examples. That is where you need to support your thesis.

Make use of pertinent references from the text

Use specific quotations to back up your assertions.

You must have two sentences of commentary to explain the importance of the quote or example. Why is it even significant? It must demonstrate how it is relevant to answering the prompt.

Remember that long quotes are never good quotes. Looks like you are trying to take up space.

Create a variety of everything.

When all you write is these short, choppy sentences, it looks like you don’t know your grammar, you don’t have any original thoughts, and it is very elementary.

You must use two of the following in every single paragraph and it must be highlighted in pink every time:

Appositives- A noun or noun phrase that renames another noun like Mrs. Hove, our favorite teacher, is super nice.

Compound sentences- This sentence contains at least two independent clauses. You can use coordinating conjunctions, semicolons, or just a colon.

Complex sentences – A sentence that contains an independent clause and a dependent clause.

Subordinate clauses- Is basically the same as a dependent clause. It begins with a subordinate conjunction like after, even though, once, until, while, or since and contains a subject and verb.

Prepositional phrases at the beginning of some of your sentences.

Think about always reading the same paper over and over again, and nothing is changed. That would get very boring, very quickly so you always want to put variety in your writing, especially in your word choice and sentence structure. Word Choice: You want to look for the right and appropriate word, not the longest word or the word that we don’t even know what it means.

Use appropriate vocabulary Reveal and then unleash that brilliant mind Does the word fit? Always use active voice Use that thesaurus that is on that bookcase by the door. Lastly, do you have lots of great examples from the text,

observations etc… Do you show you have true knowledge of this topic? Do you look credible as the writer? You will have to pull from your memory for these essays; you will have to pull from other information from your other classes, from observations, the news, and your own experiences. So stay up on current events.

Then review conclusion. Emphasize: no summary but synthesis of significant information from essay and also it must be related back up to the introduction and basically just “wrap” ideas to a closure. The point is to leave your reader with new thought and view of your topic.

So if you started with smattering then you end with smattering, and if you start with an allusion then you need to end with an allusion.

If you are absent, get writing lecture notes from a classmate and get the anchor papers from me when you return.

If time, transition back to Into the Wild End:

Visit Websites on DOC camera: This will be completed in class

After each site, have the students pair/share comments

Christophermccandless.info

Backtothewildbook.org

Wikepedia- Into the Wild

You Tube: Chris McCandless/Alexander Supertramp

Outsideonline.com- The January 1993 issue

Homework: work on your summer assignments.

Friday, July 29:Bellwork: Read and annotate article, “ How to Mark up a Book” Answer the following question: What affect has advertising had on our way of purchasing and making decisions?

Lit. Term List is in the back of this syllabus.

Study for future test. Go over terms, and begin to find examples of each of the terms from examples in Into the Wild. Put these terms and definitions into your spiral notebook.WRITE one example for five (or as many as you can) of these words that you are familiar with and used last year in 10th grade.

Homework: You should be finished reading Into the Wild

Continue to work on summer assignments due next week.

Week 2:

Quote of the week, “ Experience is not what happens to you; It’s what you do with what happens to you.” HuxleyCommon Core Standards:

11.02. Analyze an author’s unstated ideas and analyzing evidence that supports those unstated ideas.

11.07: Use textual evidence to develop and support an interpretation of a work from U.S literature.

11.15: Develop a thesis, cite sources where appropriate.

11.02. Analyze an author’s unstated ideas and analyzing evidence that supports those unstated ideas.

11.03: Draw conclusions about the author’s purpose, basic beliefs, and perspectives.

11.07: Use textual to develop and support an interpretation of a work from U.S literature.

Monday, August 1: Question Techniques for Formative Assessment #1

Lit Terms Quiz #1 If you are absent, make up quiz during lunch

With writing partner, complete an outline for a 1200 – 1400 word essay for this prompt. You must completely write out the introduction complete with all its parts. If you are absent, complete this assignment at home.

The outline needs to include a complete grabber, background ideas, complete thesis, at least two topic sentences, and complete conclusion clincher with other parts of your conclusion.

Prompt : Back in May right after school got out, Justin Bieber stated,

“ I won’t pose for your selfie anymore. I feel like a zoo animal!”

The 22-year old singer shared an unapologetic instagram post on Tuesday May 10, informing all his fans he is over feeling like a caged beast. He continued to say: If you see me out somewhere know that I’m not gonna take a picture. I am done taking pictures. It has gotten to the point that people won’t even say hi to

me or recognize me as a human. I feel like a zoo animal, and I wanna be able to keep my sanity.”

He continued: “ I realize people will be disappointed but I don’t owe anybody a picture, and people who say “ but I bought your album know that you got my album and you got what you paid for. You paid for AN ALBUM. It doesn’t say in fine print whenever you see me you also get a photo of Justin Bieber.

So, considering everything Justin Bieber just stated, identify your claim as to whether or not you think part of a celebrity’s “pay” includes taking photos with his or her fans. In your claim consider thoughts such as privacy whether you are a celebrity or not; What exactly should be included in a “paycheck”? and lastly, celebrities, because of the position they are in, should be even more protected from the laws and from the media.”

Absent: If you are not here today, please complete the writing at home and make up additional assignment after school when you return. You may get the grabber notes form writing partner.

Homework: Continue working on summer assignments

Tuesday August 2Bell Work: Today go over definitions and practice using the following words.Under DOC camera:

a) Examples : The effect was eye-popping or the rain had no effect on Squiggly’s plans Although versus while:

b) Although means in spite of the fact that andc) While is at the same timed) Examples: Although the tree was tall and while Fred

gathers wood, we are still waiting for a fire.e) Last example : I feel bad versus badly.f) Badly is an adverb so it modifies the verb. I feel badly.g) Bad is an adjective and it is going to modify the noun.h) Examples: I feel bad meaning you are regretful of

something not that you are physically feeling something and it is bad.She is a bad softball player is talking about the girl

i) Who vs. WhomWho is the subject part of a sentenceWhom is the object part of a sentence or it may come after a preposition:

Examples: Who is going to the game tonight? To whom do I give my ticket? The speech at the game tonight is going

to be about whom?

All of these notes and examples go into spiral or in the notes section of your BINDER.

Now with your writing partner, write as many examples of these words as you have time for. When finished, Read, “ Blogs of War” in your textbook pages 77-80 in classAnswer questions about this piece on paper and hand in today

After reading, write a paragraph defending or arguing against using informal writing such as blogs or journals to inform the rest of the world what is going on. Make a claim for one point or the other.

Pair/Share

If you are absent, find “Blogs of War” on line and write a one-page essay arguing if a soldier should receive the same privileges as we do as for as using social media.

Wednesday/Thursday, August 3/4

In class, read poem, “ Spell of Yukon” by Robert Service

This can be found on my website- so if you are absent complete this assignment at home.

Be prepared to discuss: How did the poem help to visualize the setting in Into the Wild? And how does perception affect the novel as well as affect the purpose show in the novel?

Activity #2

Let’s Review “ How to find a Quote” Lecture (SSS) too Review Transcendentalism

Using the excerpt from Walden in class today Be able to answer the essential question, “ How has Transcendentalism influence the literature we read today?”Using these thematic subjects from the Walden excerpt, find two quotes from the piece to support each of these thematic subjects:

1) The Importance of Self-Reliance2) Value of Simplicity3) The Illusion of Progress

If you are absent, complete this quote assignment at home. Find an excerpt from the famous WALDEN online and use the first five pages to complete this activity.

Present the 6-word Memoirs Homework: Continue to finish all summer assignments and read and annotate excerpt from “Civil Disobedience” found on website Friday August 5th

1st assignment is due Monday

Today’s Writing Lesson: Outline PracticeWe already started this on Monday

Using Bieber completed outline, with writing partner:

Students will develop a well-written introduction with a grabber, background, and complete thesis for this essay.

ABSENT STUDENTS: You should have your Bieber outline so you can complete this assignment at home.

Activity #2:After practice, get into discussion groups and discuss similarities

of style and purpose with Civil and Walden. Notes will be recorded into spirals.

Activity: Using both the excerpt from “ Walden” and from “ Civil Disobedience” compare and contrast both of these to Krakauer’s Into the Wild. With writing partner, use bullet points to show the comparisons. So, yes you are actually comparing three pieces.Review Transcendentalism: Using all three pieces of literature for your supporting examples today…

How do all show examples of rebellion? How do all show examples of success? How do all of these show true identity? How do all these show the importance of nature and

importance of human development? How does each show the importance of community? How do these works all show transcendentalism?

If you are absent, please complete the comparison and these questions at home.HW: Read and annotate both Douglass Narrative piece and Self-Reliance piece by Monday.

Week 3:Common Core Standards:

11.02. Analyze an author’s unstated ideas and analyzing evidence that supports those unstated ideas.

11.03: Draw conclusions about the author’s purpose, basic beliefs, and perspectives.

11.W. 6: Use technology and internet to produce new information about McCandless’ travels

11.07: Use textual to develop and support an interpretation of a work from U.S literature.

11.W 8: Gather relevant information from multiple sources and integrate that information into text to maintain writing’s flow.

11.W. 9: Draw evidence from informational texts to support research

11.12: Analyze the way in which a work is related to the themes, issues, political movements, and events of its historical period.

Essential Questions:

How was McCandless prepared for this journey? and why does this matter?

What is success?

Monday, August 8:

Summer Assignment #1 due today

Douglass’s narrative and answer questions: If you are absent, please complete this at home.

1) How does Douglass’s narrative appeal to the compassion and the traditional Christian ideals of its readers? Give specific examples and quotes from eh narratives to support and illustrate your ideas.

2) In “ Self-Reliance” it says, “ Society everywhere is in conspiracy against the manhood of everyone of

its members. Society is a joint-stock company, in which the members agree, for the better securing of his bread to each shareholder, to surrender the liberty and culture of the eater. The virtue in most requests is conformity. Self-reliance is its aversion. It loves not realities and creators, but names and customs. Whose would be a man must be nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it were goodness. Nothing is at last sacred but the integrity of your own mind.” What is the significance of this quote and how does it relate to Douglass’s narrative?

Homework: Assignment #2 is due tomorrow

Tuesday, August 9: Summer Assignment #2 due today

3rd assignment due Wednesday/Thursday

If you were absent today:

Type a one-page essay (using MLA format) answering the following: Discuss Krakauer’s style of writing up to this point. Do the flashbacks and the implementation of Krakauer’s narrative throughout make the story more effective or less effective?

We will have a practice lit.term quiz today Homework: As you are looking over your Into the Wild annotations that should have been completed at this point?Make sure you know this important information:

Wednesday/Thursday, August 10/113rd summer assignment is due today Lecture: Into the Wild Chapter 1- 8. You are responsible for all notes, even if you are absent today.Collect Assignment #3 Into the Wild Annotations today…

Introduce Rhetorical journals. Give out directions and examples and the first one is due next block period.40-minute Timed Writing:

Activity for Into the Wild:

NOTE: If you are absent for this activity, type a one-page answer to the following question, “What are Krakauer’s credentials for writing Into the Wild?”

Friday, August 12:

Lecture Chapter 8 to the end of the book

Quiz #1 for the lit. terms

Continue with the Jig Saw questions from Into the Wild. We started them on the last block period.

Homework: Study lit terms in preparation for upcoming quizzes next week. Summer Assignment #4 due Monday.If you are absent: get lecture notes and make up quiz tomorrow at lunch. Type a one page essay choosing two techniques Krakauer used in his novel to create a realistic story.

Week 4:

Quote of the week, “ The only true wisdom is in knowing you know nothing.” Socrates

Common Core Standards:

• Students will discuss society’s expectations of people and explore what breaking away from those expectations can look like.

• Students will begin to understand their own paths/expectations and who/what is putting them on those paths/placing those expectations on them.

• Students will consider why people may forgo certain paths and the positive/negative effects it may have.

Students will work closely with non-fiction texts and learn how to pick out important information in order to establish precedents for why people choose to leave the path they had been expected to tread.

Essential Questions:

• Do you have a path in life or specific expectations to fulfill? What have others (parents, friends, teachers, society in general) planned for you?

• Are there specific expectations for people in our society?• Why do people forgo those expectations?• What can we learn from real-life, unexpected journeys people

have taken in their lives?

Monday, August 15:

Summer Assignment #4 is due today

Students will read and annotate the article, ““Doughnut Hole Country”, by Christina Gillham. This article is in the back of this syllabus.

Discuss in class

Tuesday, August 16:Continue to discuss and review the article from yesterday. Students will discuss the different categories of high school graduates discussed in the article.

After the discussion students will write a brief reflection on what category they feel they fit and why. They are welcome to elaborate more on their plans for the future, or if they aren’t sure of what their plans are, they may write about why. This affords students an opportunity to consider where they fit in rural society and how their plans for the future could potentially affect what happens in their hometown. If you are absent, type this up at home.Activity #2: choose from the menu of items If you are absent, complete the following:

Most Important Word: Here, students have to go back into a text and pick out the most important word (or passage, or chapter) and explain why. On paper write what ONE of your most important word or passage was and why. You only have to record one.

Homework: Don’t forget your rhetorical journal is due tomorrow. Summer Assignment #5 due block day

Wednesday/Thursday August 17/18:

Assignment #5 due today

Rhetorical journal is due

Activity: Review using the Walden piece If you are absent, type a one-page essay answering the following:

What does it mean to be "equally at home everywhere"? Also:

Thoreau writes:But possibly the day will come when it will be partitioned off into so-called pleasure grounds, in which a few will take a narrow and exclusive pleasure only, —when fences shall be multiplied, and man traps and other engines invented to confine men to the public road; and walking over the surface of God’s earth, shall be construed to mean trespassing on some gentleman’s grounds. To enjoy a thing exclusively is commonly to exclude you from the true enjoyment of it. Let us improve our opportunities then before the evil days come.

Friday, August 19:

Quiz: Literary TermsIf you are absent, stay after school on Monday to make up a quiz.Group Discussion For this assignment if you are absent, type a one-page essay answering the following:

Is it possible for a biography to be impartial? Was Into the Wild impartial?

Week 5:Quote of the week, “ I’d rather regret the things I’ve done than regret the things I haven’t done.”Lucille Ball

Monday, August 22

Quiz #2 for Into the Wild. If you are absent, you are to make it tomorrow at lunch

AP Writing TiP: Take notes in your spiral or a section in your Binder.

Grabber statements. Review the types of grabbers with examples. Then put prompt up and the students will write a grabber. Put up as many prompts as possible.Also, If you were absent today:

Type a one-page essay (using MLA format) answering the following: Discuss Krakauer’s style of writing up to this point. Do the flashbacks and the implementation of Krakauer’s narrative throughout make the story more effective or less effective?

Homework: Final for Into the Wild is tomorrow

Tuesday, August 23Hand out reading schedule and comps for Scarlet Letter. You will be reading most of the book before we start discussing and doing the activities. However, stay up with the schedule because I can check annotations anytime according to the reading schedule NOT the syllabus! You don’t have to read and annotate Custom House; however, you have to read the summary of the Custom House (my website) and know it significance to the rest of this novel.

Final: Multiple-Choice Exam on Into the Wild –

If you are absent today, you will need to make up final exam next MONDAY in my office after school, so please make arrangements

Also, you will be assigned a group, so check upon returning to class.

Homework:Rhetorical Journals due Wednesday and Thursday

Wednesday and Thursday August 24/ 25

Hand in rhetorical journals

Writing Lesson: How to write an analysis composition- AP style. Get notes if you are absentSummative Final Exam PART TWO: 25 minutes Homework: Check out or purchase Scarlet Letter

Friday, August 26:

Homework” Read Chapters 1-4 by Monday ANNOTATE FOR: Annotate for tone words, Hawthorne’s style of writing that you see in each of these chapters and don’t forget to put its purpose. For example, don’t just highlight the color imagery with the rose bush, but then on the side put its purpose (to show the contrast of what is inside the prison and then what is outside) and always annotate for association and allusions to Puritans. Hawthorne and his family have a large connection to the Puritans and it is evident throughout this entire novel.Today we will research background information for Puritan writing as we prepare to read The Scarlet Letter

Go to lab and create a PowerPoint or Prezi presentation on the assigned topic. If you are absent, you will automatically be in-group # #4Groups are decided by: ME

These are the research groups for the Power Point:

Group #1: The Great Migration during the 17th Century when the Puritans journeyed to North America. Group #2: The religious ideas of the PuritansGroup #3: Types of punishments during the Puritan time periodAnd what were the offenses?Group #4: Puritan writing: provide the main techniques they used in their writing along with examplesGroup #5: Colonial life during the Puritan times such as family, work ethic, and clothing. Group #6: How did the Puritans view their faith? How did many of them change their faith?

Rules for PPT:

20 slides maximum, 10 words per slide (doesn’t include the title of each slide), Works Cited (if applicable)

Students will share their Prezi and/or Power Points Friday.

For the time left over today, have them start reading

Chapter #1 in class and annotating to make sure they are doing it correctly.

Week 6Monday, August 29:

Common Core Standards:

RIT .1. Cite strong and thorough textual evidence to support analysis of what the two death penalty texts state. Draw inferences from the two texts.W. 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant evidence.

RIT 6: Determine the author’s point of view and purpose in the two pieces about death penalty. Describe what rhetoric was used in both pieces to help convince.

Get your Scarlet Letter books and start reading Chapters 5-8

Tuesday, August 30: NO Rhetorical journals due this week….

Opening Lecture:Hawthorne BIOThemesMotifsQuotes

In groups of 4 have a discussion and then share with the class:If you are absent write a one-page essay about

Throughout American’s history, there have always been laws that regulated citizens’ personal behaviors and personal decisions. Among the Puritans of the 18th century, for example, adultery was a serious crime. The Scarlet Letter makes this clear. Today we have laws forcing motorcycle riders to wear helmets, laws that make suicide illegal, laws against speeding on a an empty highway, and many others. Where should society draw the line between personal and political actions? Should society have the right to tell you how to behave on your own time? Why or why not?

Wednesday/Thursday, August 31 and September 1 Continue to Work on your Power Point/Prezi Presentations today

If you are absent, you will need to complete the Power Point on your own. If you never got a group last week, then complete your Power Point on Group #4

Group #4: Puritan writing: provide the main techniques they used in their writing along with examples

If you already started working, then keep your group and information and just create a Power Point on your own.

We will present them on Friday

Friday, September 2:

Begin the Power Point Presentations today and finish the rest on Monday

If you are absent, you are responsible for all notes

Homework: Read “Young Goodman Brown”By Wednesday/Thursday

Week 7:Quote of the week, “ It’s not what you look at that matters, it’s what you see.”Henry David Thoreau

Common Core Standards:

11. SL. 2 Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

11. SL. 4 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

11. SL. 5 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add Internet.

Essential Questions:“ How is a name significant?”“ How does public morality affect an individual?”

Monday, LABOR DAY SEPTEMBER 5NO SCHOOL

Tuesday, September 6:Finish the Power Point Presentations today

Have “Young Goodman Brown” read by tomorrow

Wednesday/Thursday, September 7/8Discussion for “ Young Goodman Brown”. Get notes if you are absent today

irony Significance in names Themes Weakness of Public Morality Loss of Innocence Fear Female Purity Faith’s pink ribbons

For today’s activity, if you are absent, Write an essay answering the following:

Some critics say that Hester Prynne was the first American heroine. Others, however, say that her somewhat silent suffering isn't truly heroic. What qualities and actions make a character heroic? Are there any heroes or heroic actions in The Scarlet Letter up to Chapter 13? Defend your answer.

Friday, September 9

Custom House summary and chapters 1-8 annotations due

Lecture over Custom House and Chapters 1-8

Ending Activity is to get students to look at different points of view using “ Little Miss Muffiet”

This CANNOT be made up

Homework: continuing reading Scarlet Letter and staying to the schedule. You should have read through Chapter 18 by Monday. Work on Scrapbook

Today is a workday for the Scrapbook. If you are absent, you will need to work on Scrapbook at home.

Week 8:Quote of the week, “ Opportunities don’t just happen, you create them.” Chris Grosser

Common Core Standards:11th RL.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 determining where the text leaves matters uncertain.

11th RL. 2:Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

11th RL .3: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

11th RL 4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Monday, September 12

Chapters 9-18 annotations due. If you are absent, this will be handed in tomorrow.Catch up on lectures and lecture from Chapter 9-17 today Work day for the scrap book and we will present them tomorrow Homework: finish reading the book by block period tomorrow and #2 and #3 are due block period

Tuesday September 13Comps #1 and #3 due today Lecture through the end of the novelActivity: BIO POEM from character in Scarlet LetterStudents will write an 11-line poem following these directions for each line. If you are absent, please complete your poem at home.

Line 1: The character’s first nameLine 2: 4 words that describe your characterLine 3: Brother or sister of (you put the person’s name)Line 4: Lover/s of this person – you may use of to three peopleLine 5: Who feels (3 feelings)Line 6: Who needs (3 needs)Line 7: Who gives (3)Line 8: Who would like to see…Line 9: Who fears (3 things)Line 10: Resident ofLine 11: His or her last name Share Poems

Wednesday and Thursday

September 14/15Chapters 19-end due

Present the group scrapbooks

Activity: to review Scarlet Letter

To make up for this if you are absent, type a one-page essay about

Hawthorne's stylistic pattern is to use a simile or metaphor on one

page and make it part of the literal action elsewhere. Find at least one good example.

Friday, September 16

Comps #4 and #5 are due today

Watch the Simpson’s Parody today

Preparation for the JAR exam next week. Get your notes and quotes in order since this starts on Monday. If you are absent, complete questions at home in order to prepare for the Jar Question Exam

Questions:

1) Write three significant points about the Custom House and its connection

2) Significance of the different color imagery Hawthorne uses

3) Significance of the contrast between inside the prison and the description outside of the prison.

4) Hawthorne’s own beliefs put into the story5) The historical allusions made such as Ann Hutchinson6) The significance of Madonna and Child7) The significance of this quote in Chapter #3,” the

matter remaineth a riddle: and the Daniel who shall expound it is yet-a-wanting”

8) Chillingworth’s revenge9) Dichotomy between the forest and the town10) Pearl’s character and the changes in it11) Significance in Characters’ names12) Significance of each of the scaffold scenes13) How would an anti-transcendentalist answer this,” can

a polluted soul do good for others.”?

homework: Finish reading the novel by Monday

Week 9:

Quote of the week, “ Success is not so much what we have, as it is what we are.” Jim Rohn

Monday, September 19

Comp #2 is due

Lecture over rest of novel

Continue to prepare for the final exam Jar Questions

Homework: Get onto my website and download “ Minster’s Black Veil” and read and annotate by tomorrow and bring to class for our activity Monday.

Homework: Comp Assignments 5 and 6 are due block period

Tuesday, September 20:

Continue with our review

You should have “ Minister’s Black Veil” read and be prepared to discuss on Monday

Homework: Jar Exam begins tomorrow and continues on Friday

Wednesday/Thursday, September 21/22

Comps #6 and #7 due

Jar Exam Round #1Homework: Get onto my website and download “ Minster’s Black Veil” and read and annotate by tomorrow and bring to class for our activity on Monday

Friday, September 23

Finish the Jar Exam Questions Today

Homework: Comp #1 is due Monday and # 7 is due on Tuesday

Make sure you have read and understand

“Minister’s Black Veil” in preparation for a compare/contrast activity

Week10:

Quote of the week, “ Success is not so much what we have, as it is what we are.” Jim Rohn

Monday, September 26:

Comp 1 due today. Comp 7 due tomorrow

Graded Activity: This will be to show your knowledge of the short story “ Minister’s Black Veil”

If you are absent, write a one-page essay answering the following:

How did Hawthorne use ambiguity to further the themes in his short story?

Tuesday, September 27 in LAB today

From the Anthology, continue studying Puritan Writing:Read, “Sinners” from Edwards on pages 79- 81. (Yellow anthology)If you are absent, find this online and read before returning.Also List all the persuasive techniques effectively used in this short story. They may be listed in your BINDER.

Go to Lab: Design an AD for an existing product that displays the same type of persuasive techniques used in “ Sinners”.

Homework: Check out or purchase Great Gatsby.

Wednesday/Thursday, September 28/29

Watch the Pursuit of Happiness

Homework: Start to read Chapters 1 and 2 of Gatsby

by Friday.

Friday, September 30BIO notes for Fitzgerald

Discuss the themes, characters, and motifs

Activity:

Fall Break October 1 – October 18

Read and annotate The Great GatsbyAnnotate for the following:

Historical allusions and the importance of the allusions in telling Gatsby’s story

Structure and format in Fitzgerald’s style of writing

Tone- tone words, change in tone, word choice

Literary Terms to be used first semester:

Common Literary Terms

The following is a list of terms for many literary elements and techniques that you will need to write about in Session Two compositions.

Allegory—A story in which characters represent abstract qualities or ideas. Example—In the fable, “The Grasshopper and the Ant,” the grasshopper represents flightiness, while the ant represents industriousness.

Allusion—an indirect reference to something outside the literary work. It could be a reference to a myth, an historical event, another literary work, a person . . . almost anything.Example—If the narrator of a novel says that a character has made “Herculean effort,” then the novelist has used an illusion to tell you something about the character. This allusion is to the myth of Hercules.

Antagonist—a character who is the adversary of the protagonist.Example—In “Little Red Riding Hood,” the Big Bad Wolf is the antagonist because he is in conflict with Little Red Riding Hood.

Assonance—repetition of a vowel sound within or among words, usually within one line of poetry.

Characterization—the way an author presents the characters. Direct characterization is when the author tells you what a character is like. Indirect characterization is when the author allows you to draw your own conclusions about a character by showing you what a character is like.Example—An author who shows a character who helps out at a nursing home and volunteers at a preschool is showing that the character is caring and kind.

Figurative Language—language that is not literal, in that it does not mean exactly what it says. Metaphors and similes are both types of figurative language, as are many of the other terms included in the list.Example—“He’s a string bean” means that the man is very thin, but it does not actually mean the man is a vegetable.

Foreshadowing—a hint to the reader, which may or may not be obvious during a first reading, about the general direction of the plot.Example—A rainstorm in a story often foreshadows difficult times for characters later in the story.

Hyperbole—extreme exaggeration used to make a point. Example—“I’m so hungry I could eat a horse.”

Imagery—the use of descriptive language to appeal to one of the reader’s senses (sound, touch, smell, or sight).Example—“The fudge melted in his mouth, swirling around his tongue with a rich, buttery flavor.”

Irony—the expression of a certain idea by saying or showing just the opposite. Dramatic irony occurs when the audience or reader knows more than the character that is speaking, and thus the words mean something different to the audience or reader than to the character. Situational irony occurs when the opposite of what is expected takes place. Verbal irony occurs when someone says one thing but means the opposite.

Roadmap to the Regents: Comprehensive English

Example—A character who says, “I’m sure this will be fun,” while walking into the dentist’s office, is expressing verbal irony.

Metaphor—a comparison made without using the words “like” or “as.” Example—When Hamlet says, “I will speak daggers to her,” he is comparing his hurtful words to daggers.

Onomatopoeia—the use of words that sound like what they mean. Example—“snap”; “pop”; “pow”

Organization—the general structure of a piece of writing. Organization can include how the writing is physically divided into paragraphs or stanzas, as well as the structure of the plot or the order in which ideas are developed.Example—One text may progress from a general to a specific treatment of one topic. Another text may focus on one character’s view of an event and then another character’s view of the same event.

Oxymoron—a phrase made up of two seemingly opposite words. Examples—“sincere lie”; “deafening silence”; “jumbo shrimp”

Paradox—two or more words or ideas that apparently contradict one another. Example—The opening lines of Charles Dicken’s A Tale of Two Cities: “It was the best of times, it was the worst of times”

Personification—giving human characteristics or abilities to nonhuman things. Example—“The morning sunlight danced across the pillow.”

Plot—what happens in a story?Example—Plots can be very complex, as in Romeo and Juliet, in which the plot is the course of events leading to the two young lovers’ deaths.

Point of view—how the narrator relates the events described in a piece of writing. A first-person point of view is one in which the narrator is a character and refers to himself or herself as “I.” A first-person narrative might begin with an opening line such as, “I knew it would be a difficult day as soon as I awoke.” The second-person narrative is much less common and might begin with “You knew it would be difficult day as soon as you awoke.” A third-person narrative refers to all the characters as “he” or “she.” An example would be, “She knew it would be a difficult day as soon as she awoke.” An omniscient third-person narrator also refers to all the characters as “he” or “she,” but the omniscient narrator reveals information about the characters that a limited third-person narrator would not know, such as what many different characters are thinking.

Protagonist—generally the main character in a piece of writing, the character who is the focus of the plot and who changes in some way.Example—In The Catcher in the Rye, the protagonist is Holden Caulfield.

Repetition—saying the same thing more than once or using the same sound or sentence structure over and over again.

Simile—a comparison made using the words “like” or “as.” Example—“She is as quick as a rabbit.”

Roadmap to the Regents: Comprehensive English

Stanza—a section of poetry separate from the sections that come before and after. Symbolism—the use of an object to represent an abstract idea.

Examples—Hearts often symbolize love; the color white often symbolizes innocence.

Theme—a general idea expressed by a literary work. There can be more than one theme in a work.Example—The theme of “The Tortoise and the Hare” is that slow, steady effort triumphs over natural but undeveloped talent.

Tone—the feeling an author conveys to the reader. Tone contributes to the overall mood of a work.Example—Tone can be formal, serious, passionate, lighthearted, witty, sarcastic, or any other general expression of feeling.

Copy of “ Doughnut Hole Country”

How to Reverse the Rural Brain DrainThe future of rural America looks increasingly bleak: fueled by the rise of agribusiness and the corresponding decline of family farms, the loss of manufacturing jobs, and the flight of young people to urban centers, rural communities have been losing their populations for decades, and now they're close to the breaking point. Since 1980, more than 700 rural counties—most of them in the middle of the nation, running from North Dakota down to Texas—have lost 10 percent or more of their population. In response, a number of rural areas have enacted initiatives to help lure residents back. In 2003, Ellsworth County, Kans., for example, began offering free 15,000-square-foot lots to families who could get preapproved by a bank and begin building their home on the lot within a year. But in an intriguing new book, Hollowing Out the Middle, husband-and-wife authors Patrick J. Carr and Maria J. Kefalas argue that it will take more than just free land initiatives to reverse rural America's brain drain—it will require that the towns themselves adopt a new way of thinking.How should they do this? First, by changing their attitudes toward their high-school graduates. Small towns traditionally put all their efforts behind the smart students (whom the authors label "Achievers"), pushing them out to four-year universities in cities, where they are much more likely to succeed and, unfortunately for the town, much more likely to stay. Students who are less accomplished or driven are given little support, but they are also the ones who are most likely to remain in their small towns post-graduation. In order to make sure these kids succeed, and thus benefit the community, the authors argue, they need to be better trained in areas such as computer technology, health care, sustainable

agriculture, and green energy, areas geared toward the modern global economy. Rural towns should also capitalize on the federal stimulus package by investing in green agriculture and energy, say the authors, and work on attracting immigrant populations, who can help revive dying towns through their sheer numbers.

To research the decline of rural America, Carr and Kefalas spent six months in a 2,000-resident town in northeastern Iowa (given the pseudonym Ellis in the book), where they interviewed hundreds of current and former residents, whom they categorized as Achievers (those who leave), Stayers (those who remain), Seekers (those who leave to travel or join the military), and Returners (those who leave and come back). They spoke to NEWSWEEK about their experience there and about what they believe can be done to stop the emigration from this country's heartland.Why is it important that we care about rural America's brain drain? Carr: A nation is really only strongest when all of its parts can contribute and all of its parts are healthy. Rural America has a hugely symbolic resonance for the rest of America. More fundamentally, this is a place where most of our food comes from; it's also a place that disproportionately has people serving in the armed forces.But if the brain drain forces these towns to die out, wouldn't those qualities just get shifted elsewhere? Carr: The argument you're making is sort of akin to the boom-and-bust argument. Frontier towns died and the country was fine because that's just the cycle. That's true to a certain extent, but what's different here is [that] the scale of it is pretty massive. Not every small town is at the same stage of hollowing-out, but the fact is the majority of these towns are tending towards the hollowing-out stage, and unless it's addressed, it's going to get worse. We're talking not just the Midwest, but throughout the Texas panhandle, Appalachia, in Louisiana, in Maine, in West Virginia, and Vermont. The other thing that makes it different is that this has been a slow-burning issue. Boom-and-bust towns grow traumatically and they contract just as traumatically—they flourish and they die. But [in this case] it's gone under the radar because of the slow-burning nature of it.A lot of people have argued that these small towns' demise is inevitable. Isn't there a case for letting these places die? Kefalas: Sixty million Americans [one in five] live in rural America. I strongly believe we wouldn't be asking the question, should we let the inner city die? Should we let other communities wither and fall by the wayside? I think we have a moral obligation to these communities, an economic need to sustain them—this area is where our food comes from, and it's going to be ground zero for the renewable-energy revolution, so I don't think it's good for America or for these communities to say, "Well, let's just go through some Darwinian process of natural selection and the strong will survive and the weak will die." With an investment, with a plan, with renewed energy, it will be great for America and the region. We won't be able to save all of the small towns, but saving a number of them will be good for the country as a whole.

What about turning these areas into "Buffalo Commons”-type spaces, as proposed by Frank and Deborah Popper more than two decades ago, which would revert, depopulated lands to their natural wildlife habitats? Even big cities like Detroit are proposing demolishing some areas and replacing them with green space. Kefalas: There's some legitimacy to that argument. That is

happening in the northern plains of Kansas, for example, where this was not very viable, arable land, where these areas were not very populated. So they have been evacuating these areas, almost, and reimagining them as these "Buffalo Commons." I think creating these green zones and letting the land go back to a more sustainable and natural state is potentially quite good and useful. Certainly some of those communities will have to face that decision, but I think many more have so much to contribute.How did the people of Ellis respond to your solutions for curbing the brain drain? Carr: No bunch of people you write about are going to be thoroughly delighted; there's going to be a fair amount of rancor, and that's healthy. You need to use that as a steppingstone to reexamine what you're doing and say: Could we do something better? Could we make those linkages between secondary and postsecondary education better, so that high school is not just geared for people going on to a four-year college degree? Could we retrain people to be able to be competitive in industries that are a growth industry in Iowa, like biotech and nursing and wind energy? Could we begin to think differently about the stranglehold that big industry has on the heartland?Kefalas: In Ellis, people very clearly saw what is in their future, and I think this is something that the mayor, chamber of commerce members, and parents are all very clear about. The mayor on several occasions told me, "I'm worried we won't make it." There is a sense of fear and anxiety. But the battleground is ultimately going to be, how do we fix it? Reimagining education undoes a time-honored tradition of "Well, we send our best kids away—that's kind of what we do." What we're saying is, let's take a deep breath and think about this whole process of how you educate your young people.Your book seems something of a rebuttal to those who have embraced the ideas of urban theorist Richard Florida, who argues that places thrive and prosper when filled with young, creative types and that communities should aim to lure or retain those sorts of people. Kefalas: Florida is right; it's just that he's looking at one side of the coin, and we're looking at the other side of it. He's influenced folks all over the country to bring the creative class in and really develop a community. Unfortunately, the challenges for Iowa or western Pennsylvania or Michigan to make their creative class grow and bring their people in is maybe not the best solution for them.Carr: Florida's argument is flawed because if you adopt that approach pretty much anywhere, you buy into the Field of Dreams notion that "if you build it, they will come." Michigan bought hook, line, and sinker into the Florida argument and created a "Cool Cities" program where they said, "Look, we have 70,000 college graduates every year; only 7 percent stay in the state; we need to fix that, so what we need is a whole bunch of cool cities because the cool cities will attract people." Well, guess what? The graduates still leave because there are cooler cities.One of the solutions you propose to help revitalize rural communities is to bring in immigrant populations. Might that cause resentment and exacerbate the exodus of people from those towns? Kefalas: It's interesting—when we look at ways to solve the depopulation problem, we keep coming back to the immigration solution because it's the one thing we know that works. But it's a very volatile solution. In Sioux City, Storm Lake, Ottumwa, all over the rural South and Midwest, the arrival of immigrants, from Somalia, from Latin America, from Mexico, is rapidly transforming these communities and keeping their

schools open, keeping companies going, keeping Main Street alive, keeping churches alive. Folks understand—and certainly governors all over the region understand—the power of these folks to transform aging and demographically vulnerable communities.Carr: It's not that this is a magic solution. One of the things we're very careful to write about in the book is that that also has to be linked to fundamental changes to how workers are treated in agribusiness. One of the issues with Hispanic workers in the Midwest, and part of the animosity that some people feel toward them, is that, yes, when they showed up, wages went down. But they didn't cause that. Agribusiness basically uses undocumented workers to depress wages. And the working conditions are nothing short of atrocious. The only response from the federal government has been the multimillion-dollar raid on Postville, Iowa [in May 2008]. The thinking has to be very bold on this in terms of changing the labor practices and changing our immigration practices away from interdiction and more toward pathways to citizenship for longtime undocumented workers.Another way to bring people back is to, of course, create jobs. But as you point out in your book, there is the boredom factor—small rural towns have little diversity or diversions. How do small towns attract young people back without those qualities? Kefalas: There are people who are going to leave, and I don't think there's anything that's going to stop them from leaving. But there are people maybe with young families or who tried urban living and wanted to opt out and try something else, which could be lured to the region—maybe not every 22-year-old, but maybe a 32-year-old who would think, "This is great. I can raise my kids; I can buy a gigantic house. And as long as I have the digital infrastructure, I can telecommute. I can have a very good quality of life." I think the lifestyle rural communities have to offer is really more compatible for young families. There are also ways to lure back professionals through more aggressive tuition breaks for medical students [in exchange for a commitment to return to the community after graduation], which I think is going to become more appealing as students take on more and more debt. And finally, the other thing we want to talk about is pushing the development of our community-college students, creating that infrastructure to match up economic demands for the regional economy with the young people who are most likely to stay.

Carr: You don't have to build amenities just to lure people. You should be building amenities for everybody—having digital infrastructure and having abundant opportunities for leisure should be something for the commonweal. But the mistake is often to place all of your emphasis on that. In some places there is a critical shortage of professional workers, especially health workers. Part of what can be done is for the kids who are growing up who seem to be on track for that is to identify them early and say, "Look, if you're going to go into medicine or dentistry or law, we're going to give you your tuition if you commit to practicing here for 10 years when you graduate." For the price of graduate school, you're getting a great deal.

Scarlet Letter Scrapbook

Directions: The more time and effort you put into this scrapbook, the higher your grade will reflect your efforts.

The purpose of this assignment is to creatively present a visual of the Puritan times and how Hawthorne portrayed it.

You need to make this look like a scrapbook, but it does NOT need to be a scrapbook. You are NOT going to get a higher grade just because you spent money on a scrapbook and stickers. Be creative!!!!

Your book will consist of 12-17 pages total- not more and not less

You will need a significant cover on the front You will need to display the history of the Puritans during

Hawthorne’s time period by using clever captions that show this as well as pictures that show the times.

You have several characters from the Scarlet Letter to work with. These will be the subjects of your scrapbook. Since it is only 12-17 pages, I probably would not choose more than 4 characters.

So after the cover and historical information, start to create your character pages. For each character, I would have 3 pages at the most.

On these pages I would give some written information about the character in your captions and then important and significant pictures which show their purpose in this story and their Puritan connection. Make sure you are constantly thinking about how Hawthorne would portray this because that is part of the assignment.

Again you are grades on the requirements above as well as your effort, creativity, color imagery, clever captions, time put into this assignment, and how well you displayed Puritanism during Hawthorne’s time period.

As always, I included your rubric:

RUBRIC:

__________/15 Cover: significance, color, connection to Puritanism,

and creativity.

__________/10 Minimum and maximum 12- 17 pages

__________/20 Creativeness throughout the book. I will look at

Captions as well as pictures.

_________/ 40 Character pages: Each of the characters will have

a possible 10 points possible. I will look at the

information given about the character, their

connection to Puritanism, color imagery, creativeness

The total is 40, so if you do three characters instead of four, I will just split the points that way.

__________/20 Historical information: How creative was the

information given, how important is this information,

How colorful were the pictures and were they displayed appropriately.

Total ___________/105