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English 11 Lesson Activities Early American Literature: Analyzing Context The Lesson Activities will help you meet these educational goals: 21st Century Skills— You will use critical-thinking skills and effectively communicate your ideas. Directions Please save this document before you begin working on the assignment. Type your answers directly in the document. _________________________________________________________________________ Self-Checked Activities Read the instructions for the following activities and type in your responses. Click the link to the Student Answer Sheet at the end of the lesson. Use the answers or sample responses to evaluate your own work. 1. Reading Indigenous Voices Read one American Indian poem, story, or tale. As you read, pay attention not only to the work’s overarching theme, or main idea, but to its syntax (sentence structure), images (mental pictures drawn with words), figures of speech (poetic devices such as metaphor and simile), and symbols (something that represents another thing, such as a cross for Christianity). Syntax can refer to the length of a sentence and its resulting flow and pace (or speed of reading) and the use of inversion (a different word order than what is commonly expected). How would you describe the syntax or the work you read? What is the relationship between its syntax and the oral tradition that characterizes American Indian literary works and poetry in general? Type your response here: How did you do? Check a box below. Nailed It!—I included all of the same ideas as the model response on the Student Answer Sheet. Halfway There—I included most of the ideas in the model response on the Student Answer Sheet. Not Great—I did not include any of the ideas in the model response on the Student Answer Sheet. Copyright © 2012 PLATO Learning, Inc. All rights reserved. 1 2. Analysis of “As Weary Pilgrim” a. Read “As Weary Pilgrim,” written by Anne Bradstreet in 1669. Take notes as you read the poem closely, from a line-by-line perspective. Review the poem again and then complete the following analysis chart. Be sure to cite evidence from the poem to support your answers. Type your response here: Line Question 2 Why does Bradstreet write that the pilgrim “Hugs with delight his silent nest”? 6 What are “his dangers past, and travailes done”? 20 What does Bradstreet mean by “With sins . . . vext”? 22 What is “Clay house” a metaphor for? 44 What does it mean for Christ to be a “bridegroom”? Answer/Explanation b. After closely reading the poem and analyzing certain lines, read the poem aloud before answering the following questions about “As Weary Pilgrim.” Think about common poetic devices that you have learned about in class (e.g., rhyme, alliteration, metaphors). What common poetic devices does Bradstreet use in “As Weary Pilgrim”? Explain how the poetic devices are used and why you think Bradstreet uses them. Type your response here: How did you do? Check a box below. Nailed It!—I included all of the same ideas as the model response on the Student Answer Sheet. Halfway There—I included most of the ideas in the model response on the Student Answer Sheet. Not Great—I did not include any of the ideas in the model response on the Student Answer Sheet. 2 Teacher-Graded Activities Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher. 1. Analyzing American Literature a. Analyze at least five passages (two or three paragraphs each) from one of the works listed here: Cotton Mather, Memorable Providences, Relating to Witchcrafts and Other Possessions (1689) Jonathan Edwards, Sinners in the Hands of an Angry God (1741) Thomas Paine, Common Sense (1776) Benjamin Franklin, The Autobiography of Benjamin Franklin (1784) Pay attention to content (e.g., descriptions of the environment and people, arguments and viewpoints, historical clues), writing style (e.g., word choice, tone, use of figurative/poetic language, rhetorical language such as rhetorical questions and direct addresses to the audience), and the intended audience. Type your response here: b. Answer these questions about the audience for the work you read. 1. Describe the intended audience for your selection (note, for example, their social class, beliefs, historical background, and political views)? What are the textual clues that that reveal the intended audience? Type your response here: 2. How would a contemporary audience (that is, you and your peers) respond to the piece you selected? Type your response here: 3. What is the relationship between the audience and the historical context of the piece? Type your response here: c. Think about the historical context of the work you read and answer these questions. 1. What historical events can you identify in the work? Cite passages to support your answer. Type your response here: 3 2. What comment or viewpoint on life does the author make about the primary historical event conveyed in the piece of literature? Type your response here: Evaluation Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Activity 1: Analyzing American Literature Developing (2 points) Proficient (3 points) Distinguished (4 points) Concepts The student has completely analyzed five or more passages in the selected work of literature. The student has thoroughly and accurately analyzed the content and writing style. The student has accurately identified the intended audience using appropriate textual clues. The student has accurately explained the relationship between the audience and the historical context of the piece. The student has identified many historical events, citing appropriate passages to support the claims. The student has thoroughly and accurately analyzed the primary event from the author’s perspective. The student has analyzed at least five passages in the selected work of literature. The student has adequately and correctly analyzed the content and writing style. The student has clearly described the intended audience by providing relevant textual clues. The student has explained the relationship between the audience and the historical context of the piece. The student has identified multiple historical events and cited relevant passages to support the claims. The student has correctly analyzed the primary event from the author’s perspective. The student has analyzed at least three passages in the selected work of literature. The student has struggled to analyze the content and writing style. The student has struggled to describe the intended audience by providing somewhat relevant textual clues. The student has struggled to explain the relationship between the audience and the historical context of the piece. The student has identified a few historical events and cited somewhat relevant passages to support the claims. The student has struggled to analyze the primary event from the author’s perspective. 4 Beginning (1 point) The student has analyzed a few passages in the selected work of literature. The student has not effectively analyzed the content and writing style. The student has not effectively described the intended audience. The student has not effectively explained the relationship between the audience and the historical context of the piece. The student has identified just one historical event and cited a passage to support the claim. The student has not effectively analyzed the primary event from the author’s perspective. 5