Unit Title: Puritans Specific Topic: Poetry of Anne Bradstreet; “Plaine Style” Learning Goal: Develop a further understanding of the Puritan mindset and practice speaking and listening skills

Class Activity Details # If you see a poem, story, excerpt, etc., listed in the activities below, and you do not have a textbook 2A 3A 4B for whatever reason, ALWAYS do a search on the internet to see if it appears there. Almost everything we study in this class appears somewhere on the internet. 1 Dr. Dyer rereads Anne Bradstreet bio to class as a refresher 9/12 9/12 9/13

Class Debate

 Round 1-Using what you know already based on our discussion of Anne Bradstreet, Plaine Style, the Puritans, and Bradstreet’s poetry, discuss the idea of Bradstreet as a “model” Puritan woman.  Round 2-Read Bradstreet’s poem, “To My Dear and Loving Husband” (pg. 116). Does this poem change your opinion about Bradstreet as a “model” Puritan woman? Rnd 1 Rnd 1 Rnd 1 9/12 9/12 9/13  Round 3-Read the Fight Club excerpt. (You have to obtain this from Dr. Dyer.) Do you think Anne Bradstreet would agree with Tyler’s last comment in the excerpt: “The things Rnd 2 Rnd 2 Rnd 2 you own end up owning you”? Really think about her feelings after her house and 9/12 9/12 9/13 belongings burned down. 2  Round 4-Consider this: In that same fire that burned down her house, table, chest, etc., Rnd 3 Rnd 3 Rnd 3 Bradstreet also lost 800+ books. What kinds of questions does this new information raise 9/12 9/12 9/13 as they pertain to Bradstreet being a “model” Puritan woman? Rnd 4 Rnd 4 Rnd 4  Round 5-Read “Prologue,” by Bradstreet. (You have to obtain this from Dr. Dyer.) Do 9/14 9/14 9/15 the opinions she expresses in this poem change or reinforce your opinion of her as a Rnd 5 Rnd 5 Rnd 5 “model” Puritan woman? Explain. 9/14 9/14 9/15 Note about debate score: ALL students had the opportunity to speak in EVERY round. Students who weren’t voluntarily speaking up on their own were given multiple chances each round while others were instructed to remain quiet. Therefore, students who did not earn points during the debate only did so because they ACTIVELY CHOSE NOT to speak.

If you were absent during the debate, or if you didn’t speak enough to earn a passing score during the debate, or if you would like to raise your existing debate score (but not above 100), you should write one body paragraph each addressing the above 5 “rounds”. Each of these 5 body paragraphs should be an actual paragraph—this is a MINIMUM of 5 sentences each. Any body paragraph containing see see see fewer than 5 sentences minimum will not be considered as part of this essay and will result in a lower due due due 3 score. You are writing an essay, and so you should also include an introductory paragraph and a date date date concluding paragraph (2 sentence minimum each). This essay needs to be typed, double-spaced, listed listed listed Times New Roman 12pt, black ink. Handwritten essays will not be accepted. (There are computers below below below in the library that you can use for free, you can print for free, you can use them before school, you can use them after school, you can use them during lunch, and you can use them anytime a teacher lets you.)

Weight Work Collected Work Assigned 2A 3A 4B

60% Class Debate: Alternate Essay 9/18 9/18 9/19

The information listed in the TEKS table on the next page is for administrative purposes only. You are welcome to read it if you are a student or parent, but there is nothing in it that you are responsible for. (15 cont’d) Expository/Procedural Interpretation (21) Gathering Sources (9) Comprehension of Informational Texts/Expository  clear thesis  gather evidence  draw conclusions  quotations  evaluate source reliability  make inferences  analyze author’s use of stylistic  organize using outlines, concept Reading devices maps, etc.  summarize  identifies ambiguities, nuances,  determine between fact and  inductive vs. deductive TEKS complexities opinion in sources  defend conclusions  anticipates conflict  paraphrase and summarize  synthesize and connect with other  determine between primary and literature secondary sources (1) Vocab Development (22) Synthesize Information (10) Comprehension of Informational  modify research question to  determine meaning Texts/Persuasive refocus research plan draw conclusions   analyze effects of purpose and (15 cont’d) Expository/Procedural Multimedia  evaluate theories and evidence for  understand nuance audience on tone  clearly stated purpose applicability to and support of a  infer through word relationships  rhetorical strategies and logical cogent argument  use dictionaries, thesauri, fallacies  critique steps to implement change glossaries, etc as needed (16) Persuasive Texts (23) Organizing/Presenting  clear thesis or position  provide analysis that supports and (2) Comprehension of Literary Texts/Theme and  support position develops personal opinions Genre (11) Comprehension of Informational  use rhetorical strategies to argue Texts/Procedural  accurate and honest representation of  relationship to human condition divergent views thesis  evaluate logic of the sequence of  provide for discrepancies in  relate historical texts to modern presented info  organizing structure appropriate to texts purpose, audience, and context sources  interpret graphs, diagrams, charts,  relate main ideas to PSD in  wide range of relevant perspectives  anticipate and refute counter- maps arguments historical and cultural setting  consider source reliability  use style manual  rhetorical strategies used to move a sufficient length disinterested audience  (12) Media Literacy  evaluate effect of society and culture on media in ways different Oral/Written (3) Comprehension of Literary Texts/Poetry from traditional texts Listening/Speaking analyze elements of poetry Convention   evaluate media techniques TEKS  evaluate bias TEKS  evaluate tone (17) Conventions/Sentence Structure (24) Listening  use and understand clauses and  listen attentively (4) Comprehension of Literary Texts/Drama Writing phrases  listen responsively  analyze elements of drama  use and understand a variety of TEKS  evaluate speaker’s impact on an sentence structures audience (13) Writing Process (18) Handwriting, Capitalization, Punctuation (25) Speaking  plan  write legibly  speak clearly and to the point (5) Comprehension of Literary Texts/Fiction  draft  use appropriate capitalization  give presentation that exhibits  how literary elements shape plot  organize  use appropriate punctuation logical structure, smooth  analyze characters transition, accurate evidence,  employ rhetorical devices to add details, rhetorical devices  narrative point of view meaning  maintain eye contact, appropriate  familiarity with time periods in  revise drafts volume, purposeful gestures Amer Lit  edit for conventions  revise final drafts after feedback (14) Literary Texts (19) Spelling (26) Teamwork  write engaging story with full plot,  spell correctly using various resources  offer ideas (6) Comprehension of Literary Texts/Literary conflict, mood, tone, etc. to check spelling  ask relevant questions Nonfiction  write poem with awareness of poetic  tolerate a range of positions  analyze effects of rhetorical devices  evaluate group work based on techniques write script with theme  agreed upon criteria

(15) Expository/Procedural Essay  write analytical essay with intro and conclusion (7) Comprehension of Literary Texts/Sensory  rhetorical devices Language  transitions Research  analyze effects of sensory  thesis/controlling statement language TEKS  organizational schema  evidence and details  resources and varying perspectives (15 cont’d) Expository/Procedural Resume or (20) Planning Manual or College App  formulate guiding research question clearly stated purpose (8) Comprehension of Informational   formulate plan for multi-faceted Texts/Culture and History  appropriate format project  analyze effects of author’s culture  relevant questions that engage and history on the writing readers  accurate technical language  organization with facts and details