Early American Literature: Citing Evidence and Analyzing Texts

Delve into Early American Literature with a focus on citing textual evidence, analyzing complex ideas, and exploring essential questions. Understand the standards in reading and writing while enhancing vocabulary and grasping implicit versus explicit meanings in texts.

• American Literature
• Textual Evidence
• Analysis
• Essential Questions
• Language Standards

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1. UNIT 0: CITING TEXTUAL EVIDENCE UNIT 1: EARLY AMERICAN LITERATURE INSTRUCTOR: T. YOUNG

2. STANDARDS (READING) ELAGSE11-12RI3: ANALYZE A COMPLEX SET OF IDEAS OR SEQUENCE OF EVENTS AND EXPLAIN HOW SPECIFIC INDIVIDUALS, IDEAS, OR EVENTS INTERACT AND DEVELOP OVER THE COURSE OF THE TEXT. ELAGSE11-12RI4: DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT, INCLUDING FIGURATIVE, CONNOTATIVE, AND TECHNICAL MEANINGS; ANALYZE HOW AN AUTHOR USES AND REFINES THE MEANING OF A KEY TERM OR TERMS OVER THE COURSE OF A TEXT (E.G., HOW MADISON DEFINES FACTION IN FEDERALIST NO. 10). ELAGSE11-12RL3: 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). ELAGSE11-12RL4: 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.)

3. STANDARDS (WRITING) ELAGSE11-12W2: WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE AND CONVEY COMPLEX IDEAS, CONCEPTS, AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE EFFECTIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT. ELAGSE11-12W5: DEVELOP AND STRENGTHEN WRITING AS NEEDED BY PLANNING, REVISING, EDITING, REWRITING, OR TRYING A NEW APPROACH, FOCUSING ON ADDRESSING WHAT IS MOST SIGNIFICANT FOR A SPECIFIC PURPOSE AND AUDIENCE. (EDITING FOR CONVENTIONS SHOULD DEMONSTRATE COMMAND OF LANGUAGE STANDARDS 1 3 UP TO AND INCLUDING GRADES 11-12.)

4. ESSENTIAL QUESTIONS WHAT CONNECTS PEOPLE TO CERTAIN PLACES? WHAT VALUES AND BELIEFS SHAPE WHO WE ARE? WHAT DOES IT MEAN TO BE A STRANGER IN A STRANGE LAND? WHAT HAPPENS WHEN CULTURES COLLIDE?

5. VOCABULARY FLASHBACK NARRATIVE STRUCTURE RISING ACTION FALLING ACTION TONE IMAGERY FIGURATIVE LANGUAGE ALLUSION ANTAGONIST STATIC CHARACTER

6. UNIT 0 GOALS: CITE TEXTUAL EVIDENCE TO SUPPORT WHAT IS STATED EXPLICITLY AND IMPLICITLY DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT

7. WHAT IS IMPLICIT VS EXPLICIT EXPLICIT REFERS TO WHAT IS DIRECTLY STATED WHEREAS IMPLICIT REFERS TO WHAT IS SUGGESTED AND UNDERSTOOD BUT IS VAGUE AND LACKS CLARITY.

8. WHAT IS CITING????????? THE PRIMARY REASON TO CITE YOUR SOURCES IS TO AVOID PLAGIARISM AND GIVE PROPER CREDIT TO THE ORIGINAL AUTHOR OR CREATOR. OTHER REASONS FOR CITING YOUR SOURCES: 1. ENABLES A READER TO LOCATE THE SOURCES YOU CITED. 2. DEMONSTRATES THE ACCURACY AND RELIABILITY OF YOUR INFORMATION. 3. SHOWS THE AMOUNT OF RESEARCH YOU VE DONE. 4. STRENGTHENS YOUR WORK BY LENDING OUTSIDE SUPPORT TO YOUR IDEAS. THERE ARE MULTIPLE WAYS TO CITE A SOURCE: 1. IN-TEXT CITATION 2. FOOTNOTES

9. IN-TEXT VS FOOT NOTES

10. TEXTUAL EVIDENCE USING SPECIFIC WORDS/PHRASES FROM AN ALREADY PUBLISHED AUTHOR THAT HELPS TO PROVE A STATEMENT OR TO LEND CREDIBILITY TO AN IDEA EXAMPLE ESSAY: THE DANCING MONKEYS A PRINCE HAD MONKEYS IN HIS COURT THAT COULD DANCE. AS MONKEYS ARE NATURAL MIMICS, THEY LOOKED WONDERFUL IN THEIR RICH CLOTHES AND MASKS, DANCING VERY MUCH LIKE HUMAN BEINGS. WORD SPREAD FAR AND WIDE ABOUT THEIR UNIQUE PERFORMANCE AND PEOPLE FROM ALL OVER FLOCKED TO SEE THEM PERFORM EVERY DAY. EVERYONE WAS AMAZED AT THE MONKEYS INTELLIGENCE. ONE DAY, A MISCHIEVOUS COURTIER THOUGHT OF PLAYING A TRICK ON THE MONKEYS. WHEN THE MONKEYS WERE DANCING, HE TOOK A POCKETFUL OF NUTS AND THREW THEM UPON THE STAGE. AS SOON AS THE MONKEYS SAW THE NUTS, THEY FORGOT DANCING AND LEAPT TO GRAB THEM. THEY PULLED OFF THEIR MASKS AND TORE THEIR ROBES FIGHTING WITH EACH OTHER FOR THE NUTS. EVERYONE STARTED LAUGHING AT THE ENTERTAINING SIGHT.

11. ANALYSIS OF TEXT THE DANCING MONKEYS A PRINCE HAD MONKEYS IN HIS COURT THAT COULD DANCE. AS MONKEYS ARE NATURAL MIMICS, THEY LOOKED WONDERFUL IN THEIR RICH CLOTHES AND MASKS, DANCING VERY MUCH LIKE HUMAN BEINGS. WORD SPREAD FAR AND WIDE ABOUT THEIR UNIQUE PERFORMANCE AND PEOPLE FROM ALL OVER FLOCKED TO SEE THEM PERFORM EVERY DAY. EVERYONE WAS AMAZED AT THE MONKEYS INTELLIGENCE. ONE DAY, A MISCHIEVOUS COURTIER THOUGHT OF PLAYING A TRICK ON THE MONKEYS. WHEN THE MONKEYS WERE DANCING, HE TOOK A POCKETFUL OF NUTS AND THREW THEM UPON THE STAGE. AS SOON AS THE MONKEYS SAW THE NUTS, THEY FORGOT DANCING AND LEAPT TO GRAB THEM. THEY PULLED OFF THEIR MASKS AND TORE THEIR ROBES FIGHTING WITH EACH OTHER FOR THE NUTS. EVERYONE STARTED LAUGHING AT THE ENTERTAINING SIGHT.

12. TEXT ANALYSIS AND EVIDENCE Textual Evidence: ANALYSIS IDEAS: 1. Natural mimics (P1); monkeys intelligence (P1) 2. Mischievious courtier (P2); play trick (P2); amazed (P1); everyone laughing (P2) 1. MONKEYS ARE EASY TO TRAIN. 2. ONE PERSONS ATTITUDE CAN AFFECT A GROUP. 3. TONE CONTRAST THROUGH CONNOTATION 3. wonderful, rich, dancing (P1); pulled off, tore, fighting (P2) OF WORDS

13. PUT IT ALL TOGETHER!!!! EXAMPLE #1: AND HAVING INTELLIGENCE (P1) WHICH INFERS THAT MONKEYS ARE EASY TO TRAIN. THE NARRATOR DESCRIBES THE MONKEYS AS BEING NATURAL MIMICS (P1) NOTE: 1. THE EXACT WORDS FROM THE TEXT ARE PUT IN QUOTATION MARKS AND THE PARAGRAPH OR PAGE NUMBER FOLLOW IN (PARENTHESIS). 2. THE VERB PHRASE CONNECTS IDEAS WITH THE TEXTUAL SUPPORT.

14. PUT IT ALL TOGETHER!!! EXAMPLE #2: THE CROWD S ATTITUDE CHANGED FROM BEING AMAZED (P1) TO EVERYONE LAUGHING (P2) WHEN THE MISCHIEVOUS COURTIER PLAYED A TRICK (2) PROVING ONE PERSON S ACTIONS CAN AFFECT MANY. NOTE: 1. THE EXACT WORDS FROM THE TEXT ARE PUT IN QUOTATION MARKS AND THE PARAGRAPH OR PAGE NUMBER FOLLOW IN (PARENTHESIS). 2. THE VERB CONNECTS IDEAS WITH THE TEXTUAL SUPPORT.

15. DO IT AGAIN!!! EXAMPLE #3: THERE IS A CONTRAST IN TONE WHEN COMPARING THE PARAGRAPHS; THE WORDS WONDERFUL, RICH, DANCING (P1) DISPLAY AN ELEGANT TONE WHILE PULLED OFF , TORE , AND FIGHTING (P2) EXEMPLIFY AN UNDIGNIFIED TONE. NOTE: 1. THE EXACT WORDS FROM THE TEXT ARE PUT IN QUOTATION MARKS AND THE PARAGRAPH OR PAGE NUMBER FOLLOW IN (PARENTHESIS). 2. THE VERB CONNECTS IDEAS WITH THE TEXTUAL SUPPORT.

16. DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT WE DETERMINE THE MEANING OF WORDS AS THEY ARE USED IN TEXT BY ANALYZING THE TEXT S CONNOTATIVE, DENOTATIVE, IMPLIED AND EXPLICIT TEXTUAL EVIDENCE (CONTEXT).

17. CONNOTATIVE CONNOTATIVE WORDS AND PHRASES ARE THOSE THAT UNVEIL ATTITUDE, FEELINGS AND EMOTIONS. THESE WORDS AND PHRASES CAUSE AROUSAL OF OUR EMOTIONS (POSITIVE OR NEGATIVE). OUR EMOTIONS (POSITIVE OR NEGATIVE). CONNOTATIVE WORDS AND PHRASES ARE THOSE THAT UNVEIL ATTITUDE, FEELINGS AND EMOTIONS. THESE WORDS AND PHRASES CAUSE AROUSAL OF

18. DENOTATION A DENOTATION IS THE LITERAL MEANING OF A WORD Beautiful girl with big hair Handsome Man Fat Cat This Photo by Unknown Author is licensed under

19. WHAT CONNECTS PEOPLE TO CERTAIN PLACES? FAMILY HISTORY CULTURE RACE ADVANCED OPPORTUNITY FREEDOM COST OF LIVING

20. THE GREAT MIGRATION (1910-1970)

21. READ ABOUT THE GREAT MIGRATION HTTPS://WWW.ARCHIVES.GOV/RESEARCH/AFRICAN-AMERICANS/MIGRATIONS/GREAT- MIGRATION HTTPS://WWW.CSMONITOR.COM/USA/SOCIETY/2014/0316/WHY-AFRICAN-AMERICANS- ARE-MOVING-BACK-TO-THE-SOUTH HTTPS://WWW.WASHINGTONPOST.COM/NATION/2022/01/14/BLACK-MIGRATION- SOUTH/

22. DISCUSSION BOARD DUE TUESDAY BY 11:59PM WHAT CONNECTS PEOPLE TO CERTAIN PLACES? NO LESS THAN 250 WORDS, NO MORE THAN 300 WORDS MUST USE 2 OF THE SOURCES PROVIDED IN CONJUNCTION WITH A SOURCE INDEPENDENTLY FOUND

23. WHAT IS ANALYZING? ELAGSE11-12RI3: ANALYZE A COMPLEX SET OF IDEAS OR SEQUENCE OF EVENTS AND EXPLAIN HOW SPECIFIC INDIVIDUALS, IDEAS, OR EVENTS INTERACT AND DEVELOP OVER THE COURSE OF THE TEXT. ELAGSE11-12RL3: 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). ANALYZE: TO BREAK MATERIAL DOWN INTO ITS CONSTITUENT PARTS AND DETERMINE HOW THE PARTS RELATE TO ONE ANOTHER AND TO THE OVERALL STRUCTURE OR PURPOSE OF THE TEXT(S) HTTPS://WWW.YOUTUBE.COM/WATCH?V=DJJSMTWFAXY HTTPS://WWW.YOUTUBE.COM/WATCH?V=PR4BJZKQ5NC

24. LET PRACTICE I see no changes, wake up in the morning and I ask myself Is life worth livin'? Should I blast myself? I'm tired of bein' poor and, even worse, I'm black My stomach hurts so I'm lookin' for a purse to snatch Cops give a damn about a negro Pull the trigger, kill a nigga, he's a hero Give the crack to the kids, who the hell cares? One less hungry mouth on the welfare First ship 'em dope and let 'em deal to brothers Give 'em guns, step back, watch 'em kill each other "It's time to fight back, " that's what Huey said Two shots in the dark, now Huey's dead I got love for my brother But we can never go nowhere unless we share with each other We gotta start makin' changes Learn to see me as a brother instead of two distant strangers And that's how it's supposed to be How can the Devil take a brother if he's close to me? Uh I'd love to go back to when we played as kids But things change, and that's the way it is

25. ELAGSE11-12RI3: ANALYZE A COMPLEX SET OF IDEAS OR SEQUENCE OF EVENTS AND EXPLAIN HOW SPECIFIC INDIVIDUALS, IDEAS, OR EVENTS INTERACT AND DEVELOP OVER THE COURSE OF THE TEXT. HTTPS://AMERICANLITERATURE.COM/AUTHOR/CHARLES-W-CHESNUTT/SHORT-STORY/THE- PASSING-OF-GRANDISON TWO DAY READ (READ TWO PARTS PER DAY) ANALYZE THE TEXT DOES GRANDISON BEHAVIOR DEVELOP OVER TIME? HOW DOES GRANDISON'S BEHAVIOR DEVELOP OVER TIME? WHAT ARE THE SEQUENCE OF EVENTS IN THIS STORY? HOW DOES THE CHARACTERS INTERACT AND INFLUENCE EACH OTHER? HOW DOES THE CHARACTERS INTERACTION DEVELOP OVER THE COURSE OF THE TEXT?

26. INFORMATIVE WRITING ELAGSE11-12W2: WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE AND CONVEY COMPLEX IDEAS, CONCEPTS, AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE EFFECTIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT.