M: The students will define charged words and will note and discuss the persuasive structure of the Declaration of Independence. Assignment: Using the Latin Word Pairs -rect and -tude. Due Thursday.

T: Graded papers will be returned to the students and filed. For the remainder of the period, the students will have a work day.

W: The students will complete the SAT-based vocabulary Lesson 6 Mythology.

Th: The students will read the Declaration of Independence and identify charged words and persuasive devices. Monday’s assignment due.

F: The students will read and persuasively analyze The Crisis, Number One.

M: The students will complete a timeline covering the events and literature of the literary era 1750 – 1800.

T: The students will be introduced to the literature of the American Revolution. Notes and discussion.

W: The students will read Patrick Henry”s Speech to the Virginia Convention and identify examples of parallelism and restatement. Notes and discussion.

Th: The students will review for the nine weeks test to be given Tuesday, Oct. 18.

F: The students will view the final installment of Colonial House documentary to verify the results of its prior predicting outcomes lesson.

M: Introduction to Gone with the Wind: “It’s not about the Civil War, it’s about people with gumption.”

Margaret Mitchell’s approach to her masterpiece.

T: Due to the simplicity of the Puritan lifestyle, they had few possessions, dressed somberly  and uniformly, and didn’t believe in expressing themselves creatively. Because they have left so little behind, they remain a mystery in many ways. Journal Writing – List five personal possessions that best express your individuality. What would they tell future generations about your lifestyle and personality? Write at least one page and no more than two.

W:  Read Edward Taylor biographical sketch, pg. 88. Define direct address. Read Huswifery, pg. 93. Notes and discussion.

Th: The students will view the first installment of Gone with the Wind, noting examples of Scarlett’s level of maturity and main concerns.

F: The students will read Iron Bird: Cal Ripken’s Work Ethic, to conclude The Puritan Influence unit.

M & T: Announce test over My Bondage and My Freedom and the development of American English for Thursday, September 22. The students will be introduced to Puritan literature. Note sermon and selection vocabulary. Read Sinners in the Hands of an Angry God. Complete reading comprehension exercise. Assignment: bring a copy of your favorite love song lyrcs to class.

W: Show students selected line from their love song lyrics and ask them to identify the line not written in modern times.  Define Puritan plain style. Read To My Dear and Loving Husband, and complete contextual vocabulary exercise.

Th: Test. The students will define direct address and conceit, read and discuss Literary Analysis. Read Huswifery. Notes, discussion and complete inference exercise.

F: Distribute sampler frames and test assignment.