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.

NOTE: For the first week of school, classroom procedures will be discussed briefly at the beginning of class. The remainder of class time will focus on academics.

M & T: The students will read pages 4 – 8 and will discuss and take notes over the initial influences on American literature.

W: The students will read the Columbus biography on page 12 and be introduced to the selection vocabulary on pages 15 and 27. Notes and discussion of journal. Read from Journal of the First Voyage to America and complete Summarizing Texts exercise.

Th: The students will view lesson 1 of QUACK! SAT-based vocabulary and complete its 40-question exercise.

F: The students will assume the identity of Diego, one of Columbus’ crew and write a 0ne- to two-page journal entry recording his impression of the first voyage to America.

M: The students will be introduced to the work of Mark Twain; notes and discussion.

T: The students will view the Dr. Elliot Engel video lecture over the work of Mark Twain and complete its accompanying questions.

W: The students will complete the Shadows of the Imagination test over Poe and Hawthorne.

Th & F: The students will read The Celebrated Jumping Frog of Calaveras County and complete the exercise on local dialect.

M: School Holiday

T: The students will take notes and discuss the elements of Gothic literature.

W: The students will complete the English III Benchmark exam, read “An Appointment in Samara, and complete an irony of situation exercise.

Th: The students will view the Dr. Eliott Engel video on the life of Edgar Allan Poe, the recurring themes in his work, and complete the accompanying exercise.

F: The students will compete the SAT-based vocabulary lesson 16.

The Crucible

M – W: The students will view The Crucible motion picture, comparing and contrasting the play to the screenplay, both of which were written by Arthur Miller.

W: Why I Wrote “The Crucible”  commentary analysis due.

Th: The students will demonstrate knowledge of The Crucible in a major test.

F: The students will complete the SAT-based vocabulary exercise, QUACK! Lesson 5.

The Crucible

M: The students will file graded papers and complete the Act IV Vocabulary Builder.

T: The students will read pages 1217 – 1225, citing examples of John Proctor’s role as the tragic hero.

W: The students will read pages 1226 – 1229 and discuss Proctor’s main concerns in this passage.

Th: The students will read pages 1230 – 1233, discuss how Proctor’s statements reflect those of a tragic hero, and complete the Act IV study guide.

F: The students will view the motion picture, The Crucible, with the view of writing a review of it at the conclusion.