Monday, Sept. 26, 2013 Of Plymouth Plantation

1. Monday, Sept. 26, 2013Of Plymouth Plantation Lesson Essential Question: Why did the Pilgrims originally come to America? How were their purposes for emigrating reflected in their writing? Activating Task: In your journals: What are some reasons why you might pick up everything and move from the place you have lived all your life? Explain in three sentences. Agenda: Vocabulary Review (frayer diagram) Video (Jamestown) Powerpoint (Of Plymouth Plantation)

2. Think About It Consider the image and BACKGROUND of the Mayflower. What would it have been like to cross the ocean in this manner? What challenges might the passengers have faced?

3. Standards in the Lesson Today: • RI 1 – Cite text evidence to support analysis and inference • RI 2 – Track central idea throughout text • RI 4 – Determine word meanings • RI 6 – Determine author’s POV in text with effective rhetoric

4. Today’s Objective • Through the study of an excerpt from “Of Plymouth Plantation” the student will be able to • determine point of view • evaluate narrator credibility • identify author’s purpose and provide evidence to justify the claim

5. Agenda • Literary Skills Review • American Experience: Side Notes • Close Reading: from Of Plymouth Plantation • Closure and Homework • Discussion of Reading: from Of Plymouth Plantation • Extra Grade Task • Closure

6. Skills Review • What is author’s purpose? • What are the types of author’s purpose? • How can I identify author’s purpose?

7. Author’s Purpose • The author’s purpose – or reason – for writing something • Reflects back to the role of the writer • General purpose is PIE • To identify, consider how language, style, and content work with purpose • What other elements must be considered?

8. What is point of view? • The perspective from which a story is told or narrated. • POV is important because it shapes our perception of the events of a text. • Is it real? Can I trust the narrator? • Three main types: • First person • Third person limited omniscient • Third person omniscient

9. First Person • Uses first person pronouns: • I, me, my, mine, we, us, our • Told from the perspective of a character participating in the story in some way • Limits our view of events to the perception of one character • Raises the issue of reliable narrator. • If we cannot trust the narrator, then he is unreliable.

10. Third Person Limited • Uses third person pronouns • He, she, it, they • Told from the perspective of a god-like narrator who can discuss the thoughts and feelings of one character • MOST COMMON POV! • Narrator does not participate in the story

11. Third Person Omniscient • Uses third person pronouns • He, she, it, they • Told from the perspective of a god-like narrator who can discuss the thoughts and feelings of more than one character • Narrator does not participate in the story

12. Third Person Objective • Uses third person pronouns • He, she, it, they • Told from the perspective of narrator who can only discuss the events and facts of the story. He cannot offer information about what the characters are thinking. • Narrator does not participate in the story • Most commonly found in non-fiction works (like history or science texts).

13. Second Person • Uses pronoun “you” or signal “one” meaning one person • Told as a directive or instructional guide • Least popular POV. • Ex. Recipe, instructional manual, assembly directions

14. Narrator Considerations • Reliable/Credible • The narrator can be trusted • There is no reason not to trust the narrator • Non-reliable/Non-credible • The narrator cannot be trusted for some reason • Why might a reader not be able to trust the narrator?

15. Process the Learning • What is author’s purpose? • What are the three primary types of AP? • What is point of view? • What is another name for point of view? • How are third person limited and third person omniscient alike? Different? • What must one consider about the narrator to evaluate purpose?

16. Who is Bradford and why should I care about his writing? Drive-Thru History

17. Who is Bradford? • Take one minute to preview the author information on page 57 of the text. • What did you learn?

18. William Bradford{1590-1657} • Grew up in England • Had no formal higher education • Became part of a group of nonconformists when he was 12 • This group fled to Holland in 1608 to avoid persecution • 1620 set sail for the “New World” on the Mayflower

19. William Bradford • Landed in Plymouth in December of 1620 • His wife fell (or jumped) as they approached the “New World” • {intentionally skipping what you will read about} • In the end, many left Plymouth and lost sight of Bradford’s “ideal society”

20. Story Preview • Thinking only of our quickwrite and the title of the story, what do you think this story is likely to be about? • Look at the pictures. Do the pictures give any additional information about what might happen in the story? • Look for any text that stands out. Maybe a quote somewhere on the page. How might that fit into your story prediction? • Scan for character information for the next 30 seconds. What characters did you find? What do you know about them? • Based on what you know about early American Literature, what might be the purpose of this text?

21. What’s up with this writing style? • “Puritan plain style” • Now seems difficult but in 1600s it was considered simple and direct • No elaborate figures of speech and imagery • Style mirrored the way they lived their lives • plain & unadorned

22. Reading Strategy: Breaking down complex sentences • Monitor your reading and check your comprehension. • Ask: What just happened? What did I read? • Clarify meanings to isolate main idea of complex sentences. • Who/What is this about? • What action occurred?

23. Let’s look at an example:

24. Vocabulary Awareness • What does a good reader do if he/she comes to an unknown word?

25. ~ peril ~ • So some of the chief of the company, perceiving the mariners to fear the sufficiency of the ship as appeared by their mutterings, they entered into serious consultation with the master and other officers of the ship, to consider in time of the danger, and rather to return than to cast themselves into a desperate and inevitable peril. • Peril – n. danger (p. 59)

26. ~ habitation ~ • After some deliberation had amongst themselves and with the master of the ship, they tacked about and resolved to stand for the southward (the wind and weather being fair) to find some place about Hudson's River for their habitation. • Habitation – n. place to live (p. 60)

27. ~ subject to ~ • And for the season it was winter, and they that know the winters of that country know them to be sharp and violent, and subject to cruel and fierce storms, dangerous to travel to known places, much more to search an unknown coast.  • Subject to – adj. likely to be affected by something (p. 61)

28. ~ adversity ~ • Our fathers were Englishmen which came over this great ocean, and were ready to perish in this wilderness; but they cried unto the Lord, and He heard their voice and looked on their adversity, etc. • Adversity – n. hardship or difficulty (p. 61)

29. Story Preview • Look at the pictures. Do the pictures give any additional information about what might happen in the story? • Look for any text that stands out. Maybe a quote somewhere on the page. How might that fit into your story prediction? • Scan for character information for the next 30 seconds. What characters did you find? What do you know about them? • What hints about the setting have you found?

30. Let’s Read Paragraph 1 • Page 58 – Look at the ship and think about what you know about this topic. What challenges might the passengers face? • Page 59 – What did we say was happening in the first sentence?

31. How should I answer TDQs?

32. Your Turn! • Read the remainder of the text. • Use your close reading skills. • Complete the Sentence Breakdowns and TDQs in your reading guide

33. Recap and Reflect Through the study of an excerpt from “Of Plymouth Plantation” the student will be able to ~ determine point of view ~ evaluate narrator credibility ~ identify author’s purpose and provide evidence to justify the claim • What reading strategy would help a reader of texts with a complicated writing style? • What is the point of view of this text? Provide evidence! • What is the author’s purpose? How do you know? • HWK: Read and TDQs!

34. Start of Day 2

35. What do you remember? • Skill wise, what did we learn yesterday? • Content wise, what do you remember about the text? • How does this text connect with what we have studied so far this semester? • What does it mean to be American? • Text evidence?

36. Standards in the Lesson • RI 1 – Cite text evidence to support analysis and inference • RI 2 – Track central idea throughout text • RI 4 – Determine word meanings • RI 6 – Determine author’s POV in text with effective rhetoric • SL 1 – effective communication in discussion • W 1 – support claim with evidence • W 4 – produce writing • W 5 – improve writing • W 7 – short research to answer a question

37. Lesson Outcomes Yesterday Today Through the study of “Of Plymouth Plantation” the student will be able to respond to a thematic writing prompt with detailed text-evidence • Through the study of an excerpt from “Of Plymouth Plantation” the student will be able to • determine point of view • evaluate narrator credibility • identify author’s purpose and provide evidence to justify the claim

38. Literary Vocabulary • What genre is this text? How do you know? • Informational Text • Historical Narrative – Journaling • Would this be a primary or secondary source? Why?

39. Discussing Literary Texts • What is the purpose of discussion? • What positive behaviors should we see during a class discussion? • What negative behaviors should not be allowed during a class discussion? • Let’s use Accountable Talk

40. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Is there another way to solve the problem?” • “Did everyone hear that?” • “I have something to add.” • “What did you mean when you said?” • “Say more. We can wait.” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?”

41. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Did everyone hear that?” • “I have something to add.” • “Say more. We can wait.” • “Is there another way to solve the problem?” • “What did you mean when you said?” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?” What kind of man was Bradford?

42. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Did everyone hear that?” • “I have something to add.” • “Say more. We can wait.” • “Is there another way to solve the problem?” • “What did you mean when you said?” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?” What kind of people were the Pilgrims?

43. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Did everyone hear that?” • “I have something to add.” • “Say more. We can wait.” • “Is there another way to solve the problem?” • “What did you mean when you said?” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?” How has your perception of the Pilgrims changed?

44. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Did everyone hear that?” • “I have something to add.” • “Say more. We can wait.” • “Is there another way to solve the problem?” • “What did you mean when you said?” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?” What is Bradford’s message? Is he successful?

45. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Did everyone hear that?” • “I have something to add.” • “Say more. We can wait.” • “Is there another way to solve the problem?” • “What did you mean when you said?” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?” How might this be different written from the Indian perspective?

46. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Did everyone hear that?” • “I have something to add.” • “Say more. We can wait.” • “Is there another way to solve the problem?” • “What did you mean when you said?” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?” Do Pilgrims and Indians share some of the same values?

47. Discussion: Accountable Talking • “I agree with you because.” • “Where do you see that?” • “How does that connect to?” • “I have a different opinion.” • “I also noticed…” • “Do you agree?” • “Did everyone hear that?” • “I have something to add.” • “Say more. We can wait.” • “Is there another way to solve the problem?” • “What did you mean when you said?” • “Say more about what you mean.” • “What is your evidence?” • “Who can add to what was said?” • “Can you repeat what_______said?” How could we learn from the values of Pilgrims?

48. Recap and Reflect Through the study of “Of Plymouth Plantation” the student will be able to respond to a thematic writing prompt with detailed text-evidence. • What did we do to prepare you to master this objective? • What steps should you take to complete this task effectively? • What are some of the themes in the text?

49. Writing Task Exit Ticket Select oneof the two questions and write a thorough response providing the answer and citing evidence to support your claim. Option A: What message is Bradford trying to convey in this narrative? Is he effective? Option B: How are the Pilgrims’ values and beliefs evident in the ways they respond to problems?