Monday
• warm-up: identifying
modes
• activity 1: “Big Boy.”
Modes analysis
• activity 2: Lincoln
intro and speech
analysis
• close: PHW review
• DUE: nothing.
10.26
• Upcoming:
• 10.27: PHW (Pudd’nhead
Wilson) 1-7 quiz
• 10.30: Unit quiz 1 (modes
and Lincoln)
• 11.3: PHW 8-13 quiz
• 11.6: vocab. 4 quiz/Unit quiz
2
• 11.9: PHW 14-18 quiz
• 11.13: PHW 19-conclusion
quiz
• 11.17: unit test
10.26 activity: New quarter
• It’s a new quarter.
• Grad paper will go on this quarter.
• This unit is quick. We finish it in three weeks.
• Before Thanksgiving (less than a month) we start our final unit
together.
• You have exactly two minutes to get up and find a new seat.
10.26 warm-up: identifying modes
1. ___ Tells a story by presenting
events in an orderly, logical
sequence.
2. ___ Tells readers about the
physical characteristics of a person,
place or thing.
3. ___ Shows how two or more
things are different and similar.
4. ___ Analyzes why something
happens in the order that it does
5 ___ Presents examples to illustrate
or explain a general point or abstract
concept
•
•
•
•
•
A.
B.
C.
D.
E.
Description
Narration
Exemplification
Cause and effect
Comparison and contrast
10.26 activity: identifying modes
• Read the essay and identify any
and all modes the author uses to
convey his subject to his audience.
• When identifying the modes,
consider the occasion on which the
author is writing and the tone he
adopts as the speaker of the text.
• This is called “Big Boy” by David
Sedaris.
•
•
•
•
IDENTIFY
Tone
Diction choices that build tone
Figurative language that builds
tone
• Identify where Sedaris uses the
following:
•
•
•
•
•
cause and effect
narration
description
exemplification
compare and contrast
10.26 notes: identifying modes
• Modes are the patterns that writers use to convey their texts.
• Sedaris’ “Big Boy” uses the five modes (or patterns) that I expect you
to be able to recognize and analyze in a wide variety of texts this unit.
• Let’s go back to “Big Boy” and make sure we’ve correctly identified
the five modes at work in this essay.
10.26 notes: Lincoln
• What do you know about the
Civil War?
• What do you know about
Lincoln?
• What do you know about the
Gettysburg Address?
• A “life mask” of Lincoln taken
just a few weeks before his
death. 
10.26 notes: Civil War
• There were over 618,000
Military deaths during the Civil
War.
• Civil War (1861-1865)
• North: Economy based on
Trade/Industry
• South: Economy based on
agriculture (cotton, tobacco)
• ULTIMATELY Slavery DIVIDED
the NATION though it’s a slight
oversimplification to claim
that it was a war fought over
slavery.
10.26 Notes: Battle of Gettysburg
 The Battle of Gettysburg was one of the
bloodiest battles of the war.
 After the Battle of Gettysburg,
 President Lincoln went to the battlefield to
dedicate a cemetery in honor of all those who
had died.
 Lincoln spoke for two minutes, but his speech
became very famous.
10.26 activity: Gettysburg Address p. 588
• As you read, fill in the worksheet as best you can.
• We’ll watch the speech being read; then you’ll re-read it again
silently; then we can discuss
• https://www.youtube.com/watch?v=ndmcgAsA1aI
10.26 activity: Realism intro
• Answer the following questions in your notes for this unit. Text begins on p. 517.
• Why did the South oppose slavery?
• What was the Confederate States of America? (Like I’m really hoping you guys
know all this stuff but just in case . . . )
• How did the reality of war help end the notion of the romantic hero?
• Know the Emancipation Proclamation and 13th Amendment.
• Compare and contrast Whitman and Dickinson.
• Define free verse. How is free verse a more realistic poetic style?
• What is a slave narrative and what purpose did they serve?
• Over the course of the unit, we’ll look at how realism evolved and changed over
time. Today, let’s look at our first piece of realist literature.
10.26 warm-up: PHW 1-3 questions
1.
What is a F.F.V? (3) What is their “ ‘code’ ” (3)? Also, just remember the name Col. Cecil Burleigh
Essex for later. Just saying.
2. What does the description on p.4 lead you to conclude about him? What effect does Wilson’s
joke about the dog have on the town? (4) And I’ll try to explain the joke of how he got the
nickname. It’s not a very good joke.
3. How is Roxy described? (8)
4. What significantly does Pudd’nhead take from Tom and Chambers? (9)
5. Why doesn’t Roxy take the money left on the table? (10) How does she compare with others “of
her race” (10)?
6. What does Mr. Driscoll (mind you, this is not the judge) threaten to do to the thief? (11)
7. What “profound terror” strikes Roxy (12)? What effect does this terror have?
8. How does Roxy prepare herself “for the tomb” (13)?
9. “ ‘Dog my cats’ ” (14). I don’t have a question. I just like that colloquial expression and figure it
represents quite finely the local color of the story. I think we should start saying it all the time. So
tomorrow what I want you to do is, first, not study for your vocab. quiz; then pretend you have
forgotten it; then, when I give you the quiz, you say, “Dog my cats! I forgot about this quiz, and
now I’m going to fail” loudly and proceed to fail your quiz. This must be done to my satisfaction.
10. Roxy’s example of a “queen” in “Englan’ ” is attempting to prove something. What is it? What
realism theme does her exemplification demonstrate?
11. Why did I put some words in bold?
10.26 close: match ‘em up.
1. Mother is actually a slave, but he is
switched with a white baby and raised as
_____.
2. An attorney whose hobbies include fingerprinting.
3. The slave who switches her baby with that
of a wealthy white.
4. Values honor above all other things.
5. Born a slave but is raised as a white man.
A.
B.
C.
D.
E.
Judge Driscoll
Thomas Driscoll
David Wilson
Roxy
Valet de
Chambre or
Chambers
HW
10.26
• Read the article on my website entitled “Grading Teachers.”
• Complete the pre-reading questions and the post-reading activity.
Tuesday
• warm-up: PHW timeline
• activity 1: PHW 1-7 quiz
• activity 2: “Grading Teachers” review
• close: Emancipation Proclamation
• DUE: “Grading Teachers” article and
assignment. In tracker as “Grading
Teachers.”
10.27
• Upcoming:
• 10.27: PHW (Pudd’nhead
Wilson) 1-7 quiz
• 10.30: Unit quiz 1 (modes and
Lincoln)
• 11.3: PHW 8-13 quiz
• 11.6: vocab. 4 quiz/Unit quiz 2
• 11.9: PHW 14-18 quiz
• 11.13: PHW 19-conclusion
quiz
• 11.17: unit test
10.27 Warm-up: Timeline
• Correctly order these events from Puddn’head Wilson.
1. Tom stabs Chambers.
2. Angelo and Luigi arrive in town
3. Thomas and Chambers are born.
4. David Wilson arrives in town and quickly earns the nickname
“Pudd’nhead.”
5. Pudd’nhead fingerprints Chambers and Thomas.
6. Tom’s father (Percy Driscoll) dies: Tom is adopted by Judge Driscoll, and
Roxy is set free.
7. Thomas’ mother dies in childbirth leaving Roxy to care for him.
8. Roxy switches the babies.
10.27 Warm-up: Timeline
•
•
•
•
•
•
•
•
Correct order
Thomas and Chambers are born (3)
Thomas’ mother dies in childbirth leaving Roxy to care for him (7)
David Wilson arrives in town and quickly earns the nickname “Pudd’nhead” (4)
Pudd’nhead fingerprints Chambers and Thomas (5)
Roxy switches the babies (8)
Tom stabs Chambers (1)
Tom’s father (Percy Driscoll) dies: Tom is adopted by Judge Driscoll, and Roxy is
set free (6)
• Angelo and Luigi arrive in town (2)
10.27 quiz: PHW 1-7 quiz
• Usual quiz procedures.
• Post-quiz: answer the questions on the next slide for the article.
10.27 post-quiz: “Grading Teachers.”
1. What is the intended effect of the exemplification in lines 1-13?
2. What is the cause and effect found in lines 15-18?
3. Provide a definition for Goodhart's Law (19). (Definition is one of the
modes that we aren't covering, but it's pretty good to know.)
4. Exemplification is again used in lines 22-25. What idea is this example
proving?
5. What is the supposed effect of having "better students" on test scores and
how does this affect the validity of the test scores (46-47)?
6. What were the effects of tying teacher bonuses to test scores?
7. Compare and contrast the views of those who support school testing and
those who oppose it.
8. Explain the analogy created by the exemplification used at the end of the
essay.
10.27 post-quiz: Standardized testing
• 1. How do you feel about standardized testing?
• 2. Should standardized testing play such a large in deciding your future?
• 3. Do you care whether or not you take a standardized test? Does it
actually matter to you?
• http://www.nbcnews.com/nightly-news/video/obama-administration-tellsschools-to-trim-standardized-test-time-552329795505
• Finally, let’s look at a typical standardized test for English 3.
• p. 631. Read the poem by Whitman and answer questions 9-14 on p. 633.
10.27 close: Return to Lincoln
• https://www.youtube.com/watch?v=zt65UV6Fspc
• The Emancipation Proclamation on p. 588.
• A little compare and contrast.
Gettysburg Address
Emancipation Proclamation
SPEAKER
SPEAKER
DICTION
DICTION
TONE
TONE
HW
10.27
• Print, read, annotate “Lincoln’s Funeral Train.”
• Be prepared for a seminar on it tomorrow covering the article and the
two Lincoln texts.
Wednesday
• warm-up: standardized testing!
• activity 1: Lincoln seminar!
• activity 2: Whitman intro
• close:
• DUE: Funeral train. In tracker as “Funeral
Train.” This fills up tracker 1. Hooray!
10.28
• Upcoming:
• 10.30: Unit quiz 1 (modes and
Lincoln)
• 11.3: PHW 8-13 quiz
• 11.6: vocab. 4 quiz/Unit quiz 2
• 11.9: PHW 14-18 quiz
• 11.13: PHW 19-conclusion
quiz
• 11.17: unit test
10.28 warm-up: The only good standardized
test?
• At least that I’ve found.
• It’s the AP Lang test!
• It makes you think critically,
write critically, analyze quickly.
• There’s almost no recall to this
test.
• Let’s try one.
• 10 questions = 12 minutes
15. A
16. C
17. B
18. C
19. D
20. A
21. E
22. D
23. E
24. C
25. E
10.28 pictures: Lincoln’s funeral train and
dead Lincoln
10.28 written seminar: Lincoln day
• Choose one partner.
• Get a clean sheet of paper.
• Working with your partner, decide on the correct answers.
• You may choose to not work with a partner, but this is to your
detriment.
• Put your names and answers on the clean sheet of paper.
• Oh. And for hilarity’s sake, this will be accomplished silently.
10.28 activity: “Lincoln’s Funeral Train” questions
1. Goodheart compares Lincolns’s “catafalque” (literally a stand on which the casket
was placed—not sure why it gets such a fancy word) to a “ticking bomb” (2).
What is the effect of this figurative comparison?
2. What is the example of “a 70-something friend of mine” prove (17)?
3. The simile in line 28 compares what two things?
4. What “invisible lines” still exist in America (35)?
5. What does Lincoln’s words about the Declaration of Independence (lines 45-49)
reveal about his feelings for it?
6. What did Arthur mean when he told the reporter that “ ‘Michigan Avenue is
becoming our Mason-Dixon Line’ ” (63)? How does Goodheart’s description of
Buffalo support this?
7. Why is Lincoln’s tomb “a disappointment” (73)?
8. How does the comparison with the Camp Butler National Cemetery and Lincoln’s
final resting place confirm Goodheart’s claim that Lincoln should “rest here,” too
(88).
10.28 written seminar: Gettysburg Address (p. 586)
questions
9. “Liberty” is an abstract term that is defined differently for everyone. How does
Lincoln define liberty?
10. Lincoln uses the first personal plural pronoun (“we”) in the second paragraph.
What is the effect of that use?
11. Why is it “fitting and proper” to honor the dead (8)?
12. Lines 9-10 use parallelism. What is the effect?
13. What is the “unfinished work” Lincoln references (13)? Why is it unfinished?
14. What document does Lincoln quote from in lines 19-20?
15. Lincoln notes that these soldiers sacrificed themselves in a devoted duty to their
country. What does Lincoln hope the effect of that sacrifice will be?
16. What is Lincoln’s tone throughout this piece? Identify diction choices that build
that tone.
17. Why do you think the Gettysburg address was so short? Do you think it was more
impactful this way?
10.28 written seminar: Emancipation
Proclamation
• p. 588. The Emancipation Proclamation
18. Immediately, how is Lincoln’s rhetoric different than in the Gettysburg
Address?
19. Lincoln frees the slaves in the Southern states which were then not
currently part of the United States (or, at least, that’s how they saw it).
How does Lincoln justify freeing slaves in states that don’t consider
themselves part of the union?
20. Paragraph 4 explains why Lincoln is freeing the slaves. What reason does
he give?
21. Lincoln says his decree is “warranted by the Constitution” (51-52). How
so? What warrant in the Constitution gives him the right to emancipate
the slaves?
22. “[H]ereunto” (54)? Seriously? Did people really talk like that?
HW
10.28
• Print, read, annotate the RFK speech from my website.
• This speech provides an excellent opportunity to review ethos,
pathos, logos. Use it as such.
Thursday
• warm-up: RFK! QUESTIONS!
EXCLAMATION POINTS!!!
• activity 1: Whitman notes.
• activity 2: Whitman analysis and questions.
• close: Modes review.
• DUE: RFK on MLK. New tracker. In tracker
as “RFK.”
10.29
• Upcoming:
• 10.30: Unit quiz 1 (modes and
Lincoln)
• 11.3: PHW 8-13 quiz
• 11.6: vocab. 4 quiz/Unit quiz 2
• 11.9: PHW 14-18 quiz
• 11.13: PHW 19-conclusion
quiz
• 11.17: unit test
10.29 note: hw tracker
• It can’t get anymore late. If you don’t want to turn it in today, then
don’t.
• Forging my signature will be considered a violation of the honor code
and, thus, merit a referral for cheating.
• Passing off others’ work for HW will also be considered a violation of
the honor code and, again, merit a referral for cheating.
• But you wouldn’t do that . . .
• Also, I’m eliminating the “check” option moving forward.
• If you haven’t done the HW to my satisfaction, it’s a zero that day.
• Random highlighting will not earn you credit.
10.29 warm-up: RFK’s speech
1. RFK uses parallelism in paragraph 3 (6-11) in order to
a. show the discrepancy between the reactions of blacks and whites.
b. suggest the futility of segregation between blacks and whites.
c. emotionally connect himself to the audience.
d. excuse the actions of a vocal few who will oppose his speech.
2. In paragraph 5 (lines 14-17), RFK uses
a. exemplification to create an analogy that demonstrates his empathy.
b. cause and effect to demonstrate what might happen should violence
erupt.
c. a comparison to show his political superiority to MLK.
d. narration to show the audience the results of a traumatic event.
10.29 warm-up: RFK’s speech
3. All of the following are effects of the repetition in paragraphs 11 and 12 (30-33) except
that it
a. links the speaker with audience.
b. refers to paragraph 2 (lines 5-6) and King's dedication.
c. reinforces the tribute to Martin Luther King.
d. elevates the occasion to one which is worthy of honor.
4. To keep his speech from leading to violence, RFK makes use of which of the following?
•
I. repeating King's name and King's desire for unity between the races
•
II. an ethical appeal based on the power of religion
•
III. emphasizing a connection that bond himself to the his audience
a. I only
c. I and III only
b. I and II only
d. I, II and III
10.29 warm-up: RFK’s speech
5.
a.
b.
c.
d.
The primary purpose of RFK's speech is most probably to
inform the people of the event.
offer condolences to King's family.
praise the accomplishments of MLK.
call for calm and unity between blacks and whites.
6. The tone of the speech can best be described as
a. elevated and conciliatory.
c. formal and detached.
b. angry and inflammatory.
d. informal and bitter.
10.29 notes: Whitman!
•
•
•
•
•
•
Read Whitman’s bio on 530.
How was Emerson an inspiration for Whitman?
How did Whitman’s unique style capture American life?
Define cataloging on p. 531
Read “I Hear America Singing” on 532.
List all the common people Whitman catalogs in the poem. Why does he
list so many people? What, if anything, do they all have in common?
• Which of the themes of realism most applies to Whitman’s poem?
• How would you describe Whitman’s style? What is his tone?
10.29 notes: Whitman
1. Celebrated American life.
2. Wanted to “give something to
[American] literature which will be our
own.”
3. Wanted, in other words, to define
American poetry.
4. Pablo Neruda said of him, some 100
years later, that Whitman was the first
poet “to bear a truly American name.”
What does this quote mean?
10.29 notes: Whitman
• Dramatically affected by the events of the Civil War.
• In 1862, he joined his brother George on the Virginia battle front to treat
his wounds.
• Whitman’s brother’s wounds were slight, but Whitman stayed on.
• He took a job in the Union army office.
• But he mainly nursed wounded soldiers (both Union and Confederate).
• He comforted the dying, dressed wounds, wrote letters for soldiers,
brought gifts and read to them (not his own poetry).
• Wrote several poems about the war (and Lincoln) and along with Matthew
Brady’s photos and the letters from soldiers, these remain some of the
most personal accounts of the Civil War.
10.29 notes: Whitman
• His tenderness for and affection of the soldiers cast doubt on his
sexuality.
• An English critic openly questioned whether or not Whitman was
homosexual.
• Whitman was offended and quickly set about having kids, fathering
six bastard children.
• All indications, though, point to Whitman being homosexual.
• Kept his army job after the war until a stroke forced him to retire.
• He was unembarrassed by disciples who saw him as the founder of
a new religion of political and sexual liberation.
• Oscar Wilde (a writer who was arrested in England for
homosexuality) visited Whitman shortly before Whitman’s death.
• “He is a fine large handsome youngster,” Whitman wrote of Wilde.
And “he had the good sense to take a great fancy to me.”
• http://www.newrepublic.com/article/119885/when-waltwhitman-met-oscar-wilde
10.29 notes: Whitman
• Gandalf???
• Whitman experimented with a form of poetry called
free verse.
• What is free verse?
• A review in Harper’s Magazine said of his poetry that it
was “a new style [ . . . ] necessitated by new theories,
new themes.”
• Whitman said of it himself: “Every really new person [
. . . ] makes his style—sometimes a little removed from
previous models—sometimes very far removed.”
• His style can be described as bold and confident, much
like the man himself.
• Whitman also understood the need to make oneself
appear to be famous, and he endlessly self-promoted
himself (and this is most likely the reason why Wilde
went to see him—to learn how to be famous).
10.29 activity/notes: analyzing modes
• For the past two weeks, you’ve been analyzing modes with non-fiction.
• First the slave narratives, then David Sedaris, Lincoln, an article on Lincoln, a
news article about standardized tests, a speech by RFK—man, that’s a lot of
work. I’m sorry.
• (I’m not sorry.)
• But there’s no reason why we can’t apply this to poetry.
• For “I Hear America Singing.”
• Answer the following using a SEE:
• What effect does Whitman’s use of description or exemplification (you
choose one) have on Whitman’s democratic view of American culture?
• Five minutes.
10.29 activity: “I Hear America . . . ” questions
• Return to the poem on p. 532. Re-read. I’ll give you five minutes and
then we’ll totally answer some questions.
• 1.
• a.
• b.
• c.
• d.
The examples of all the workers in the poem are used to
celebrate the different voices that define life in America.
illustrate the problems of poor, working class Americans.
communicate the job possibilities that can be had in America.
extol the virtues of America's job creators.
10.29 activity: “I Hear America . . . ” questions
• 2. What word choices best illustrates the speaker's subjective
description of his subjects
• a. measures, sewing
c. blithe, melodious
• b. mother, fellows
d. young, open
• 3. Which one of the following words best helps the reader
understand the time period in which the poem was written (1870s)?
• a. Steamboat
c. Carols
• c. Carpenter
d. Mechanics
10.29 activity: “I Hear America . . . ” questions
• 4.
• a.
• b.
• c.
• d.
The main idea of the poem can best be stated as
America's diversity is part of its strength.
recognition isn't necessary for great work to be done.
the American working class has a difficult life.
no one will forget the people who created this great nation.
• 5. SEE: What rhetorical strategies does Whitman use to reveal his
feelings on about America and its people?
10.29 close: modes review
Maud went to college.
Sadie stayed at home.
Sadie scraped life
With a fine-tooth comb.
She didn’t leave a tangle in.
Her comb found every strand.
Sadie was one of the livingest chits
In all the land.
Sadie bore two babies
Under her maiden name.
Maud and Ma and Papa
Nearly died of shame.
When Sadie said her last so-long
Her girls struck out from home.
(Sadie had left as heritage
Her fine-tooth comb.)
Maud, who went to college,
Is a thin brown mouse.
She is living all alone
In this old house.
1.
2.
3.
In what way does the poem compare the life of the two
women?
How does the speaker feel about the worth of a college
education?
What do the descriptions about Sadie and Maud reveal
about them?
CLOSE
• “Sadie and Maud” is a fine, fine poem.
• Why don’t you take a pop quiz on it already?
10.28
HW
10.29
• Print, read, annotate the excerpts from “Song of Myself” beginning
on p. 534.
• Oh my.
• That’s a long poem.
• And it’s just the excerpts.
• As you read, annotate for modes, syntactical devices (figurative
language and literary devices) and SOAPSTone elements.
• Be prepared for questions and a written analysis for “Song of Myself”
tomorrow and tomorrow and tomorrow.
• Chrome books tomorrow? Feel free to bring your own tech.
Friday
• warm-up: “Song of Myself” questions
• activity 1: Lincoln/modes quiz (realism unit
quiz 1)
• activity 2: “Song of Myself” research and
analysis assignment
• close: finishing Whitman and moving into
Dickinson
• DUE: nothing. But you did read a lot of
Whitman last night. Don’t worry. You did it
for a reason.
10.30
• Upcoming:
• 10.30: Unit quiz 1 (modes and
Lincoln)
• 11.3: PHW 8-13 quiz
• 11.6: vocab. 4 quiz/Unit quiz 2
• 11.9: PHW 14-18 quiz
• 11.13: PHW 19-conclusion
quiz
• 11.17: unit test
10.30 warm-up: “Song of Myself”
• Section 1:
1. How does the speaker connect himself with other people in this section? How
does the speaker connect himself to nature?
2. How does one “invite [their] soul” (4)? What the heck does that mean?
3. This section of the poem has a setting. What is it and why is it important?
4. “I harbor for good or bad” recalls transcendentalist ideals. Find a passage in
Emerson that recalls this same idea.
5. What is the speaker’s mood in this section? How does he describe himself?
6. What is the tone of this section? How is mood different than tone?
7. Hey! I’m going to be 37 this year! I hope to not cease living until I’m dead, too!
Am I Walt Whitman???
10.30 quiz: Unit quiz 1 (modes and Lincoln)
• Usual quiz procedures.
• Post quiz: Pick up the Whitman activity thingy worksheet.
10.30 activity: WHITMAN!!! SONG!!!
HIMSELF!!!
• Pick two partners.
• Or a partner.
• I don’t remember how the maths work for this class. (And if this is
the other class, then I also don’t remember how the maths work.)
• You will answer the questions for section 6 or 52.
• You have a chrome book so you can type this stuff.
• Then . . .
10.30 activity: WHITMAN!!! SONG!!!
HIMSELF!!!
• I will assign one of the other sections of the poem.
• You will answer the questions for that section and answer the
constructed response.
• You’ll have about 15 minutes with that
• Then . . .
10.30 activity: WHITMAN!!! SONG!!!
HIMSELF!!!
• This is a very looooooooooooong poem.
• Very looooooooooooooooooooooooooooong.
• Your book only gives you a little bit of it.
• That’s a shame.
10.30 activity: WHITMAN!!! SONG!!!
HIMSELF!!!
• You will be assigned a random number from Whitman’s poem.
• You will read that section of the poem.
• You will write five analytical, short-answer questions for the section.
• You will post those questions to the English 3 discussion page.
• http://www.poetryfoundation.org/poem/174745
• Assignable sections: 2, 4, 5, 7, 19, 21, 23, 30, 31, 36, 49, 52
HW
10.30
• You will be assigned a number from one of the other groups.
• You will answer their five analytical short response questions.
• You will bring those answers in for next class and the group in
question will grade those responses.