Week Four

English III9-12-2011 through 9-16-2011

September 12, 2011Bell Assignment

• Correct MUGS sentence 3 on Set 2– “Alaska…”– 9 errors!

• On FRIDAY, we will have a short MUGS quiz based on sentences from Set 1 and Set 2.

Write-to-Learn

• Thinking back to what we read in class last week, write a RESPONSE on a sheet of paper telling me what you LEARNED. Your response must be in paragraph-format with complete sentences.– We read William Bradford’s “Of Plymouth

Plantation” last week.

Vocabulary

• No vocabulary list this week!• One week off.

Background Information• pg. 38 – FACTS• The Indians killed the interpreter for the Puritans; the Puritans killed the

murderers; started the war between Wampanoag and the Puritans• Chief Metacomet – broke the treaty; “King Philip’s War” – (Colonists called

Metacomet “King Philip” because of the association with the evil ruler King Philip)• Wampanoag Indians started capturing colonists for ransom for food because they

had been pushed off of their hunting grounds by the colonists; They had originally “sold” those grounds, however, they didn’t realize the colonists didn’t allow them to hunt

• Mary Rowlandson was wife of minister of Lancaster• She was in captivity for June-August; she died two years later• Attributed everything still to God’s blessing• Native Americans were starving – had to resort to eating horses, bugs, bark,

bones, frogs, dogs, skunks, rattlesnakes

September 13, 2012Bell Assignment

• Correct MUGS sentence 4 on Set 2– “These…”– 5 errors

“from A Narrative of the Captivity” by Mary Rowlandson pg. 40-45

• The Native Americans threatened to kill her child because it wouldn’t stop crying

• Mary’s child died – 6 ½ years old, daughter, weakness/wound, starving (Sarah)

• Saw her 10 year-old daughter (Mary) – who had been sold as a slave for a gun – at another town/village

• Chief’s wife’s sister’s husband is Mary’s “master”• All she had to eat/drink was ONLY cold water• Mary and the Indians could communicate• She still relies on God (strong Puritan belief)• Mary R. has a son – he is still alive

• Mary was able to go see her son• A squaw in her son’s village offered to buy her if only they had

money; extremely kind• She got lost on her first try to go see him; only a mile away; Indians

helped her get “back”; King Philip pointed her in the right direction• She was a tailor – she would knit shirts, caps; Indians would pay

her in food (bear, horse, peas)• She still maintains her faith – even though she’s starving• The English army starts chasing the Indians – so the Indians have

to flee; cross a river, and Mary’s foot does not get wet (attributes that to a blessing)

• Crying spell—all the Indians asked her, “are you ok?”

September 14, 2011Bell Assignment

• Correct MUGS sentence 5 on Set 2– “Pocahontas…”– 6 errors– Saved the life

• *Reminder: MUGS quiz on Friday!*

MUGS Review• Looking at all the corrections we’ve made on Sets 1 and 2, what are some

punctuation “rules” we’ve encountered?– Use a comma when you need to pause– Y changes to I when you make something past tense (marry ---married)– “An” goes before a word that starts with a vowel (An Apple)– Use hyphens to join words that are one thought– Underline movie titles, book titles, newspaper titles– Quotation marks are for SHORT works (poems, short stories, one article in a newspaper)– Apostrophes for possession (dog’s collar) and contractions (It’s raining – it is; that’s – that is)– Colons: right before a list– Semi-colons – between complete thoughts (substitute semi-colons where there are

periods) ;– Use commas in lists (tea, spices, and fabrics)– Introduction phrases (As a matter of fact, In the 1960s, Throughout history,) have commas

after them– Interrupter phrases (Pocahontas, a Disney movie,) are surrounded by commas– Use commas when joining sentences with and, but, or (conjunctions)– Exclamation points for dramatic phrases/sentences– Commas between two descriptive words (adjectives) (finest, funniest movies; determined,

courageous believer)– There: location, Their: shows possession, They’re: They are

Pg. 42-43 “Literature and History”

• Text box: “Captivity Narratives”• Narratives intensified the negative

relationships between N.A. and E.• “Shock and Awe” sells!

Take NOTE:

• Literary Term:–Allusion: a reference to something

literary, mythological, or historical that the author assumes the reader will know– In Rowlandson’s narrative, she makes

multiple allusions to Bible stories, comparing her situation to those she has read about in the Bible.

Chief Red Jacket’s speech

• After you read Chief Red Jacket’s speech, answer the following questions on a sheet of paper:1. What issues/problems does Chief Red Jacket have

with the missionaries forcing the Native Americans to accept Christianity?

2. What do you think about his reasons? Do you agree with what he says? Why or why not? Are there points you disagree with? If so, explain why.

3. Copy a sentence from this text that you think is very important or significant in his speech. Then, explain why you think that point is important.

September 15, 2011Bell Assignment

• Pick up a copy of Chief Red Jacket’s speech from Mrs. Goad at the classroom door.

• After you finish reading Chief Red Jacket’s speech, answer the following questions on a sheet of paper (you will turn this in for a grade):1. What issues/problems does Chief Red Jacket have with the

missionaries forcing the Native Americans to accept Christianity?

2. What do you think about his reasons? Do you agree with what he says? Why or why not? Are there points you disagree with? If so, explain why.

3. Copy a sentence from this text that you think is very important or significant in his speech. Then, explain why you think that point is important.

Chief Red Jacket’s Speech

• Reasons why he will not do what Rev. Cram has asked:

• Other interesting points he makes:

Timeline

• Using your textbook and the stories we’ve read thus far, enter them on the timeline you’ve been given.

• Add quick descriptions/word associations with each entry to remind yourself of what you read in that text.

• *Keep this timeline throughout the course! It will help you see chronologically what has happened through literature in America.*

September 16, 2011Bell Assignment

• Study for 3 minutes for MUGS Quiz!– Use the review sheet I handed out yesterday AND

your Sets 1/2

Pg. 48 “The Southern Planters”

• What do we learn from this?– Different personalities, interests, focus on religion• South- secular; Cavaliers (gentlemanly, aristocratic)• North – Puritan; said their prayers; devout

– Different land – south fertile, north not so much– South had plantations and more slave work– South had a lot of land – were wealthier– South – very straightforward about who they

were/what they knew

“from The History of the Dividing Line”Pg. 50 – William Byrd