Unit Title: Puritans

Specific Topic: The Great Awakening/Jonathan Edwards: “Sinners in the Hands of an Angry God”

Learning Goal: Develop a further understanding of the Puritan mindset;

Develop an understanding of the characteristics of The Great Awakening

Be able to recognize rhetorical strategies, logical fallacies, and figurative language

Determine the purpose of manipulation of language

Class Activity Details
If you see a poem, story, excerpt, etc., listed in the activities below, and you do not have a textbook for whatever reason,ALWAYSdo a search on the internet to see if it appears there. Almost everythingwe study in this class appears somewhere on the internet. / 2A / 3A / 4B
yes / Copy 5 Opener questions (to be answered throughout the course of this topic) / 9/18 / 9/18 / 9/19
- / Take notes on The Great Awakening (see attachment on website)
which allows us to answer Opener questions 1 and 2 in class / 9/18 / 9/18 / 9/19
- / Read and discuss biography information for Jonathan Edwards (pg. 122) / 9/18 / 9/18 / 9/19
- / Read (and listen to) “Sinners in the Hands of an Angry God” (pgs. 124-129) / 9/20 / 9/20 / 9/21
yes / Discussion of “Sinners…”
which allows us to answer Opener question 3 in class / 9/20 / 9/20 / 9/21
yes / Rhetorical Strategies Jeopardy!
Teams compete using “Sinners…” to recognize and understand purpose of rhetorical strategies, logical fallacies, and figurative language.
Fill in RS/LF/FL Cheat Sheet as the game is played. / 9/22 / 9/22 / 9/25
- / Finish filling in “holes” (on above-mentioned Cheat Sheet) that were not completed during the game. / 9/26 / 9/26 / 9/27
yes / “Sinners…” quote activity in groups / 9/28 / 9/28 / 9/29
yes / Close topic by answering Opener questions 4 and 5 in class / 10/2 / 10/2 / 10/3
Weight / Work Collected / Work Assigned / 2A / 3A / 4B
60% / Debate Essay (Alternate Assignment) / 9/18 / 9/18 / 9/19
60% / 3rd Set of Openers / 10/2 / 10/2 / 10/3
40% / “Sinners…” quote activity / 9/28 / 9/28 / 9/29

The information listed in the TEKS table on the next page is for administrative purposes only.

You are welcome to read it if you are a student or parent, but there is nothing in it that you are responsible for.

Reading
TEKS / (9) Comprehension of Informational Texts/Expository
  • draw conclusions
  • make inferences
  • summarize
  • inductive vs. deductive
  • defend conclusions
  • synthesize and connect with other literature
/ (15 cont’d) Expository/Procedural Interpretation
  • clear thesis
  • quotations
  • analyze author’s use of stylistic devices
  • identifies ambiguities, nuances, complexities
  • anticipates conflict
/ (21) Gathering Sources
  • gather evidence
  • evaluate source reliability
  • organize using outlines, concept maps, etc.
  • determine between fact and opinion in sources
  • paraphrase and summarize
  • determine between primary and secondary sources

(1) Vocab Development
  • determine meaning
  • draw conclusions
  • understand nuance
  • infer through word relationships
  • use dictionaries, thesauri, glossaries, etc
/ (10) Comprehension of Informational Texts/Persuasive
  • analyze effects of purpose and audience on tone
  • rhetorical strategies and logical fallacies
/ (15 cont’d) Expository/Procedural Multimedia
  • clearly stated purpose
/ (22) Synthesize Information
  • modify research question to refocus research plan
  • evaluate theories and evidence for applicability to and support of a cogent argument
  • critique steps to implement change as needed

(2) Comprehension of Literary Texts/Theme and Genre
  • relationship to human condition
  • relate historical texts to modern texts
  • relate main ideas to PSD in historical and cultural setting
/ (11) Comprehension of Informational Texts/Procedural
  • evaluate logic of the sequence of presented info
  • interpret graphs, diagrams, charts, maps
/ (16) Persuasive Texts
  • clear thesis or position
  • support position
  • accurate and honest representation of divergent views
  • organizing structure appropriate to purpose, audience, and context
  • wide range of relevant perspectives
  • consider source reliability
  • rhetorical strategies used to move a disinterested audience
/ (23) Organizing/Presenting
  • provide analysis that supports and develops personal opinions
  • use rhetorical strategies to argue thesis
  • provide for discrepancies in sources
  • anticipate and refute counter-arguments
  • use style manual
  • sufficient length

(3) Comprehension of Literary Texts/Poetry
  • analyze elements of poetry
/ (12) Media Literacy
  • evaluate effect of society and culture on media in ways different from traditional texts
  • evaluate media techniques
  • evaluate bias
  • evaluate tone
/ Oral/Written Convention
TEKS / Listening/Speaking TEKS
(4) Comprehension of Literary Texts/Drama
  • analyze elements of drama
/ Writing
TEKS / (17) Conventions/Sentence Structure
  • use and understand clauses and phrases
  • use and understand a variety of sentence structures
/ (24) Listening
  • listen attentively
  • listen responsively
  • evaluate speaker’s impact on an audience

(5) Comprehension of Literary Texts/Fiction
  • how literary elements shape plot
  • analyze characters
  • narrative point of view
  • familiarity with time periods in Amer Lit
/ (13) Writing Process
  • plan
  • draft
  • organize
  • employ rhetorical devices to add meaning
  • revise drafts
  • edit for conventions
  • revise final drafts after feedback
/ (18) Handwriting, Capitalization, Punctuation
  • write legibly
  • use appropriate capitalization
  • use appropriate punctuation
/ (25) Speaking
  • speak clearly and to the point
  • give presentation that exhibits logical structure, smooth transition, accurate evidence, details, rhetorical devices
  • maintain eye contact, appropriate volume, purposeful gestures

(6) Comprehension of Literary Texts/Literary Nonfiction
  • analyze effects of rhetorical techniques
/ (14) Literary Texts
  • write engaging story with full plot, conflict, mood, tone, etc.
  • write poem with awareness of poetic devices
  • write script with theme
/ (19) Spelling
  • spell correctly using various resources to check spelling
/ (26) Teamwork
  • offer ideas
  • ask relevant questions
  • tolerate a range of positions
  • evaluate group work based on agreed upon criteria

(7) Comprehension of Literary Texts/Sensory Language
  • analyze effects of sensory language
/ (15) Expository/Procedural Essay
  • write analytical essay with intro and conclusion
  • rhetorical devices
  • transitions
  • thesis/controlling statement
  • organizational schema
  • evidence and details
  • resources and varying perspectives
/ Research
TEKS /
(8) Comprehension of Informational Texts/Culture and History
  • analyze effects of author’s culture and history on the writing
/ (15 cont’d) Expository/Procedural Resume or Manual or College App
  • clearly stated purpose
  • appropriate format
  • relevant questions that engage readers
  • accurate technical language
  • organization with facts and details
/ (20) Planning
  • formulate guiding research question
  • formulate plan for multi-faceted project