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Unit 3: Curriculum Guide
Overview for the week of November 2nd:
Monday, November 2nd through Friday, November 6th:
a. Knowing legends are based on truths that have been exaggerated, students will use primary source information to explore the truths and the hyperbole imbedded in The Legend of Sleepy Hollow.
b. Students will identify the September and October projects and then us a calendar provided to draft a game plan for each completed final copy. All projects must be completed by Tuesday, December 1st for full credit. Students will be mandated after school for the month of December if they have an incomplete work.
c. As a class we have explored film language, watch documentaries, and discussed possible documentaries each student might choose to create. We are in the THINKING stage as we plan for the documentary assignment. Students are to draft ideas for their documentary knowing the documentary project will be assigned formally on Wednesday, December 3rd. On Wednesday, December 3rd students will participate in a class discussion and present their drafted ideas before being expected to write their formal proposal.
Thursday, November 5th:
Homework:
Study class notes and handouts resources in your school to home folder.
Class:
Objective 1:
Review first quarter assignments. Use the Cheat Sheet board in the back of the room to identify the topics we studied during first quarter. You are experts. I strongly urge you to study this information, organize the table of contents in journal, see me during Team Time to manage the unmanageable if you neglected your homework and class preparation during first quarter.
You are experts in the following:
1. Genre (see handout glued into your journal)
2. Elements of Fiction (see handout glued into your journal)
3. Elements of a Myth (see handout glued into your journal)
4. Elements of a Legend (see handout glued into your journal)
5. Film Language (see glossary of terms in your school to home folder)
6. Documentary Definition (see handout glued into your journal)
7. Language of Literature
- image, images, imagery, imagine
- symbol, symbols, symbolism, symbolic
- metaphor, metaphors, metaphoric, metaphorical, metaphorically speaking
- theme, themes, thematic
- hyperbole, hyperbolic statement or message
- primary source, primary source document
- real, realistic, reality, realism
Objective 2:
Practice and strengthen auditory skills and the use of prepositions in directions when we review the Legend of Sleep Hollow.
Glue major topics and data in your journals.
Objective 3:
First Quarter is over and it is time to renew any supplies you have depleted in the last 45 days.
Monday you will have a 25/25 Quick Quiz.
The following are necessary to have in class on Monday:
- New glue sticks
- Pencil sharpener/pencils or mechanical pencils
- Tissue (your own package or a box given to your homeroom teacher)
- Hand sanitizer
- Pencil bag: pens, pencils, colored pencils, 3 highlighters
Wednesday, November 4th:
Homework: Review class notes
Classwork:
Note: The Literature Anthologies are in the bookcase in the front of the room.
Objective 1: compare nonfiction documentary material to fictional legends.
Review: A documentary is built with primary sources. A documentary is nonfiction. A legend is crafted with truths that have been greatly exaggerated. The literary term for great exaggeration is hyperbole and they are expected to know this term. You are also expected to know that the genre of a legend is fiction.
Note: Objective 2: Read How Does a Hurricane Develop? Pages 224 – 227.
Note: Read taking notes and outlining on page 228. Remind students that the genre of this information is nonfiction.
Objective 3: Read Paul Bunyon Digs The St. Lawrence River. Pages 522 – 523.
Note: Take the time to read this carefully during class. Stop now and again to ask questions. Have fun with the students but remind them to take the work seriously. Copy the definition of HYPERBOLE into their journals. Page 527. Know that a tall tale is a synonym for legend. Describe Paul Bunyon in your journals. Questions 1 and 2 on page 527. Figure out Question 3 and answer it in your journals. You are applying your knowledge of hyperbole and imagery in the answer to this question.
Objective 3: Write your own definitions for documentary, primary sources and legend.
Note: Each definition must include an example from the work we did in class last week and this week. These definitions are written in their journals. Know that students have all this information glued into their journals from last week.
Reminder: The work completed in your journals this week is a test grade.
Tuesday, November 3rd:
Homework: Review class notes
Classwork: Primary sources
Note: Use the classroom resource that you put in your school to home folder: Travel on the Hudson
This resource includes the pictures of a sloop, the journal of the sloop's captain, and a map of the sloop's journey down the Hudson River.
Complete all work in your journals.
Directions: Answer the following questions based on John Maude’s sloop trip up the Hudson River in 1800.
Exercise 1 – Map Work
1. On your map, mark where the boat stopped each night. In the space to the left side of the map, note the date and time of the stop and the distance from New York City at that point. (Hint: You may have to check the log of the following morning to get some of the answers. Use the mileage points for the cities give in the log to help you.)
2. On your map, make where the boat made stops for day trips on Sunday afternoon, Monday morning and Monday afternoon. Use the space to the right side of the map.
Exercise 2 – Complete all answers in your journals
1. The time of the journey.
a. When did the sloop leave New York City?
b. When did it arrive in Albany?
c. Using Sunday, June 21 at 7:00pm as the “zero hour,” how many hours did the journey to Albany take?
d. Approximately how many days did it take?
2. The length of the journey.
a. How many miles was the entire journey?
b. On which day did they travel the most miles?
c. On which day did they travel the fewest miles?
d. During one 8 hour period on Tuesday they traveled quite far. When was that period? Which cities did they travel between? How far did they go?
3. Trips off the Boat.
a. What kinds of plants, flowers, fish and other animals did Maude see when they went exploring on Sunday afternoon?
b. What kinds of plants, flowers, fish and other animals did Maude see when they went exploring on Monday morning?
4. The stop at West Point.
a. When did the boat stop at West Point?
b. Why were they allowed to visit the military fort there?
c. Why was it such a good place to build a military fortress?
Final Challenge:
Explain the link between a primary source the the writing of a legend.
Monday, November 2nd:
No Homework
Class:
Use your journals, Hurricane of '38 transcript, and any other resources in the class room to answer the following questions.
Note: Remember, if you are using your journals and all resources, your answers must be detailed and complete. In effect I am also checking your note-taking skills, your preparation for class (homework), and your study skills.
1. Identify the
author of the document. The information may be provided in the credits or on
the Internet file page from which you downloaded the document. The author may
be a person or a group. In some instances, the author may be “unknown.”
• What is the author’s point of view?
• What bias or prejudice might this author have?
2. Identify the
audience and the purpose for the document. The audience may be the general
viewing public, or it might be a more specific group, such as teenagers,
parents, workers in a specific industry, or men and women enlisted in the
military. The purpose may be to inform, to entertain, to express an opinion, or
to persuade.
• When and where was the document created?
• Why was it created?
3. Identify the
information presented in the document. Use your knowledge of the filmmaking
process to interpret the film.
• What do you see? Identify specific people, places, or
objects the filmmaker shows.
• Which details help you to better understand the subject or
the period in which the film was made?
4. Analyze the
film language. Use your knowledge of film language, including composition,
camera angles and distances, lighting, editing, movement, and sound to evaluate
the film’s message.
• What message does the film have?
• What does the filmmaker want the audience to believe or
do?
5. Make
conclusions about the document. Now that you have studied the document, make
your conclusions based on specific details in the film.
• What questions does the film answer and/or what questions
does the film leave unanswered?
• What value do these moving images have as a source of
historical or cultural information?
storyofmovies.org/pdfs/interpreting_a_short_documentary.pdf
Wednesday, November 4th:
Homework: Review class notes
Classwork:
Note: The
Literature Anthologies are in the bookcase in the front of the room.
Objective 1: compare nonfiction documentary material to
fictional legends.
Review: A documentary is built with primary sources. A documentary is nonfiction. A legend is crafted with truths that have been greatly exaggerated. The literary term for great exaggeration is hyperbole and they are expected to know this term. You are also expected to know that the genre of a legend is fiction.
Note: Objective 2: Read How Does a Hurricane Develop? Pages 224 – 227.
Note:
Read taking notes and outlining on page 228. Remind students that the genre of this information is
nonfiction.
Objective 3: Read Paul Bunyon Digs The St. Lawrence
River. Pages 522 – 523.
Note: Take the time to read this carefully during class. Stop now and again to ask questions. Have fun with the students but remind
them to take the work seriously. Copy the definition of HYPERBOLE
into their journals. Page 527. Know that a tall tale is a synonym for legend. Describe Paul Bunyon in your journals.
Questions 1 and 2 on page 527. Figure out Question 3 and answer it in your journals. You are applying your knowledge of hyperbole and imagery in the answer to this question.
Objective 3: Write your own definitions
for documentary, primary sources and legend.
Note:
Each definition must include an example from the work we did in class last week
and this week. These definitions
are written in their journals.
Know that students have all this information glued into their journals
from last week.
Reminder: The work completed in your journals this week is a test grade.
 Friday, October 30:
1. Homework
Reading Period Literature
Read The Legend of Sleepy Hollow by Washington Irving. Finish reading it and be prepared to discuss the differences between the radio adaptation and the Washington Irving's legend on Monday, November 2nd. Use the information we collected during class when we listened to the radio adaptation. This information will help you find the differences between the radio adaptation and Washington Irving's legend.
2. Review class notes and resources: The Legend of Sleepy Hollow
2. Classwork
a. Tri-county Regional Technical Vocational High School on-site visit
Thursday, October 29:
1. Homework
Reading Period Literature
Read The Legend of Sleepy Hollow by Washington Irving. Finish reading it and be prepared to discuss the differences between the radio adaptation and the Washington Irving's legend on Monday, November 2nd. Use the information we collected during class when we listened to the radio adaptation. This information will help you find the differences between the radio adaptation and Washington Irving's legend.
2. Classwork
Objective 1: Review and Organize Notes
Understanding the legend
- Title: The Legend of Sleepy Hollow
- Author: Washington Irving
- Written: late 1790's (Published 1819)
- Genre: Fictional Legend
- Definition: A legend is a story or tale about truths that have been greatly exaggerated.
- Literary term: Hyperbole is great exaggeration. We will use this term from now on.
-
Truths in The Legend of Sleepy Hollow:
The Hudson RIver
Tarrytown, New York
Sleepy Hollow, New York
The Revolutionary War
Major Andre
Pedagogues or teachers and their job description in the late 1790's
One-room school houses
The customs of the DUtch immigrants who live in this area
The sloops that picked up and delivered cargo from port to port
An author: Cotton Mather (He collected oral traditions about the superstitions described in the area.)
Ichabod Crane: While his is the protagonist of this tale, Washington Irving was friendly with a man in the Revolutionary army whose name was Ichabod Crane. He used his friend's name in his legend.
Objective 2: Using Primary Sources to Better Understand Period Literature
"Working with documents like this makes thinking about history a lot more vital. Connections between history and real life happen more by viewing documents like this" 7th Grader, Arlington, VA
What Are Primary Sources?
Primary sources are actual records that have survived
from the past, like letters, photographs, articles of clothing and music. They
are different from secondary sources, which are accounts of events written
sometime after they happened.
The primary sources found at the Library of Congress
include published and unpublished documents and recordings like books,
correspondence, newspapers, advertisements, maps, laws, pamphlets, memoirs,
narratives, speeches, public records, and music; as well as visual arts items
like photographs, paintings, cartoons and films. More than 15 million of these
are digitized and accessible by computer.
Why Use Primary Sources?
Students are enthusiastic about learning directly from
primary sources. Use of primary sources in instruction guides students toward
higher-order thinking and better critical thinking and analysis skills.
Studying primary sources helps students form reasoned conclusions, base their
conclusions on evidence, and connect documents to their larger context of
meaning.
Primary sources make instruction come alive by
providing an unfiltered record of artistic, social, scientific and political
thought and achievement during the specific period under study, produced by
people who lived during that period.
In analyzing primary sources, students move from
concrete observations and facts to making inferences about the materials.
"Point of view", for example, is one of the most important inferences
that a learner can draw. Students consider questions like: What is the intent
of the speaker, of the writer, of the photographer or of the musician? How does
that color one's interpretation or understanding of the evidence?
Objective 3; Reading Period Literature
Continue listening to the radio adaptation and using photographs to better understand the long descriptive passages.
Wednesday, October 28:
1. Homework
a. See Objective 2: Using primary sources to better understand period literature.
Read this ship captain's log. Highlight and/or underline the information and be ready for a discussion in class. We will use the questions in this document to guide our class discussion. Due tomorrow - Thursday, October 29.
b. See Objective 3: Reading Period Literature
Begin reading The Legend of Sleepy Hollow by Washington Irving. Finish reading it and be prepared to discuss the differences between the radio adaptation and the Washington Irving's legend on Monday, November 2nd. Use the information we collected during class when we listened to the radio adaptation. This information will help you find the differences between the radio adaptation and Washington Irving's legend.
2. Classwork:
Objective 1: Review and Organize Notes
a. Using photographs, sound effects, and descriptive writing to imagine settings and people and places.
b. Using our imagination to create our own images and to picture in our mind's eye the sounds and sights of a place, the physical characteristics of a character, or mood of a story.
c. Being self-disciplined and remembering why we are in class.
Objective 2: Using primary sources to better understand period literature.
Imagine being part of a sailing crew on a sloop and traveling from port to port delivering and picking up cargo. Use the primary source resource and read from a captain's journal or ship's log. Homework!
Objective 3: Reading Period Literature
Continue listening to the radio adaptation of The Legend of Sleepy Hollow. Use the photographs to help you imagine or visualize Washington Irving's descriptive writing. Practice strengthening your auditory (listening) skills. Homework: Take a copy of Washington Irving's The Legend of Sleepy Hollow and read this short story at home. It is due in five days - on Monday, November 2nd. The short story is 10 pages or 20 sides. I suggest you read only 2 pages or four sides a night. Do not try to read this all at once. Enjoy the story and let your imagination wander.
Tuesday, October 27:
a. Imagine what it might be like to be part of a sloop's crew sailing on the Hudson River. Class resource: Travel on the Hudson River and the ships ledger for the sloop, Haight. All classes except Period C received this primary source resource. Period C will get it tomorrow. We ran out of time.
b. Record the major topics/themes in your English journal while you read, highlight the reading as you read, and prepare for tomorrow's discussion
c. Use the map you received Monday to visualize the journey.
d. Passages and Vocabulary to visualize: See the passages listed under Classwork.)
2. Classwork:
Objective 1: Review and correct yesterday's notes.
a. The Legend of Sleepy Hollow was written in the late 1790's, but not published until 1819. (Locate this information from yesterday under Objective 2.)
Knowing what you know about United States history and World History, why do you think it took almost 29 years to publish this legend?
Note: This thinking exercise is an exercise that asks you to use your learned knowledge and identify facts. Once you have collected facts, then you can make predictions or educated guesses that explain why it too almost twenty years to publish The Legend of Sleepy Hollow. Can you use facts and develop a theory by using your higher order thinking skills?
b. Ichabod Crane is the name Washington Irving used for his protagonist in The Legend of Sleepy Hollow. However, The real Ichabod Crane was a friend of Washington Irving. The real Ichabod Crane was not a school teacher. Washington Irving just like the sound of the name, Ichabod Crane, and thought it would make a good name for the protagonist in The Legend of Sleepy Hollow.
Objective 2: Collecting Information and taking notes:
Go back to the chart you made yesterday (Monday, October 26) under Objective 3: Keeping Notes. The chart is a two column chart. We began collecting information about the story in one column and collecting information about film language techniques in the second column. We will continue to add information to that chart today.
Objective 3: Understanding Period Literature
a. We have almost completed the radio adaptation of The Legend of Sleepy Hollow.
b. The radio adaptation uses Washington Irving's words. Do you remember the following passages?
Ports along the Hudson River:
"In the heart of one of those spacious coves which indent the eastern shore of the Hudson, at that broad expansion of the reviver denominated by the ancient Dutch navigators, the Tappensee, and where they always prudently shortened sail and implored protection of St Nicholas when they crossed, there lies a small market town or rural port, which by some is called Greensburgh, but which is more generally and properly know by the name Tarry Town."
Sleepy Hollow and Tarrytown (Tarry Town):
"A small brook glides through it with just a murmur enough to lull one to repose; and the occasional whistle of a quail or tapping of a woodpecker is almost the only sound that ever breaks the uniform tranquility."
"From the listless repose of the place, and the peculiar character of its inhabitants, who are descendants from the original Dutch settlers, the sequestered glen has long been know by the name of Sleepy Hollow, and its rustic lads are called the Sleepy Hollow boys throughout all the neighboring country."
Legendary Apparition and Superstition:
The dominant spirit, however, that haunts this enchanted region, and seems to be commander-in-chief of all the powers of the air, is the apparition of a figure on horseback without a head. It is said by some to be the ghost of a Hessian trooper, whose head had been carried away by a cannon-ball, in some nameless battle during the revolutionary war; and who is ever and anon seen by the country folk hurrying along in the gloom of night, as if on the wings of the wind. His haunts are not confined to the valley, but extend at times to the adjacent roads, and especially to the vicinity of a church at no great distance. Indeed, certain of the most authentic historians of those parts, who have been careful in collecting and collating the floating facts concerning this spectre, allege that the body of the trooper, having been buried in the church-yard, the ghost rides forth to the scene of battle in nightly quest of his head; and that the rushing speed with which he sometimes passes along the Hollow, like a midnight blast, is owing to his being belated, and in a hurry to get back to the church-yard before daybreak.
Such is the general purport of this legendary superstition, which has furnished materials for many a wild story in that region of shadows; and the spectre is known, at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow.
Ichabod Crane:
"In this by-place of nature, there abode, in a remote period of American history, that is to say, some thirty years since, a worthy wight of the name of Ichabod Crane; who sojourned, or, as he expressed it, “tarried,” in Sleepy Hollow, for the purpose of instructing the children of the vicinity. He was a native of Connecticut; a State which supplies the Union with pioneers for the mind as well as for the forest, and sends forth yearly its legions of frontier woodsmen and country schoolmasters. The cognomen of Crane was not inapplicable to his person. He was tall, but exceedingly lank, with narrow shoulders, long arms and legs, hands that dangled a mile out of his sleeves, feet that might have served for shovels, and his whole frame most loosely hung together. His head was small, and flat at top, with huge ears, large green glassy eyes, and a long snipe nose, so that it looked like a weather-cock, perched upon his spindle neck, to tell which way the wind blew. To see him striding along the profile of a hill on a windy day, with his clothes bagging and fluttering about him one might have mistaken him for the genius of famine descending upon the earth, or some scarecrow eloped from a cornfield."
The One-room School House
"His school-house was a low building of one large room, rudely constructed of logs; the windows partly glazed, and partly patched with leaves of old copy-books. It was most ingeniously secured at vacant hours, by a withe twisted in the handle of the door, and stakes set against the window shutters; so that, though a thief might get in with perfect ease, he would find some embarrassment in getting out; an idea most probably borrowed by the architect, Yost Van Houton, from the mystery of an eel-pot. The school-house stood in a rather lonely but pleasant situation just at the foot of a woody hill, with a brook running close by, and a formidable birch tree growing at one end of it. From hence the low murmur of his pupils’ voices, conning over their lessons, might be heard in a drowsy summer’s day, like the hum of a bee-hive; interrupted now and then by the authoritative voice of the master, in the tone of menace or command; or, peradventure, by the appalling sound of the birch, as he urged some tardy loiterer along the flowery path of knowledge. Truth to say, he was a conscientious man, and ever bore in mind the golden maxim, “Spare the rod and spoil the child.”—Ichabod Crane’s scholars certainly were not spoiled."
Monday, October 26:
1. Homework:
a. Review map skills and visualize the route a merchant ship might have taken from Providence to Sleepy Hollow.
Use the map you received as a resource in class.
b. Review all class notes. (see below)
Objectives:
1. FInd the following on the map you received in class:
a. Providence, Rhode Island
b. Westerly, Rhode Island
c. Long Island, New York
d. Monauk Point, Long Island, New York
e. The Hamptons, Long Island, New York
f. New York Harbor
g. The Hudson River (This rive empties into New York Harbor - fresh water from the river mixes with salt water from the Atlantic Ocean.)
h. Tarry Town (Tarrytown), New York
i. Sleepy Hollow, New York.
2. Understanding the legend
- Title: The Legend of Sleepy Hollow
- Author: Washington Irving
- Written: late 1790's (Published 1819)
- Genre: Fictional Legend
- Definition: A legend is a story or tale about truths that have been greatly exaggerated.
- Literary term: Hyperbole is great exaggeration. We will use this term from now on.
-
Truths in The Legend of Sleepy Hollow:
The Hudson RIver
Tarrytown, New York
Sleepy Hollow, New York
The Revolutionary War
Major Andre
Pedagogues or teachers and their job description in the late 1790's
One-room school houses
The customs of the DUtch immigrants who live in this area
The sloops that picked up and delivered cargo from port to port
An author: Cotton Mather (He collected oral traditions about the superstitions described in the area.)
Ichabod Crane: While his is the protagonist of this tale, Washington Irving was friendly with a man in the Revolutionary army whose name was Ichabod Crane. He used his friend's name in his legend.
3. Keep notes during the radio adaptation. Create two columns in your journal or use two adjacent pages to record your notes. Use the following as tiles for the columns or pages: Film Language and The Facts from the Legend
2. Classwork:
a. Reading Comprehension -
Students use the visual data on a map to construct meaning: merchant ship route from Providence to Sleepy Hollow.
Note: Refer to the student handout you received in class. It is a black and white version of the map below.
b. Use the following URL to get a better understanding of a fall line, sloops delivering cargo along the Hudson, and life along the Hudson River.
Scroll through this photo-journal to the following dates:
1. JUL31: estuary
2. AUG4: Golden River
3. AUG5: Gam Towns
4. AUG11 Fall Line Part 1
5. AUG12: Fall Line Part 2
c. Students use comparative analysis to construct meaning: visualize a "sequestered village.".
(Class resource image of Tarrytown near Sleepy Hollow.)
Notes: Refer to your class notes and the information you gathered from the primary source documents we used during class.
2. 1855 farm journal
3. History of Sleepy Hollow and sloops sailing the Hudson RIver in the 1800's, including the Haight Ledger primary source
The week of Halloween we read the short story, The Legend of Sleepy Hollow, by Washington Irving.
Resources:
THE LEGEND OF SLEEPY HOLLOW, by Washington Irving
The Legend of Sleepy Hollow 260 x 342 - 36k - jpg
neatsolutions.com
Background Information
Elements of a Legend Proof Graphic Organizer
Topographical Map: Trading Routes from the Atlantic Ocean to the Hudson River to the trading port of Tarrytown near Sleepy Hollow
Illustrations: Washington Irving's Legend of Sleepy Hollow is a classic in American Literature and has fascinated authors, artists, cartoonists, and movie producers since its publication in 1819. The following are some of the classic illustrations that might be inspirational as you think of your collage.
Tappensee River Bridge near Tarrytown, New York
Tarrytown is the trading port near Sleepy Hollow where people went to sell their goods and tarry awhile.
http://www.city-data.com/city/Tarrytown-New-York.html
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