TeacherWeb

8th Grade English Room 212 at Dr. Kevin M. Hurley Middle School

turnerd@seekonk.k12.School Link
 
English Room 212 & Classroom Supplies
Summer Reading and 8th Grade Orientation
Seekonk Bicentennial Research Pride of Place 7 Billion and Counting
2012 Presidential Election
Building Character "It'sTheLittleThings" "ThePowerOfThree"
Place At the Table Essential Question Keeping a Journal
Informational Texts: Long Island Express/ Hurricane '38 & Hurricane Carol 1954
Complex Themes WIZARD OF OZ L.FrankBaum vs. MGM American FairyTale
Short Stories/Novellas Washington Irving and SLEEPY HOLLOW Vocab&Text Complexity
Informational Texts, Veteran's Day, Nov.11: WorldWar I Dec.Truce and Primary Sources
DELIGHT SONG SpiritWeek & 7Billion Thanksgiving
Charles Dickens CHRISTMAS CAROL Protagonist Profile Theme Complexity
Intro: Technology Creation of Music Language of Literature
Drama LION KING Complex Themes &Visual Imagery
Poetry&PoeticLanguage Ballads, Odes, Elegies, Petrach's Sonnet, and Shakespeare's Sonnet
Period Literature U.S.History mid 1800's MarkTwain TomSawyer
Research&Technology Essential Question PLACE AT THE TABLE
POWER OF LANGUAGE Essential Question and Ma Frameworks Student Portfolios
Student Proposals & May/June ELA Integrated Studies
CROSS-CURRICULAR Ecology EarthDay Ecology WhaleWatch Literature MobyDick
SuperCore Writing Assessments/Rubrics
Handouts Literature
Handouts Poetry
Handouts Composition
Handouts Grammar
Handouts Personal Learning Projects
Handouts Syllabi & Curriculum Guides
URL Resources Literature&Poetry Writing&Media
URL Research PrimarySourceDoc LibraryOfCongress
Video & URL Choices: Learning ABILITIES
Video Poetry Music & the SpokenWord
Video Speeches & Our Collective Past
Video White House Events and News
QuickTime Movies Dr.KevinM.Hurley Middle School
JPEG LiteraryTerms
JPEG TraditionalLiterature
JPEG Binding Books
PhotoJournal Autobio
lionking can't update



Top Divider

 

Short Stories/Novellas Washington Irving and SLEEPY HOLLOW Vocab&Text Complexity


Educators and to all who choose to use documents and information from this site - Should you choose to use these documents in your classroom or for any other purpose, please remember not only to cite this website as your resource, but also to request permission to use these documents. Requested permission is as easy as clicking on the mail icon at the top of the page and sending your request to me via email. Thank you.


 This page has been updated for the 2011-2012 academic year.



1-pumpkins.jpg Text/Media Resources


The Legend of Sleepy Hollow, by Washington Irving
MLA Citation:  Irving, Washington. Legend of Sleepy Hollow and Other Tales. AnnArbor, Michigan: Borders Group, Inc.. 2004. Print.


 Note: There are many FREE apps for your ipod touch, ipad, and phones.  Please do NOT spend any money!  You are 21st century students - use technology whenever and where ever you can.  USE TECHNOLOGY SAFELY!!!



1-pumpkins.jpg  Primary Sources

1. Washington Irving and Tarrytown, New York

a. Washington Irving's Will 
http://www.westchesterarchives.com/HT/muni/wca/irving.html


b.  Letter Written by Washington Irving about his house in Tarrytown, New York.  http://www.westchesterarchives.com/HT/muni/tarrytn/irving.htm


c. 1895: Could you pass the 8th grade graduation exam?  

1895 Salina, Kansas - 8th Grade Graduation Exam   or  http://www.indiana.edu/~p1013447/dictionary/8thgradeexam.htm


d. Raising Children in the Early 17th Century: Education
e.  Hudson River Sloops - History and Journals/Logs


f. Haight Ledger of Freight on a Hudson River Sloop, 1827
http://hudsonriver.westchesterarchives.com/ossining/ossining-gallery/haight-ledger



Journal Entry: Haight Ledger Freight Sloop
http://westchesterarchives.com/ht/muni/ossTown/haightFull.htm


hTravel Log/Journal of a Sloop Running the Hudson RIver
http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/sh-sloop-TravelontheHudson.pdf

Note: This is a large file. Be patient while it downloads:)



2. Salem Witch Trials

University of Virginia Primary sources
University of Kansas-Missouri Law School
National Geographic Interactive Witch Hunt and Trial: Are you a witch?
http://www.nationalgeographic.com/salem/


Salem Witch Trials: Discovery School Education
The Story - video http://school.discoveryeducation.com/schooladventures/salemwitchtrials/story/




1-pumpkins.jpg  Study Guides

a. Washington Irving: 

b. Dialectical Journal: Legend Proof 

Note: There are many possible answers for this legend proof, the following is just one approach.


c. Vocabulary within the context of The Legend of Sleepy Hollow


d. Background: Washington Irving and The Legend of Sleepy Hollow


e. Artists Perceptions of the characters, setting, and mood of this legend


f. Salem Witch Trials: Discovery School Education
The Story - video http://school.discoveryeducation.com/schooladventures/salemwitchtrials/story/




1-pumpkins.jpg Skills and Strategies 

7.0 Knowledge of Reading Strategies; Encoding/Decoding

8.23 Use knowledge of genre characteristics: analyze text.

8.24 Interpret mood and tone, and give supporting evidence in a text.

8.25 Interpret a character’s traits, emotions, or motivation and give supporting evidence from a text.

9.5 Relate a literary work to artifacts, artistic creations, or historical sites of the period of its settings

12.4 Locate and analyze elements of plot and characterization and then use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict.

15.5 Identify and analyze imagery/figurative lang.

15.6 Identify and analyze how an author’s use of words creates tone and mood.

20.4 Select and use appropriate rhetorical techniques for a variety of purposes, such as to entertain the reader.

 

Common Core Standards

8.FI.1  Identify the language styles of different characters in literary works and determine their significance for understanding the characters.

8.F.1    Identify qualities, beliefs, and assumptions of central characters in a story or novel and analyze how these influence relationships among characters and the resolution of the conflict. 

8.F.2    Analyze how a story unfolds when it is told by alternating narrators or multiple narrators with different points of view.

8.F.3    Distinguish theme from topic or topic sentence. 

8.F.4    Analyze how an author’s choice of words helps create tone and mood.



Massachusetts Common Core






1-pumpkins.jpg  Quickview: Friday, October 28th through Thursday November 3rd

  Friday, October 28
  • Background: Washington Irving
  • Background: Late 1700's - early 1800's United States History
  • Background: Legend of Sleepy Hollow
  • Background: Elements of a Legend and Vocabulary
1-halloween.jpg  Safety First - Happy Halloween

shtabloid2.jpg

 Monday, October 31: 

Orange and White Teams meet in the cafeteria to preview The Legend of Sleepy Hollow

Students were asked to preview the video slide show and note the sequential order of events.  The slide show was stopped periodically and students were asked to use the audio soundtrack and the visual images as context clues to understand the legend.

Why read period literature?

First Preview:
Students have the opportunity to relate a literary work to artifacts, artistic creations, or historical sites of the period of its settings.

Students identify and analyze the imagery and figurative language with the help of the sound effects, the visual images, and the audio track of the story.  However, students extend the learning by using the sound effects. visual images, and audio track to identify and analyze how an author’s use of words creates tone and mood.


Homework Friday, October 28th  through Sunday, November 13th: Cumulative Review Questions: Due November 14th
L. Frank Baum's Wonderful Wizard of Oz: Cumulative Review Questions: 
http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz-cumulative-review-mc.pdf




 Tuesday, November 1st 
Continue work with The Legend of Sleepy Hollow: White Team in rooms 207 with Mr. Correia and Orange Team in 212 with Ms. Turner.

Directions:  Identify the salient points of The Legend of Sleepy Hollow that you noted during the slideshow on Monday, October 31st.

Class:
Students copied the notes they took yesterday onto a piece of paper that I collected.  While I quickly reviewed their notes, students were asked to define "fear," describe "fear," and identify an example of "fear."  

During the class discussion, students listened to me read a sample of answers from the notes they took during the slide show.   No names were given, so each student could remain anonymous.  This exercise not only gave us time to review the sequence of events of the legend, but also gave us the opportunity to continue the discussion about student's learning styles and educator's teaching styles.  The note-taking strategies were as varied as the number of students in the classroom.  However, each paper provided evidence that students were engaged in The Legend of Sleepy Hollow slide show and understood the basics of the legend.  

Only one class completed the second part, which was to identify a specific image or sound effect and the part of the legend they understood because of that image or sound effect.  Many students identified the sound effects and spoke generally about mood or tone.  During the class discussion we were able to identify a specific image, like the headless horseman and a specific phrase, like "an apparition on horseback without a head."  This clarification made students aware that in this class slides shows, films, and video clips are not "free classes."  Slides shows, film, video clips are strategies used to move past explicit reading comprehension and dig deeper into implicit reading comprehension skills.  

All in all I couldn't be more impressed.  Students are engaged.  Students are beginning to become more aware of the fact that they are responsible for identifying and managing their own learning styles, Figuring out how to keep a journal that works for them, and becoming independent, self-directed learners.

Tomorrow we will practice these skills.  This is a very short week and part of the differentiated instruction this week is all about asking students to participate in the management of the class.  I gave them choices and asked them to take ownership as a class of one option. Most classes voted to watch the slideshow again, to see and hear what they missed, and to practice their note-taking skills.   One class was equally divided between watching the slide show and reading the legend.  I offered them a tie-breaker and differentiated the instruction a bit more for the students in that class.  There is no doubt in my mind that students can make positive choices and take ownership of or responsibility for their education.  

Irving, Washington. Legend of Sleepy Hollow and Other Tales. AnnArbor, Michigan: Borders Group, Inc.. 2004. Print.



Homework Friday, October 28th  through Sunday, November 13th: Cumulative Review Questions: Due November 14th
L. Frank Baum's Wonderful Wizard of Oz: Cumulative Review Questions: 
http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz-cumulative-review-mc.pdf



 Tuesday, November 1st and Wednesday, November 2nd

THE LEGEND OF SLEEPY HOLLOW, by Washington Irving
 


Legend of Sleepy Hollow, by Washington Irving

a. The Legend of Sleepy Hollow was written in the late 1790's, but not published until 1819. 

Knowing what you know about United States history and world history, why do you think it took almost 29 years to publish this legend?  




b.  Ichabod Crane is the protagonist in The Legend of Sleepy Hollow.   

Trivia: However, The real Ichabod Crane was an acquaintance of Washington Irving.   The real Ichabod Crane was not a school teacher.  Washington Irving just like the sound of Ichabod's name and thought it would make a good name for the protagonist in The Legend of Sleepy Hollow.



c. Sleepy Hollow and Tarrytown

National Geographic prepared this video.



Reading Comprehension - 

Students use the visual data on a map to construct meaning: merchant ship route from Providence to Sleepy Hollow.  

shH38longislandhudsonriver.jpg
 
 

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."

shtappenzeeriver.jpg
http://www.city-data.com/city/Tarrytown-New-York.html

 



 Wednesday, November 2nd:

...continuing the discussion: Why read period literature?

Period literature gives a student the opportunity to develop an awareness beyond the world in which they live, to peer through the windows of history and understand the lives of people who lived at that time, and to explore empathy, understanding and respect for people, cultures, and the world in which we live.

Period literature also offers students the opportunity to explore writing styles, vocabulary, strategies for developing a story and to use authors from the past as "writing" mentors.

Students are challenged to take notes with a specific purpose in mind.  Students were asked to note the following:
  • Students continued using the sound effects, visual images, and audio track to interpret the mood and tone of the legend.
  • Students were asked to "notice" and interpret Ichabod’s traits, emotions, or motivation.
  • Students were asked to "notice" and identify qualities, beliefs, and assumptions of some of the central characters in this legend.
  • Finally, Students were asked to distinguish the theme of this legend from the topic of this legend. 

Homework Friday, October 28th  through Sunday, November 13th: Cumulative Review Questions: Due November 14th
L. Frank Baum's Wonderful Wizard of Oz: Cumulative Review Questions: 
http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz-cumulative-review-mc.pdf




 Thursday, November 3rd:
Orange and White Teams meet in the cafeteria.

Today we discussed:
1. Pen Name (pseudonym) 
  • Diedrich Knickerbocker is Washington Irving's pseudonym
  • The Legend of Sleepy Hollow was written in first person.  "I recollect..."

2. Why were the superstitions so much a part of the lives of the people in Sleepy Hollow,  when the Salem Witch Trials happened in 1692 almost 100 years before the setting of this legend?

The setting was 1790's the people of Sleepy Hollow lived in a "sequestered glen"  and "that population, manners, and customs remain fixed; while the great torrent of migration and improvement, which is making such incessant changes in other parts of this restless country, sweeps by them unobserved." 

    "I mention this peaceful spot with all possible laud; for it is in such little retired Dutch valleys, found here and there embosomed in the great State of New York, that population, manners, and customs remain fixed; while the great torrent of migration and improvement, which is making such incessant changes in other parts of this restless country, sweeps by them unobserved. They are like those little nooks of still water which border a rapid stream, where we may see the straw and bubble riding quietly at anchor, or slowly revolving in their mimic harbor, undisturbed by the rush of the passing current."  (page 10)

Irving, Washington. Legend of Sleepy Hollow and Other Tales. AnnArbor, Michigan: Borders Group, Inc.. 2004. Print.




3. The use of hyperbole is one of the main elements of a legend.  Hyperbole is great exaggeration.  Hyperbole can be expressed through the use of metaphor, through the use of description, or through the use of personification to name a few.

Examples of hyperbole:
  • "...hands that dangled a mile out of his sleeves, feet that might have served for shovels..." (p 12)
  • "...one might have mistaken him for the genius of famine descending upon the earth, or a scarecrow eloped from a cornfield." (p 12)
  • "...the pigeons were snugly put to bed in a comfortable pie, and tucked in with a coverlet of crust;..." (p 21) 
Irving, Washington. Legend of Sleepy Hollow and Other Tales. AnnArbor, Michigan: Borders Group, Inc.. 2004. Print.




4. What happened at the end of this legend?
  • according to the old Dutch wives
  • according to the farmers
  • according to Katrina VanTassel and Brom Bones
    "It is true an old farmer, who had been down to New York on a visit several years after, and from whom this account of the ghostly adventure was received, brought home the intelligence that Ichabod Crane was still alive; that he had left the neighborhood, partly through fear of the goblin and Hans Van Ripper, and partly in mortification at having been suddenly dismissed by the heiress; that he had changed his quarters to a distant part of the country, had kept school and studied law at the same time, had been admitted to the bar, turned politician electioneered, written for the newspapers, and finally had been made a justice of the Ten Pound Court. Brom Bones too, who shortly after his rival's disappearance conducted the blooming Katrina in triumph to the altar, was observed to look exceedingly knowing whenever the story of Ichabod was related, and always burst into a hearty laugh at the mention of the pumpkin, which led some to suspect that he knew more about the matter than he chose to tell.
    "The old country wives, however, who are the best judges of these matters, maintain to this day that Ichabod was spirited away by supernatural means; and it is a favorite story often told about the neighborhood around the winter evening fire. The bridge became more than ever an object of superstitious awe, and that may be the reason why the road has been altered of late years, so as to approach the church by the border of the millpond. The schoolhouse, being deserted, soon fell to decay, and was reported to be haunted by the ghost of the unfortunate pedagogue; and the plowboy, loitering homeward of a still summer evening, has often fancied his voice at a distance, chanting a melancholy psalm tune among the tranquil solitudes of Sleepy Hollow." (page 50)

Irving, Washington. Legend of Sleepy Hollow and Other Tales. AnnArbor, Michigan: Borders Group, Inc.. 2004. Print.



5.  What makes a legend "scary?"

Students have discussed "fear" during class on Tuesday and Wednesday.  As an 8th grade, we will view a Discovery Education video about the Salem Witch Trials and make connections to The Legend of Sleepy Hollow.

pages 8, 9, and 10 
etext: http://etext.virginia.edu/toc/modeng/public/IrvLege.html

    "From the listless repose of the place, and the peculiar character of its inhabitants, who are descendants from the original Dutch settlers, this sequestered glen has long been known by the name of SLEEPY HOLLOW, and its rustic lads are called the Sleepy Hollow Boys throughout all the neighboring country. A drowsy, dreamy influence seems to hang over the land, and to pervade the very atmosphere. Some say that the place was bewitched by a high German doctor during the early days of the settlement; others, that an old Indian chief, the prophet or wizard of his tribe, held his powwows there before the country was discovered by Master Hendrick Hudson. Certain it is, the place still continues under the sway of some witching power that holds a spell over the minds of the good people, causing them to walk in a continual reverie. They are given to all kinds of marvelous beliefs, are subject to trances and visions, and frequently see strange sights, and hear music and voices in the air. The whole neighborhood abounds with local tales, haunted spots, and twilight superstitions; stars shoot and meteors glare oftener across the valley than in any other part of the country, and the nightmare, with her whole ninefold, seems to make it the favorite scene of her gambols.
    "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 specter, allege that the body of the trooper, having been buried in the churchyard, 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 churchyard before daybreak."

Irving, Washington. Legend of Sleepy Hollow and Other Tales. AnnArbor, Michigan: Borders Group, Inc.. 2004. Print.



 
page 10
etext: http://etext.virginia.edu/toc/modeng/public/IrvLege.html
   " I mention this peaceful spot with all possible laud; for it is in such little retired Dutch valleys, found here and there embosomed in the great State of New York, that population, manners, and customs remain fixed; while the great torrent of migration and improvement, which is making such incessant changes in other parts of this restless country, sweeps by them unobserved. They are like those little nooks of still water which border a rapid stream, where we may see the straw and bubble riding quietly at anchor, or slowly revolving in their mimic harbor, undisturbed by the rush of the passing current. Though many years have elapsed since I trod the drowsy shades of Sleepy Hollow, yet I question whether I should not still find the same trees and the same families vegetating in its sheltered bosom."                                                      
Irving, Washington. Legend of Sleepy Hollow and Other Tales. AnnArbor, Michigan: Borders Group, Inc.. 2004. Print.


     
Homework Friday, October 28th  through Sunday, November 13th: Cumulative Review Questions: Due November 14th
L. Frank Baum's Wonderful Wizard of Oz: Cumulative Review Questions: 
http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz-cumulative-review-mc.pdf




 Friday, November 4th:
Tri-county Technical Vocational High School visit 


Homework Friday, October 28th  through Sunday, November 13th: Cumulative Review Questions: Due November 14th
L. Frank Baum's Wonderful Wizard of Oz: Cumulative Review Questions: 
http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz-cumulative-review-mc.pdf




 Monday, November 7th

1-pumpkins.jpg  Elements of a Legend

Dialectical Journal: Understanding the Legend

1. Title: The Legend of Sleepy Hollow of Sleepy Hollow         

2. Author: Washington Irving           

3. Written: late 1790's  (Published 1819)         

4. Genre: Fictional Legend          

5. Definition:  A legend is a story or tale about truths that have been greatly exaggerated.         

6. Literary term:  Hyperbole is great exaggeration.    

7. 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 War named Ichabod Crane.  He used his friend's name as the protagonist of this legend.


Elements of a Legend

Note: There are many possible answers for this legend proof, the following is just one approach.

Definition and supporting evidence:
Legends are exaggerated stories told to remember the actions of a person, who mad a difference in history and/or an authentic time in history.
Hyperbole is the literary tool the author uses to draft his/her legend. Celebration, nostalgia, and humor are common modes of the legend.

"This neighborhood, at the time of which I am speaking, was one of those highly favored places which abound with chronicle and great men. The British and American line had run near it during the war; it had, therefore, been the scene of marauding, and infested with refugees, cowboys, and all kinds of border chivalry. Just sufficient time had elapsed to enable each storyteller to dress up his tale with a little becoming fiction, and, in the indistinctness of his recollection, to make himself the hero of every exploit."  http://etext.virginia.edu/toc/modeng/public/IrvLege.html

"But all these were nothing to the tales of ghosts and apparitions that succeeded. The neighborhood is rich in legendary treasures of the kind. Local tales and superstitions thrive best in these sheltered long-settled retreats, but are trampled under foot by the shifting throng that forms the population of most of our country places. Besides, there is no encouragement for ghosts in most of our villages, for they have scarcely had time to finish their first nap and turn themselves in their graves before their surviving friends have traveled away from the neighborhood; so that when they turn out at night to walk their rounds they have no acquaintance left to call upon. This is perhaps the reason why we so seldom hear of ghosts except in our long-established Dutch communities."  http://etext.virginia.edu/toc/modeng/public/IrvLege.html



Setting - Ports along the Hudson River - and supporting evidence: 

"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."  http://etext.virginia.edu/toc/modeng/public/IrvLege.html

 


Setting - Sleepy Hollow and Tarrytown (Tarry Town) - and supporting evidence: 

"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." http://etext.virginia.edu/toc/modeng/public/IrvLege.html

"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."   http://etext.virginia.edu/toc/modeng/public/IrvLege.html

 


Characters - Legendary Apparition and Superstition and supporting evidence: 

"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." http://etext.virginia.edu/toc/modeng/public/IrvLege.html

 


Protagonist - Ichabod Crane and supporting evidence:

"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."  http://etext.virginia.edu/toc/modeng/public/IrvLege.html


 

Setting - The One-room School House - and supporting evidence:

"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."

http://etext.virginia.edu/toc/modeng/public/IrvLege.html




Homework Friday, October 28th  through Sunday, November 13th: Cumulative Review Questions: Due November 14th
L. Frank Baum's Wonderful Wizard of Oz: Cumulative Review Questions: 
http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz-cumulative-review-mc.pdf



 Looking Ahead:

Tuesday, November 8th: Professional Development - no school

Wednesday, November 9th and Thursday, November 10th: film/novel comparative analysis 

Return to the Oz page: http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt5.aspx

Friday, November 11th: Veteran's Day - no school




Bottom Divider

My TeacherWeb
©2012 TeacherWeb, Inc.