Q2 Extra Credit: A Cure for Winter Break Boredom

In case you are bored over break, here is an extra credit opportunity to engage and entertain you. It is worth up to 5 points. These seemingly little points add up; take advantage. Read and consider the following poem as it relates to the texts we’ve read thus far in English 10.

Fear
By Raymond Carver

Fear of seeing a police car pull into the drive. 1
Fear of falling asleep at night.
Fear of not falling asleep.
Fear of the past rising up.
Fear of the present taking flight. 5
Fear of the telephone that rings in the dead of night.
Fear of electrical storms.
Fear of the cleaning woman who has a spot on her cheek!
Fear of dogs I've been told won't bite.
Fear of anxiety! 10
Fear of having to identify the body of a dead friend.
Fear of running out of money.
Fear of having too much, though people will not believe this.
Fear of psychological profiles.
Fear of being late and fear of arriving before anyone else. 15
Fear of my children's handwriting on envelopes.
Fear they'll die before I do, and I'll feel guilty.
Fear of having to live with my mother in her old age, and mine.
Fear of confusion.
Fear this day will end on an unhappy note. 20
Fear of waking up to find you gone.
Fear of not loving and fear of not loving enough.
Fear that what I love will prove lethal to those I love.
Fear of death.
Fear of living too long. 25
Fear of death.

I've said that…



Your mission should you choose to accept it:

Part I
1. Divide the poem into six sections.
2. Keyword Note the poem. For each section of the poem, write down 2-3 of the most important words or concepts.
3. At the bottom of the page, using at least one word from each section, write a 2-3 sentence summary of the main idea or purpose of the poem.

Part II
1. Rewrite Raymond Carver’s poem from the perspective of one of the characters we’ve read about this year in English 10. Your poem must be the same length as Carver’s poem and must follow his same form. You may select any character, minor or major from one of the following texts:

a. The Namesake
b. Siddhartha
c. The Road
d. The Odyssey
e. All My Sons

2. Do not reveal the name of the character in your title or in the poem. The examples and details that you incorporate into the poem should reveal the complexity of the character and make evident who it is that you are describing. What are his or her motivations, fears, desires, flaws, and/or strengths? Think beyond the obvious, and use your creativity.
3. Create an appropriate thinking map to help you chart out your ideas before you begin writing the poem.
4. Turn these in no later than Friday, January 8.

Enjoy your break. I'll look forward to seeing you in the new year.

Figurative Language in The Story of an Hour

As you read The Story of an Hour, look for these figures of speech. Mark them and comment on their effect in the margins of the page.

Figures of Speech or Figurative Language

Alliteration- the repetition of two or more words of a word group with the same letter, as in apt alliteration's artful aid or she sells seashells by the seashore.

Metaphor- a term or phrase is applied to something or compared to something in order to suggest a similarity; a direct comparison as in “A mighty fortress is our God” or “You are my rock”

Simile - a figure of speech in which two unlike things are compared using like or as, as in “she is like a rose.”

Personification- giving personal or human characteristics to inanimate/ nonliving objects or idea, as in “Dawn with her rosy-fingers” or “The night crept into morning.”

Paradox - A figure or speech in which a seemingly self-contradictory statement is nevertheless found to be true. Example: standing is more tiring than walking. “Some things are simultaneously knowable and incomprehensible.”

Oxymoron- A figure of speech in which contradictory terms appear side by side; a compressed paradox, as in “cruel kindness” or “to make haste slowly” or “there was deafening silence” or “jumbo shrimp”

The Story of An Hour

Kate Chopin, 1851-1901
Often wrote about problems facing women in society.
Wrote over 100 short stories and 1 novel, The Awakening

Setting: The action takes place in a single hour in an American home in the last decade of the 19th century

Key vocabulary words:

elusive - hard to express or define
tumultuously- noisily, in and agitated manner
exalted - elevated
elixir - a substance with the power to cure all ills
importunities - annoyances, bothersome things

As I read aloud, mark all of the literary devices that you recognize. (For example, metaphor, simile, symbolism...) If you see something that looks like figurative language and you don't know the name, mark that too. Consider the effects of these literary devices on the reader and the development of the plot. We'll talk more...

Final Discussion Questions - 5 PIES

Here is the homework for the weekend. Many of you got a good start on this in class. Remember that often we must write down our ideas to better understand what it is that we think. Remember to get out your shovels and dig deeply.

Please write a PIE for 5 of the 7 questions listed below. Remember a PIE must contain:

Point = Make a claim about the play that is interesting and original.

Illustration = Provide a direct quote or evidence from the play with a page citation.

Explanation = Offer Analysis of the quote that explains how it relates to the point that you make in the first sentence.

1. What is the point of Joe saying, “They were all my sons”? Why is this phrase the play’s title?
2. Why does Joe decide to shoot himself? Think about multiple reasons. What are his other options?
3. How does Chris see Joe...
o at the start of the play?
o when he discovers Joe’s guilt?
o after he reads Larry’s letter to Ann?
4. Which characters have a strong sense of obligation to others? How does that influence their actions and reactions in the play? What is said and implied about individual and social responsibility in this play?
5. How does the fact that Joe is his father affect Chris’s judgment?
6. How is the play a commentary on the concept of the American Dream?
7. Is Joe Keller basically a good man? Justify your answer.

A sample PIE from Ms. Benson:

Point: Chris' idealistic outlook changes to a shameful reality because he realizes that he was a coward for not challenging his father earlier.

Illustration: Shortly after Joe admits to his horrific lie, Chris says, "I was made yellow in this house because I suspected my father and I did nothing about it...Now if I look at him all I'm able to do is cry" (Miller 80).

Explanation: Chris' view of himself and the world are shattered as much by Joe's unethical actions as by Chris' own inability to act. Joe killed twenty-one pilots, but Chris is also guilty for allowing Steve Deever to take the fall for his dad. As Chris proclaims, "I did nothing about." As a result, Chris must now accept that his cowardly inactivity contributed to a shameful and unjust reality for the Deever family.

Notice that I offer an introductory clause that provides context for my quote.

Images from the Play

Here are a few different scenes, sets and images from "All My Sons."

How do these compare to your visualization of the play? What is the significance of the symbols on the cover at right?

Act III Journal Reflection

We got so close... There are just a few pages remaining for you to read this evening. Finish the play and then complete this 1-page journal reflection in your notebooks.

Dig deeply. Do not allow yourself to be satisfied with simple answers. Life is complex, and so is this play.

What is your reaction to the end of this play? Make a text-to-self connection.

Why does Joe make the decision that he does at the end of the play? Think about multiple reasons.

What are his other options? What is your opinion of what he’s done?

All My Sons 4-Square Notes for Act I and II

The final multiple choice test for "All My Sons" will happen on Monday, December 14th . The vocabulary quiz will happen on Tuesday, December 15th.

You should create a 4-square chart to record main ideas and important details from the reading for Act I and Act II.

The stopping points for the Act I 4-square are as follows:

Pages 5-15, 15-28, 28-40. In each box record the main idea for that section of text as well as two details. In the final box, record a summary of the author's intent.


The stopping points for Act II 4-square are as follows:

Pages 40-57, 57-65, and 65-71. In each box record the main idea for that section of text as well as two quotes. In the final box, record a summary of the author's intent. That is, what is Miller's point in writing? What message is he trying to convey about a particular topic?


Thanks for all of the enthusiastic reading in class. I didn't know we had so many talent thespians in our midst. See you tomorrow.

Make-up Assignment for Quiz on Book 21

Please answer these questions only if you missed the quiz for Book 21. These are due on November 30.

Please answer the following questions in complete sentences:

1. Who is the first to try to string the bow? Describe what happens.
2. Odysseus reveals his true identity to what two men? Why does he choose these two men?
3. What do Odysseus and Telemachus tell the women servants to do? Why?
4. Where is Penelope during this entire incident? Who tells her to go there?
5. Who gives the beggar Odysseus the bow? What is the outcome of this event?
6. What are Odysseus and Telemachus about to do at the very end of the book?

Extra Credit Opportunities for Quarter 2

You may complete one of the following for extra credit in Quarter 2. I will make another option available at the end of the quarter. The assignment below is due by Friday, Dec. 4, 2009.

The Road: Movie vs. Novel
The movie version of The Road will be released on November 25. As an extra credit opportunity, you should attend the film with a parent/guardian. Then complete the following steps in order to earn up to 5 extra credit points. Trust me; these seemingly small assignments do make a difference in your overall grade for the quarter.

1. Go to the theater and watch the movie, The Road. You will need to attend this with a parent/guardian since the movie is rated R.
2. Save your ticket stub to submit with your paper.
3. Create a detailed double bubble comparing/contrasting the movie to the novel. Each bubble requires a specific example from the film and the novel.
4. Type a one-page, thoughtful observation about the most striking similarities and differences between the film and movie. This must provide evidence that you considered both texts carefully. Do discuss at the end of your paper which version of the story you preferred and why. Offer specific examples.
5. Discuss the film's themes and comparisons to the book with your adult viewing partner. After this discussion ask the parent/guardian, with whom you viewed the film, to hand write or type his/her reflections about the film and sign the paper.
6. Submit the movie stub, double bubble, your paper, and your adult's reflections (these can be brief) by Friday, December 4.

If you are unable to attend the film but would still like to do an extra credit assignment, complete the following:


Invocation of the Muse
Your Task: Imitate the first sixteen lines of The Odyssey, imagining that this is the opening to an epic about your life.

Procedure:

1. Think about a Hero Quest you’ve taken in your own life. Make this the basis of your piece.
2. Begin with an invocation to the Muse: “Tell me, Muse…” or “Sing to me, Muse…” or similar.
3. Include epithets about yourself and the other characters of your epic.
4. Give a snapshot of your quest.
5. Include a bit of “formal-sounding” language. The idea is to play with Homer’s language in order to become more comfortable with it.
6. Describe the setting. Make the setting sound grand in scale.

Example:

Tell me, Muse, about the man of many miles,
Who many times dashed as he ran through the streets of Santa
Monica. He saw the Fatigue of his teammates and knew their pain.
On the course, he too suffered great pains within his lungs,
Yearning for the finish line, and his teammates’ success.
He could not guide his team to victory, though he wanted to:
His teammates had lost the race because of their laziness.
The slackers had disregarded the wise words
Of the well-traveled coach Cady, who knew the path to victory.
Tell the tale for us, beginning with the previous day,
Sometime after the piercing bell had sounded.
When all the others, seeking refuge from the torments of school
Had fled, light-footed to the safety of their homes.
Yet he alone, longing for the final mile and his own return,
Wan confined by sound-minded Coach Cady, who strives for excellence,
To the fenced-in, crimson rubber surface that was his training ground.

Odyssey Test Details

Here are a few details for The Odyssey test tomorrow. On the writing portion think deeply and work to say something that is original and interesting. In order to do well, your paragraph must move beyond plot to explain what is important about the topic.

25 questions Scantron test - Multiple Choice, Quote Identification and Matching

Theme Paragraph:
Consider one of the following topics, develop it into a theme that is still meaningful and relevant today:

• Hubris
• Loyalty
• Role of women
• Role of the supernatural
• Hospitality
• Revenge
• Role of Heroism

Sample Topic Sentences:

Not So Good: There are many goddesses and women who work with Odysseus and battle against him. (This just summarizes plot and is not specific about details from the text.)

Better: In The Odyssey, Homer reveals that women ,who exert their powers through intellect and seduction, are ultimately more powerful than men who exercise their power through violence. ( This makes a universal statement and asserts an idea with which a reasonable person might disagree.)

The Week Ahead: November 16-20

Tuesday, November 17th - Final Drafts of The Road Essay due. Vocabulary Review.


Wednesday, November 18th - Book 21 of The Odyssey due. Read Book 22 in class.


Thursday, November 19th - Book 23 of The Odyssey due.

Friday, November 20th - Final Test -25 questions multiple choice and theme paragraph.

Tuesday, December 1st - The Odyssey Vocab and Transformation test.

The Road Essay - One Day Extension

Hello Students,
I have extended the final due date for The Road essay to Tuesday, November 17th. (I hope the sub conveyed this message to you.) Tuesday, at 3:10 p.m., is the last day to submit the essay without penalty. Please remember to bring a copy of the rough draft (that I initialed) to submit with your final draft. Make sure to ask questions if you still have them. Also, review the Tips for a Better Essay sheet, as well as the grading rubric before submitting your final draft. Be sure to attend to the details; they are important. I am looking forward to seeing some insightful thinking and solid improvements in these essays. I'll see you on Monday.

Regards,
Ms. B

Odyssey Character Chart

You will be responsible for knowing the importance of each of the following characters. As we watch the film, make note of adjectives to describe each character, as well as their relationship(s) to one another.

As you read Books 9, 10, 12, 21, 22, and 23 pay special attention to the epithets (or nicknames) that Homer uses to describe each character. Write these epithets into the chart, with page numbers. These epithets often provide a strong indication of the most vital aspects of the character's internal motivations.

The Odyssey Characters

Odysseus
Telemachus
Penelope
Laertes
Eurycleia
Anticleia
The Suitors
Eumaeus
Zeus
Poseidon
Athena
Hermes
Calypso
Circe
Polyphemos
Scylla and Charybdis

The Odyssey and Our World

Tiresias the blind prophet of the Underworld tells Odysseus, "The journey is your life, not the destination." Although Odysseus' sole focus is to return home, it is the trials and tests that he must battle along the way to his goals that define his character. While Odysseus' battles may seem far-fetched, the lesson is not lost on us today. How often do we spend more time focusing on what lies ahead instead of upon the challenges we must face in the moment?

The Road Essay

A Reminder:
The purpose of analytical writing is to examine the literature closely. You should look closely at the language and how it contributes to a larger theme. Take the pieces apart and put them back together (synthesize) so that you and the reader of your essay will have a new understanding of the text. Strive to anwer how and why questions, to say something original and to think deeply.

Due Dates
Blue Outline Packet: Monday, November 9
Typed Draft in MLA format: Wednesday, November 11
Final Draft Window: Thursday, November 12 - Monday, November 16 at 3:10 p.m.

1 day late = 25% off
2 days late or more= 50% off

The Assignment
In a well-organized and thoughtful essay answer one of the following questions. Work to say something that is uniquely your own about this text and to move beyond plot summary to thematic analysis.

1. What is McCarthy’s thematic message about good versus evil? Create a complex thematic statement and use well-selected evidence to support your statement. To get at your theme statement you may compare and contrast good and evil in a double bubble or examine causes and effects of both good and evil in two multi-flow maps.

2. Is this novel optimistic or pessimistic about humanity? In other words, does McCarthy believe that humans are basically good or evil? Take a stand on one side or the other and use convincing evidence from the text to prove your position.

3. According to McCarthy, what causes people to remain good in the face of evil and what are the effects on their humanity? Create a complex thematic statement and use insightful quotes to defend your ideas.


Grading Rubric

Organization:
___ The introduction engages the reader, introduces the topic, and includes a thesis statement that will serve as a blueprint for the main ideas developed in the body paragraphs.
___ Body paragraphs follow solid paragraph structure by beginning with a topic sentence, including two or three PIEs, and ending with a concluding sentence which refers clearly to thesis statement. PIE = Point, Illustration, Explanation
___ Transitions from part to part and paragraph to paragraph are smooth and logical.
___ Conclusion summarizes the ideas presented in the paper and leads the reader to an interesting idea—the So what? or the So why does this matter to life?

Ideas:
___ Thesis is clearly stated, fully expanded, specifically states the main ideas of your paper
___ Thesis says something specific about the topic being explored. Theme = topic + author’s lesson about topic
___ Ideas are presented logically and clearly in body paragraphs that are relevant to the thesis
___ Each paragraph includes at least two illustrations quoted from the text to support ideas.
___ All ideas are explained and analyzed fully.
___ Papers that exceed expectations also analyze how the elements of McCarthy’s style contribute to the theme—in other words, how McCarthy uses language to convey a message.

Conventions:
___Words are clear, precise and spelled correctly
___ Sentence formation is clear and varie
___ Proper punctuation is used, especially with conjunctions.
___ MLA format is used to document direct quotations, and a works cited entry for The Road is included at the end of the essay. Other sources used are properly cited.

A Few Thoughts on the End of Q1

Phew, I have been working diligently to return The Namesake essays to you, so my updates on the blog have been lagging this week. Remember that writing is a process that requires much of you in terms of thinking and doing. Commit to the process - brainstorming, prewriting, drafting and revising - and you will improve your skills. We are not born writers; we must become writers.

I will have all of the make-up work that you have submitted (and there has been lots of this) due to illness, posted to Edline by the end of the week.

Here are the final assessments that will be part of your Quarter 1 grade. All are scheduled for Thursday, November 5:

The Road Final Reading Quiz (20 points)
Vocab Quiz (All Road and Transformation Vocabulary) (20 points)
Notebook Check (20 points)

Looking to the end of the week, we will be leaving the post-apocalyptic 21st century and voyaging back to the eighth century B.C. to travel with Greek war hero Odysseus as he sets sail for home in Ithaca, after ten years of fighting in the Trojan War. In the ten years that it takes him to reach home, he must battle monsters and gods, face down temptresses, and ward off supernatural forces of epic proportions. All the while, his home is being ravaged by suitors in hot pursuit of Odysseus' earthly possession and his wife Penelope. And you thought high school was tough?

Stay tuned...

Sample Analytical Paragraph and Peer Revision

Here is the sample paragraph that I showed you in class. This is what a well-organized analytical paragraph should look like. Take note of the ratio of purple to blue. That is, the quotes are short and the explanation is longer. Rarely do you need to insert long quotes to make your point. Shorter more concise sections of the text are often more effective.

1/3 of your paragraph = Illustration/Qutoe and 2/3 = Explanation/Analysis.

Point: Identify rhetorical elements and introduce the effect on the reader
Illustration: Quotes
Explanation/Analysis : Pull out ideas about how the style of the quote is connected to the theme of the entire novel


McCarthy asserts that the post-apocalyptic world is both literally and figuratively hell on earth, in which evil threatens to overtake any remaining goodness in the world. He begins literally by vividly describing the entire country as being “looted, ransacked and ravaged. Rifled of every crumb.” McCarthy’s precise diction creates the picture of utter destitution, of a barren landscape that has been robbed by circumstance and humanity of its life-sustaining properties. Additionally, McCarthy’s metaphoric comparison of night to “casket black” suggests that the entire world is a tomb. The boy and the man are the occupants, struggling to push open the door of the casket in order to see light, to maintain hope. Finally, in crafting this picture of hell on earth, McCarthy draws the comparison, through simile, that the world is “like a dawn before the battle.” The word “battle” implies that the boy and dad must fight everyday to scavenge for scarce resources and to fight off would-be attackers. Yet, more importantly, this day’s battle, like the sun rising at “dawn,” is part of a larger symbolic war in which survival represents a triumph of humanity and perseverance in a world that has become a living hell.


Peer Revision:

Reread the passages.
1. Does the topic assert an idea or simply restate plot? Label this with IDEA or PLOT. How might the writer improve this?
2. Try to label the parts of the paragraph. T PIE PIE C. If something is missing, let the writer know. ( Missing a Point here or Where is you Illustration?)
3. Put a box around everything that you consider to be explanation. Look for:
a. identification of literary device
b. explanation of the effect
c. connections to larger ideas and themes in the text.
4. Look at the ratio of Illustration to Evidence. This should be a 1/3 to 2/3 ratio. Write in the margin the writers ratio of Illustration to Evidence. Where do they need more or less?
5. Write a least two comments about the explanation portion of the paragraph. (Needs more discussion of effect or Good identification of devices, but how does this connect to theme?)
6. At the bottom, offer an overall comment. Identify a strength in the paragraph and suggest one area for the writer to improve upon.
7. Sign this with you name.

Revise this paragraph based on the comments you received, type in Times New Roman, 12pt font, double-spaced for tomorrow.

Rhetorical Devices and Literary Strategies

If as we were reading those passages today in class, you were having trouble naming the stylistic elements you were seeing in McCarthy's writing, check out the link below. Having the proper names for things is powerful. It makes you smarter and more articulate and improves your ability analyze and synthesize.

Ms. Roehl wrote this on her blog:

"Strong writers master the art of rhetoric. Literary devices are a subset of rhetoric. Strong writers are able to incorporate elements of rhetoric in their own writing, and reading. Analyzing literature for elements of rhetoric is an important step on your path to strong writing."

I couldn't agree more.


Click here to review a comprehensive list of literary devices and rhetorical elements.

Close Reading and Paragraph

Goals:
Close reading can and should promote insights and questions about texts beyond the specific passage under consideration. Close reading should develop your ability to:
1) Identify specific rhetorical elements and literary strategies within a short passage.
2) Consider the effect these techniques have on a reader’s perception of tone and content.
3) Explain ideas about how the style of the entire text is connected to the content and theme of the entire text. These deep explanations are what is missing in your E's of your PIEs.

The Passage - As a class:“He found pieces of flint or chert in a ditch but in the end it was easier to rake the pliers down the side of a rock at the bottom of which he’d made a small pile of tinder soaked in gas. Two more days. Then three. They were starving right enough. The country was looted, ransacked, ravaged. Rifled of every crumb. The nights were blinding cold and casket black and the long reach of the morning had a terrible silence to it. Like a dawn before battle. The boy’s candlecolored skin was all but translucent. With his great staring eyes he’d the look of an alien” (129).

1. Underline any word, phrase, or line that jumps out at you, even if you’re not sure why. Think about sound, diction, anything that even suggests style, whether you can put a name to what’s going on or not.
2. With a partner, see how many of your underlined words or phrases you can label. If you don’t know the actual name of the technique, or if you aren’t certain, describe the effect as best you can. Write your ideas in the margin.
3. Make a thematic connection to the underlined words or phrases. How does this stylistic element add to the text as a whole? Reflect not just on the element, but on the whole text—how are they related?


Homework - Try it again with one of the following passages. Please recreate the chart from the handout in your notebook. The three columns should be labeled (Text / Effect / Reflection or Connection).

“They scrabbled through the charred ruins of houses they would not have entered before. A corpse floating in the black water of a basement among the trash and rusting ductwork. He stood in a living room partly burned and open to the sky. The waterbuckled boards sloping away into the yard. Soggy volumes in a bookcase. He took one down and opened it and then put it back. Everything damp. Rotting. In a drawer he found a candle. No way to light it. He put it in his pocket. He walked out in the gray light and stood and he saw for a brief moment the absolute truth of the world. The cold relentless circling of the intestate earth. Darkness implacable. The blind dogs of the sun in their running. The crushing black vacuum of the universe. And somewhere two hunted animals trembling like groundfoxes in their cover. Borrowed time and borrowed world and borrowed eyes with which to sorrow it” (130).

“When he woke again he thought the rain had stopped. But that wasnt what woke him. He’d been visited in a dream by creatures of a kind he’d never seen before. They did not speak. He thought that they’d been crouching by the side of his cot as he slept and then had skulked away on his awakening. He turned and looked at the boy. Maybe he understood for the first time that to the boy he was himself an alien. A being from a planet that no longer existed. The tales of which were suspect. He could not construct for the child’s pleasure the world he’d lost without constructing the loss as well and he thought perhaps the child had known this better than he. He tried to remember the dream but he could not. All that was left was the feeling of it. He thought perhaps they’d come to warn him. Of what? That he could not enkindle in the heart of the child what was ashes in his own. Even now some part of him wished they’d never found this refuge. Some part of him always wished it to be over” (154).

For the second passage that you selected, write a paragraph in which you sum up how the style of the passage is instrumental in conveying the idea of the text as a whole. Use all the good work you did marking up the paragraph and filling in the chart as the basis for your paragraph.

Remember to follow the following format:
Topic Sentence - asserts the main idea of the paragraph
Point - 1st sub point
Illustration - quote
Explanation - of devices, effects, and connection to big ideas
Point - 2nd sub point
Illustration - quote
Explanation - of devices, effects, and connection to big ideas
Conclusion

Ely and Elijah - Biblical Allusion in The Road

Did you know?

The prophet Elijah is the harbinger of the apocalypse — the “great and terrible day of the Lord.”

harbinger = a person or thing that foreshadows or predicts something (A robin is a harbinger of spring)

“According to the Books of Kings, Elijah raised the dead, brought fire down from the sky, and ascended into heaven in a chariot. In the Book of Malachi, Elijah's return is prophesied "before the coming of the great and terrible day of the Lord,"[2] making him a harbinger of the Messiah and the eschaton in various faiths that revere the Hebrew Bible.”

eschaton = Eschaton means judgement day or end of the world.

http://en.wikipedia.org/wiki/Elijah

Cormac McCarthy, you're so cool. Thanks for this, Ms. Hatten.

The Road and "Transformation" Vocabulary

Here are the vocabulary words you will be responsible for learning before the quiz on November 5th. If you missed class today, ask me about the Vocab 4-square when you return.

I've also included a bit of information about the Flocabulary book and music we have been listening to in class:

"The Flocabulary series book defines five hundred SAT-level words in eleven
songs (roughly forty-five per song).

Flocabulary fuses hip-hop music with vocabulary words and their definitions to
make learning vocabulary easy and engaging.

Flocabulary is mnemonic-laced rap music. Rap music is so easy to memorize
in itself because it is based in rhyming, and using rhyme is one of the most
effective memorization strategies. Just think about it: how many songs do you
have memorized?"


Excerpted from www.flocabulary.com

The Road Vocabulary

fable (fabulist) (3)
apparition (apparitional) (9)
uncanny (18)
feral (52)
meager (60)
entity (88)
retract (120)*
apocalypse (apocalyptic) (155)
fey (187)
grotto (189)
myriad (219)
stagnant (224)
ominous (229)
derelict (276)
* Appears on previous list


"Transformation" Vocabulary

myopic
rationcinate
render
recapitualte
loquacious
verbose
gregarious
elocution
cicumlocution
recalcitrant
cogent
seminal
meritorious
redact
placate
tedious

Lyrics from the "Transformation" Rap:

The transformation of bookworms
into hip-hop icons,
a dictionary and a microphone,
a dictionary and a mic.
x2

Now this here’s a story for
the fellows and ladies,
sporting pocket protectors and
socket inspectors and marking their vectors, glasses thick,
they’re myopic, short-sighted,
they can’t see the crumbs on their lips.
They don’t say the word think,
they say “ratiocinate.”
They don’t render “repeat,”
they say “recapitulate.”
When they speak they’re
wordy and loquacious,
verbose and gregarious,
so many words it’s hilarious.
They study elocution,
the art of public speaking,
but they talk in circumlocutions,
indirect language.
They’re recalcitrant,
defiant and unapologetic.
Write an essay on
Shakespeare for extra-credit.
So cogent and smart
that it changes the field,
it’s seminal and original.
Their meritorious work always deserves merit,
they revise and redact their papers, they edit.
They placate their parents,
soothe them out,
by always getting good grades
and never leaving the house.
To them homework is never tedious,
dull and boring, they’re never snoring or yawning
they’re working evening and morning.

Video Clips for "A Song on the End of the World"

We discussed Milosz poem on Friday, based on a purely textual reading. Now consider it from an historical perspective. It was written in Warsaw in 1944.

To watch a visual retelling of the poem that concentrates on images, click on the following link:
http://www.youtube.com/watch?v=jMObij-VTmA

To see a video of the poem being read over some haunting images, click on the following link: http://www.youtube.com/watch?v=GioXyvUnyJc

Questions to consider:

What was happening in the world at that time?

Why might Milosz have been so concerned about the end of the world based on historical events?

Thinking historically, what is the significance of the line, "No one believes it is happening now"?

Do you think more or less of the poem when you consider it from an historical perspective? Explain.

What effect does this sight and sound imagery in the video have upon your understanding of the poem?

Does the video offer an accurate interpretation ? What lines in the poem provide evidence of this?

What images would you select if you were going to make a similar video?

Create a Blog Post:

Create a blog post that answers at least one of the above questions. Or pose your own question and attempt to answer it. Do not just repeat what has already been offered. Try to say something original. The best responses will offer textual support in the form of a quote. Be sure to tell us your first name and hour. Please post by Wednesday, October 27th at midnight.

A Song on the End of the World

Here is the text we engaged with for our "Fun Friday" activities in English 10.
If you did not have a chance to finish the closing questions, remember to answer them thoughtfully and thoroughly for Monday.

A Song on the End of the World

by Czelaw Milosz
Translation by Antony Milosz

On the day the world ends
A bee circles a clover,
A fisherman mends a glimmering net.
Happy porpoises jump in the sea,
By the rainspout young sparrows are playing
And the snake is gold-skinned as it should always be.

On the day the world ends
Women walk through the fields under their umbrellas,
A drunkard grows sleepy at the edge of a lawn,
Vegetable peddlers shout in the street
And a yellow-sailed boat comes nearer the island,
The voice of a violin lasts in the airAnd leads into a starry night.

And those who expected lightning and thunder
Are disappointed.
And those who expected signs and archangels’ trumps
Do not believe it is happening now.
As long as the sun and the moon are above,
As long as the bumblebee visits a rose,
As long as rosy infants are born
No one believes it is happening now.

Only a white-haired old man, who would be a prophet
Yet is not a prophet, for he’s much too busy,
Repeats while he binds his tomatoes:
No other end of the world will there be,
No other end of the world will there be.

Denotations
•Write definitions of words next to these words, on the poem:

•Peddlers = sellers
•Archangels = high ranking angels
•Trumps = trumpets
•Prophet is someone who 1) speaks to god, 2) has moral insight, or 3) predicts the future
•Binds = ties


Read and Annotate
Read poem silently or aloud toyourself while annotating (making margin notes) :

1.Imagery = descriptive language that appeals to senses of smell, sight, taste, touch and sound. Underline words or phrases that appeal to the senses. Make a note about why your selections were interesting or notable. What is the effect of this imagery?
2.What is the mood or feeling of the poem? How do you know? What lines support that?
3.What is the tone or author’s attitude toward subject? What lines support your idea?
4.What is ironic about the poem? Irony = contradicts what is expected
5.Create a title for each stanza.

Closing Questions
1.What is Milosz message to us about the end of the world?
2.What would McCarthy say to Milosz about the end of the world?
3. Which one has it right? Why do you say this?

The Road Reading Calendar

The date indicates the due date for the reading selection. Be prepared for discussion or a quiz.

Oct 20: pgs 3-27

Oct 21: pgs 28-mid 52

Oct 22: pgs bot 52-mid 77

Oct 23: pgs bot 77-102

Oct 26: pgs 103-top 129

Oct 27: pgs mid 129-top 161

Oct 28: pgs 161-mid 180

Oct 29: pgs bot 180-204

Oct 30: pgs 205-top 231

Nov 2: pgs mid 231-256

Nov 3: pgs 257-287

“On this road there are no godspoke men. They are gone and I am left and they have taken with them the world. Query: how does the never to be differ from what never was?”

MEA Weekend Homework

Enjoy the long weekend. Take some time to rest and relax, especially if you are one of those who has been battling the flu.

Also, remember to study your vocab.

2nd hour posted an impressive 55 seconds for "I have, who has". Keep reviewing those definitions.

3rd hour - A little rest and some studying, you'll be ready to go after break.

4th hour - I found a few words on the floor that never got distributed, OOPS! So, we'll give it a whirl again after break.

The vocab quiz is on Tuesday, October 20th.

Do take advantage of the Extra Credit Opportunity for Siddhartha. Take some time to explore and express a few of your ideas about this text. Practice the PIE technique. Stretch your brain, improve your writing, and earn a few extra credit points. A win-win situation. Those points may seem small, but they can have a big impact on your grade.

We will see you in a few.

Insightful Quotes

For tomorrow you will be finishing the novel Siddhartha. Please come to class with 2 insightful quotes written in your notebook. That is, find a quote from the first half of the novel and a quote from the second half of the novel that offers insight into an important character, plot event, topic, or symbol. Write these down in your notebook. I forgot to mention this to hours 3 and 4, so we'll see who is checking this blog regularly. We will use these to begin our final discussion about the text. See you tomorrow.

Siddhartha Extra Credit Opportunity

For your second extra credit opportunity of the quarter, consider writing a detailed and well-organized paragraph on Siddhartha that answers one of the prompts below. The paragraph is worth up to five points, and although you may not think that five points is a lot, it really does help your grade. If you are also completing "The Overcoat" extra credit, due this Tuesday, those 10 points would really boost your grade.

Typed paragraphs in MLA formatting are due by Friday, October 23. ( Ms. Benson's Birthday!) Remember that a paragraph should have at least two PIEs, and make sure your points, illustrations and explanations prove your topic sentence (which is basically your thesis). Remember that direct quotations are the best illustrations for your analytical points. These paragraphs should draw upon the good ideas and quotations that have been offered in class. Make sure that all of your sentences include active verbs, descriptive adjectives, and clarifying phrases. Create interest through your word choice and sentence structure.

Paragraph Prompts (Choose One)

1. Discuss the influence of Vasudeva on Siddhartha’s life.
2. Discuss the influence of Siddartha's son on Siddhartha’s life.
3. Discuss a thematic aspect of searching as it is found in Siddhartha.
4. Discuss Hermann Hesse’s success in teaching concepts of Buddhism in the novel Siddhartha.
5. Discuss Hermann Hesse’s success in teaching concepts of Hinduism in the novel Siddhartha.
6. Discuss a thematic aspect of learning or education as it is found in Siddhartha.

Siddhartha Vocabulary

In case you missed these in class here are the vocabulary words for Siddhartha..

Final test on Siddhartha: October 14th
Vocabulary Test: October 20th

vocation (4)

orator (oration) (4)

atone (atonement) (5)

ascetic (9)

austere (18)

ostracize (45)

prudent (63)

compel (66)

desolate (desolation) (66)

concede (70)

formidable (79)

permeate (94)

diligent (95)

carouse (97)

benevolence (147)

Hinduism and Buddhism Terms

Your homework for Monday, in addtion to reading Chapters 9 and 10 in Siddhartha, is to complete the Hinduism and Buddhism sheet. Here are the directions:

1. Define the term.
2. Offer a quote that shows evidence of this element in the text.
3. Write a detailed and interesting sentence that explains the significance of the quote. Don't just retell plot. Try instead to offer insight or clarifiy an idea. Use strong verbs and adjectives like you did with your sentence stretchers.

Enjoy the weekend. Thanks for another great week of ideas and energy.


Hindu Terms


Meditation


Dharma


Brahmin


Samsara


Om


Atman/Brahman



Buddhist Terms


Four Noble Truths



Eightfold Noble Path



Nirvana / Enlightenment


Historical Buddha (Sakyamuni)


Dharma


Karma

Verb Taxonomies and Sentence Stretchers

I really enjoyed the energy in the classroom today. I liked that some of you were pouring over your words, sifting through verbs of locomotion and verbs of thought/action to find precisely the right word to describe the characters in the novel. Remember to apply this same level of care to your essay writing. Taking the time to choose just the right verb and the most accurate adjective will make all of your sentences do more work.

Now that we've created these word banks, I know that you have the ability and resources to describe more accurately what it is that you are thinking about the books that we read. Don't let yourself be satisified with stale, boring or plain words; work to incorporate the succulent, delicious, and juicy details. This makes for much livlier, imaginative and interesting discussions.

Sentence Stretchers Format:

When, determiner, adjective, subject, verb of locomotion or vocalization/thought, adverb, where.

Here are a few creative Animal Sentence Stretchers from today:

On Christmas, a herd of tipsy koalas slaughtered quietly in dJibouti.

At 5:23 and 36 seconds in the morning, a herd of delicious manatees primped sluggishly in Atlantis.

One dark and stormy night, a million dirty water buffalo frolicked joyfully in the microwave.

Four years into the future, a murder of drop dead gorgeous platapus pranced amazingly on the planet of some awesome sauce.



Here are a few detailed and insightful Siddhartha Sentence Stretchers from today:

For years, the young Siddhartha searched diligently for salvation.

After his meal, a patient Gotama conversed lovingly in the woods.

Before Christ, a group os acestic Samanas starved painfully in the forest.

A long time ago, an independent and confident Govinda detached reluctantly from Siddhartha.

Everyday, a young serious Siddhartha evaluated cautiously his future.

After enlightenment, the loyal Govinda embraces openly the teachings of Buddha.

Siddhartha Reading Calendar

Here are a few reasons why you should care about Siddhartha:

1. Reading about him improves your knowledge and cultural literacy about world religions like Hinduism and Bhuddism.
2. He is a dude who is searching for more in life. He wants to move beyond all of the worldly trappings of jealousy, lust, and greed to find ultimate inner-peace. Sounds nice, right?
3. Siddhartha's quest is a classic story of discovery. It is one that is patterned after the Odyssey. Knowing his story helps us to better understand the single monomyth that is told and retold throughout different times and different cultures. Think about Gladiator, Star Wars, Finding Nemo, Siddhartha; these are all the same basic quest stories.

Reading Schedule

The date indicates the due date for the reading selection. Be prepared for discussion or a quiz.

Oct 6: Chapters 1 & 2
Oct 7: Chapters 3 & 4
Oct 8: Chapters 5 & 6
Oct 9: Chapters 7 & 8
Oct 12: Chapters 9 & 10
Oct 13: Chapters 11 & 12

October 13: Vocabulary Test
October 14: Final Test

"Nothing was, nothing will be, everything has reality and presence."

The Essay Window Due Date Closes October 5th.

The window of opportunity closes on Monday, Oct. 5, 2009 at 3:10 p.m. I repeat, the last day to turn in the final draft of your Namesake essay without penalty is Monday, Oct. 5 at 3:10 p.m.

Papers turned in on Tuesday, Oct. 6 will receive a 25% deduction off the score earned.

Papers turned in on Wednesday, Oct. 7 or later will only receive half credit.

Reminder: Thursday, October 1, is your 50 question mulitiple choice test on the novel, as well as the 33 vocabulary words we've been studying in class.

For the record, 4th hour has recorded the fastest time in I have, who has... with an impressive 1:04. Nice team work.

Essay Tips: Personal Pronouns and MLA Formatting

I was impressed with the subtantive drafts that students brought to class today. Hopefully you received some useful feedback from your peers. Remember that writing is a process, we are not born good writers or bad writers, we have to practice to improve our skill.

A few important reminders as you work to your final drafts due between October 1-5:

Eliminate personal pronouns like I or You.

Academic writing requires essays to be written in third person, so the second person voice of you cannot be used. When reading you, readers replace their name for that word, which often confuses the sentence.

Also, there is no need to say "I think" or "I believe". Saying "I think" is redundant and actually undercuts the strength of your ideas. Simply assert your ideas in a declarative statement and the reader will obviously know that you think this. Also all of those "I think" statements are like dead wood floating on the surface of a river. They simply impede ( or get in the way) of the flow of ideas.

MLA Formatting - Pay attention to the details.

EHS follows the citation and formatting rules of The Modern Language Association (MLA).To format MLA papers correctly make sure that you double space throughout the paper, have 1-inch margins, and use Times New Roman 12-point font.

MLA papers also have a header on each page with the student's last name and page number flush right. To add a header in Word, go to View Header and Footer. The Header box will appear on the top of the page, and you can align right your name and use the insert page number [#] icon.

In-text citations for MLA papers look like this after each direct quotation:

"Blah, blah, blah, quotation, blah" (Lahiri 23).

Be exact. The period only goes after the ending parenthesis. There are no commas between the author's last name and the page number.

The book title should be written in italics, as in The Namesake.

MLA also requires a Works Cited page to correspond to your MLA in-text citations. For this first paper, you should only have one citation, The Namesake, because you are using only your brain and no outside research from the Internet, etc. on your topic.The Works Cited page is technically its own page. However, for this essay assignment, you may type your works cited entry at the end of your essay to save a piece of paper. Here's the works cited entry.

Lahiri, Jhumpa. The Namesake. New York: Houghton Mifflin Co., 2003.

Use the hanging indent feature under paragraph formatting in Word so that the second line of each works cited entry is indented five spaces. Works cited entries are also double spaced.

Phew. Attending to the details does make a difference in the overall presentation of your paper.

Conjunction Punctuation

Types of Conjunctions

· Coordinating Conjunctions—connect grammatically equal elements—for, and, nor, but, or yet, so

· Correlative conjunctions—pairs of conjunctions that connect grammatically equal elements. Example: The work is not only profitable but also pleasant.

· Subordinating conjunctions—introduce subordinate clauses, usually adverb clauses.

· Conjunctive Adverbs—indicate relation between independent clauses. Example: I ate breakfast; however, I am still hungry.

Coordinating Conjunctions Punctuation

· Thumb test--do you have two complete sentences on each side of the conjunction?

· When the coordinating conjunctions join two independent clauses, a comma is placed before the conjunction.

· When the coordinating conjunction joins parts of a compound subject, predicate or object, no comma is used before the conjunction.

Examples:
It was after midnight, and I missed my bus. (compound sentence)
I missed my bus and forgot cab money. (compound predicate)


Subordinating Conjunction/Adverb Clause Punctuation

· Adverb clauses begin with subordinating conjunctions (common ones—if, as, because, since, after, before, although, though, unless, while, so that, in order that, that, than, until, when)
· Adverb clauses mainly emphasize verbs, answering how, when, where, why, to what extent
· When an adverb clause appears at the beginning of the sentence, a comma is placed at the end of the introductory clause.
· No commas are used when an adverb clause appears at the end of the sentence.
· Punctuation--The two above sentences were actually your examples. In other words, introductory adverb clauses have commas after them; ending adverb clauses do not take a comma.

Peer Editing

Greet your partner. Trade papers.

Writer: Tell your responder what you need from them. (For example, “I am most concerned that my thesis isn’t strong.” “I don’t know if the explanations of my quotes are clear enough.” “I can’t think of an attention-getter.”)

Responder: Write down these questions or concerns at the top of the paper. Write your name beneath these comments.

Responder:

1. Read introductory paragraph and bracket the thesis statement.
2. Circle the causes mentioned in the thesis and underline the effects mentioned in the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to a cause or effect mentioned in the thesis? Does it assert an idea?
4. Read the first body paragraph.
5. Identify the Points (P from PIE). Put a star by each P.
6. Identify the Illustrations. Underline each one.
7. Evaluate each Explanation – does the writer clearly explain how each illustration proves the topic sentence of the paragraph? Write + or - in the margin next to each E.
8. Repeat for each additional body paragraph.
9. Read the conclusion. Circle the section wherein the author explains the “So what?” of her/his argument. Does the author show how this topic connects to life?
10. Go back to the essay to help the writer with her/his particular question or concern. Talk together about it, and come up with a plan for the writer.

Writer: Review responder’s notes and ask any questions you have. Make notes about what you need to improve.

Yoda says...

Wise are you, young sophomores.

Extra Credit Opportunity

At least one time per quarter, the English 10 teachers offer an extra credit assignment to extend the learning. This assignment is open to all students; however, students who have missed turning in a daily assignment should pay special attention to this opportunity to make up for those lost points.

For the first extra credit assigment of the year, students may read Nikolai Gogol's short story "The Overcoat," the story that saved Ashoke's life in The Namesake and complete the questions below.

"The Overcoat" may be read online by clicking here.

Turn in your answers to the following questions by Tuesday, October 13 for up to five points of extra credit. Responses must be thorogh and phrased in complete sentences in order to earn the full five points.

1. The name Akaky comes from a Greek word meaning "no evil." How does the origin of Akaky's name relate to his character and to his experiences in "The Overcoat"?
2. How does Akaky change after he purchases the overcoat? In what ways does he remain the same?
3. Discuss how the overcoat can be symbolic of all three of the following ideas: security, risk-taking, and identity.
4. Discuss the theme--material possessions have a dramatic impact on the way people view themselves--as it applies to both "The Overcoat" and The Namesake by writing one PIE of literary analysis on this theme. The illustration for your PIE should be a direct quotation from "The Overcoat." Site the quotation in proper MLA format with the page number from the online PDF file that links this blog post to the short story.
5. Discuss another thematic connection that you thought of between "The Overcoat" and The Namesake by writing one PIE of literary analysis. Your illustration for the PIE should be a direct quote from "The Overcoat." Remember MLA citation for your direct quotation.

The Namesake Prewriting and Paper Assignment

Today you were to have completed some pre-work to get you started on your first draft of The Namesake paper. Brainstorming and mapping ideas are a crucial step in writing a thoughtful and well-organized essay. If you wait to do it all until the night before, you may not produce the quality work that you are capable of creating. And, you will create much undo stress for yourself.

Prewriting Homework: (Due Monday, September 28)
Your prewriting involves two notebook pages. One page lists all five possible topics and a brainstorm list of times that the topic appeared in the novel. Write down as many ideas for each topic as you can.

The second notebook page is a multi-flow map that analyzes the causes and effects of your chosen topic. The frame of reference should contain direct quotes with page numbers that support your points. Your frame should also contain a first draft of your thesis statement. Be sure to review the cultural conflict multi-flow page in your notebook as a model for this page.
So dig in and get 'er done.

Remember to work toward originality and specificity. Reject the first idea you have, as it will probably be the first idea most everyone has. Get out your shovels and dig deeper- look beyond plot and think about the so what?. Critical thinking and analysis requires you to peel back the layers of the onion to reveal what is at the core. (Thanks to one of my metaphor groups for this good analogy.)

The Namesake Cause and Effect Paper Assignment:
(First complete, typed draft due Wednesday, September 30: Final Draft due between October 1-5)

Writing Prompt
Write a two-page paper (minimum) that discusses the causes and effects of one of the following topics in terms of a theme Jhumpa Lahiri develops in The Namesake. This essay is not a research paper, so you should not consult outside sources for ideas. I want to assess your thinking and your analysis of the novel.

• Isolation
• Dual identity
• Secrets
• Successful Relationships
• Parental expectations

Grading Rubric

Organization:
 The introduction engages the reader, introduces the topic, and includes a thesis statement that will serve as a blueprint for the main ideas developed in the body paragraphs.
 Body paragraphs follow solid paragraph structure by beginning with a topic sentence, including two or three PIEs, and ending with a concluding sentence which refers clearly to thesis statement. PIE = Point, Illustration, Explanation
 Transitions from part to part and paragraph to paragraph are smooth and logical.
 Conclusion summarizes the ideas presented in the paper and leads the reader to an interesting idea—the So what? or the So why does this matter to life?

Ideas:
 Thesis is clearly stated, fully expanded, specifically states the main ideas of your paper
 Thesis says something specific about the topic being explored. Theme = topic + author’s lesson about topic
 Ideas are presented logically and clearly in body paragraphs that are relevant to the thesis
 Each paragraph includes at least two illustrations quoted from the text to support ideas.
 All ideas are explained and analyzed fully.

Conventions:
 Words are clear, precise and spelled correctly
 Sentence formation is clear and varied
 Proper punctuation is used

Due Dates:
• The first,complete typed draft is due on Wednesday, September 30 for peer review points. Please double-space, use 12pt, Times New Roman font, 1" margins.

• The final draft due date window is from Thursday, October 1 to Monday, October 5 at 3:10 p.m.

• Papers turned in on Tuesday, October 6, will be graded, and then 25% will be deducted from the score earned.

• Papers turned in on Wednesday, October 7 will only receive half-credit.

Thesis and Organization from the Multi-Flow

Here is a little debrief after our discussion about thesis statements and the multi-flow map today. Ms.Roehl developed the thesis -I crafted the PIE example.

After you have generated ideas on your multi-flow map, it's time to think about a thesis and organization. Both are easy to do from the multi-flow map. The thesis should incorporate the general causes and effects in the boxes and be a blueprint for the body paragraphs.

Read the following draft of Ms. Roehl's thesis statement that tells a theme about the causes and effects of the topic "cultural conflict."

In The Namesake, Jhumpa Lahiri claims that people who face cultural conflict caused by a separation from their familiar lifestyle end up rebelling against their traditional culture, assimilating to the new culture, or living a somewhat isolated life from the culture of power in their new society."

(I like her example because it is original, offers specific details, and asserts a strong idea. You don't necessarily need three subpoints in the thesis, but in this case it works.)

Did you notice how the boxes on the multi-flow map came alive in the thesis? Did you notice my cause and effect verb bank too? You can also organize the essay right from the multi-flow map and thesis.

Here are my potential body paragraphs:

1. Causes of cultural conflict on separation caused by fear and being homesick. That paragraph would have a PIE on fear and a PIE on being homesick.

2. Effect of cultural conflict being rebellion as illustrated by Gogol and Sonia.

3. Effect of cultural conflict being assimilation as illustrated by Ashoke's dress and naming of children.

4. Effect of cultural conflict being isolation as illustrated by Ashima's Bengali friends, food and clothing.

As another model to help you write your essay. Here's a draft of part of the body paragraph on isolation and Ashima with the PIE about food.

TOPIC SENTENCE - Ashima’s acute sense of cultural isolation is caused most profoundly by a sense that something is missing, even in the most familiar of things.

POINT: First, as Ashima looks for comfort in the cooking from her home country of India, even the foods that she craves most are lacking in some satisfying, key ingredient.

ILLUSTRATION: For example, in chapter one when Ashima, attempts to make the spicy Rice Krispies snack with peanuts and red onions that she used to buy in the streets of Calcutta, she wishes “there were mustard oil to pour into the mix…[it] is a humble approximation of the snack sold for pennies on Calcutta sidewalks and on railway platforms throughout India.” As she tastes it from her palms, she thinks “as usual, there’s something missing” (1).

EXPLANATION: Even the most common items that bring her comfort are only “humble” or inferior substitutes for what she misses in India. The uniquely American "Rice Krispies" and "Planters" do not mix in a satisfying way with her Indian spices. The overall taste leaves her feeling empty. The “something missing” in the food is symbolic of the emptiness that Ashima feels as she attempts to combine her Indian heritage with American culture.

Come ready to generate your own ideas tomorrow.

PIE Paragraph Structure- YUMMY!

You will soon be writing your first full essay for English 10. The multi-flow that we talked about in class will help you to generate ideas and get to an insightful and analytical thesis statement.

The PIE format detailed below is the structure you will want to use for each of your body paragraphs:

TOPIC SENTENCE: This sentence must serve as the blueprint for the paragraph and is similar to a thesis statement. The topic sentence focuses on one aspect of the thesis statement that will be proven in the paragraph.

POINT: This general analytical statement goes beyond plot summary to make a claim about a sub-point of the paragraph topic sentence. On a multi-flow map, these general statements come from the general ideas in the cause and effect boxes.

ILLUSTRATION: Direct quotations from a text are the most credible proof for your points. Be sure to use MLA in-text citations so that the reader knows the page where the quotation appears. If you know a specific example from the book that proves your point and you are unable to locate the quotation in the book, you may re-tell the detail for the illustration--as a last resort. Also, be sure that you select the most relevant portion of the passage to include so that your essay does not contain a number of lengthy quotations. On a multi-flow map these illustrations are found in the frame of reference as supporting details for the cause and effect boxes.

EXPLANATION: This sentence is often the most difficult to write because it requires that the essay writer think about how the point being made intersects with the illustration to give a deep understanding of the central meaning of the text as a whole.

Additionally, REPEAT PIE one or two more times in the paragraph to provide enough detail to prove your topic sentence.

CONCLUDING SENTENCE: This sentence goes beyond simply recapping the paragraph. It also provides an extension of ideas. This is the So what? of the paragraph that relates to the thesis statement that you are proving. When writing this sentence consider what is relevant and meaningful to readers about the ideas expressed in the paragraph

Cause and Effect Word Bank

Strong writers avoid passive verbs like is, are, were and other to be verbs. In your quest to improve your writing, work on using active verbs, especially in your thesis statement and paragraph topic sentences.

Below is a list of possible verbs to use in a cause and effect essay. If you can think of others, please add them through the comments option on this blog post. Your community of learners will thank you.

causes
results in
affects (effect is a noun; affect is a verb)
impacts
brings about
influences
changes
leads to
alters
transforms
shifts
evolves

Figurative Language Definitions

Today we will be working to upack some passages from The Namesake. In order to be effective at analyzing and explaining what you see in a work of literature there are a few basic literary terms that you will need to know and master. Here are a few of those terms:

Figurative language - speech or writing that departs from literal meaning in order to achieve a special effect or meaning.

Metaphor – a direct comparison where one kind of thing is applied to a distinctly different kind of thing or something used to represent something else; emblem; symbol.

Denotation – primary signification or reference (the dictionary definition).

Connotation – the secondary or associated significations and feelings which a word commonly suggests or implies (the baggage that the word carries).
(dictionary.com)

Example:
Denotation of eagle: any of several large, soaring birds of prey belonging to the hawk family, noted for their size, strength, and powers of flight and vision: formerly widespread in North America, eagles are mostly confined to Alaska and a few isolated populations.

Connotations of eagle: freedom, liberty, America, the U.S. military, strength, independence

Immigrants Shunning Idea of Assimilation

Maria Jacinto, with her husband, Aristeo, and one of their five children, speaks only Spanish. "When my skin turns white and my hair turns blonde, then I'll be an American," she says.(By William Branigin– The Washington Post)

Today in class we completed an anticipation guide to prime our brains before reading an excerpt from The Washington Post's "Immigrants Shunning Idea of Assimilation." (Notice how blog posts have hot links to articles in case you have forgotten yours at school.)


Here were the questions you marked agree or disagree and stated why:

___ 1. Schools have a responsibility to promote American culture.

___ 2. Immigrants are often unskilled and uneducated.

___ 3. Immigrants should be encouraged to assimilate into the American national identity.

___ 4. When learning about a new culture, it’s better to overlook differences and focus on similarities.

___ 5. It would be easy to move to a new country.

___ 6. People should follow the customs of the country they live in, regardless of where they’re from.

In second and third hours these topics really generated some heated debate. I think this is where real learning happens, when we can talk about perceptions or misperceptions that we have about others in a safe environment. I also enjoyed learning about stories of students whose parents have immigrated from Russia, Chile, India and Mexico. Keep telling your stories- we all benefit from learning more about one another's history.

Your homework for the weekend, in addition to reading to p. 158 of The Namesake, is to finish the Keyword notes for the article and to comment on this blog post. Your comment needs to make a connection between the article "Immigrants Shunning Idea of Assimilation" and The Namesake. You should consider the assimilation of Ashima, Ashoke, Gogol, Sonia and other immigrants in the novel.

A thoughtful comment deserving of an "A" would include three sentences, at a minimum.

Sentence 1: Write the POINT being made about assimilation and the immigrant experience. This is a general, analytical statement about an idea that is found in both the article and the novel.

Sentence 2: This sentence is an ILLUSTRATION of the point being made in the previous sentence. Direct quotations from The Namesake would be the most credible illustration here. When using direct quotations, be sure to cite the page number where the quotation is found. MLA format looks like this (Lahiri 15) for a quotation that appears on page 15.

Sentence 3: This sentence contains further EXPLANATION of your main point and illustration. Think about why the main point matters today to you and to the world and further explain your ideas.

Have a great weekend. I am really enjoying the start to our year.

Namesake Vocabulary and 4-square

We are going to take some time this year to amp up your vocabulary. If you only know a limited number of words it will be difficult, if not impossible for you to express yourself in complex ways. So, the English 10 team of teachers hope to bring you some different strategies to help you "own" some new words. We will all be starting in disparate places. Some of you may know 2 words on the list others may know more than half. We want to give you numerous strategies to help you to be successful. You will have to figure out how much work you will need to do to become proficient.

One strategy for vocab mastery is called the Vocabulary 4-square. The format for this is listed below. Remember to complete this for your assigned word and to add definitions to all of the words on the yellow sheet for Thursday. We will be reserving some class time on Tuesdays and Thursdays to extend our vocabulary study. Use markers to make your 4-square visually appealing.

WRITE THE WORD IN THE CENTER BOX, then in the four squares on the page do the following:

UPPER LEFT CORNER:
IMAGE: Draw a picture that illustrates the word.


UPPER RIGHT CORNER:
DEFINITION: Offer a paraphrased definition (put it your own words) and/ or offer synonyms


LOWER LEFT CORNER:
MORPHS: Provide other forms of the word. Offer 1,2,or 3 examples. (for example, empathy is a noun but empathetic is the adjective form of the word.)

Or

ANTONYMS: If you can’t provide any MORPHS provide antonyms or words that mean the opposite of your word.

(Morphs= transformations; morphology = the linguistic study of word derivations)


LOWER RIGHT CORNER:
SENTENCE: Write an original sentence about The Namesake that uses the vocabulary word correctly. Do not copy the sentence from the novel, but rather write your own sentence about the novel.


THE LIST:

Here is the list of words you will be responsible for knowing for the test on October 1.

acute (22)
morose (33)
despondent (50)
precarious (82)
diminutive (88)
benign (89)
empathy (109)
goad (111)
affluent (141)
anomaly (146)
sate (165)
abhor (176)
abate (181)
innate (200)
tranquil (205)
disparage (214)
subsist (218)
infuse (234)
quotidian (236)
discreet (250)
premonition (255)
aloof (257)
pliable (258)
pedagogue (260)
envious (270)
malaise (273)
uniform (adjective) (274)
renovate (275)
retract (275)
ruse (283)
colossus (285)
diminish (290)
forsake (290)

Names Revisited

Wow - this is an impressive bunch. We have prominent saviors of mankind, goddesses, warriors, victors, tennis players, and princesses just to name a few. My expectations are going to be very high for all of you, based on your names. If you haven't blogged your name story, do so tonight.

Thanks for sharing a bit of yourselves on this blog and for offering your alliterative adjectives today. I will offer extra credit to those who can still remember all of those names and adjectives tomorrow.

As an aside, Kristin, became very popular in the 70's when the young troublemaker, Kristin, on the very popular T.V. drama "Dallas" ultimately ended up shooting the series' somewhat despicable main character, J.R. Ewing. Hmmmm..I guess my beginnings are not quite as noble as many of yours.

Remember to review the syllabus and course expectations tonight, as well as to read to p.71. Expect a quiz tomorrow or as I prefer to call it a PGO - Point Gathering Opportunity. Isn't that a much more inviting name than quiz?

When you post to the blog remember to include your first name and hour so that we know who you are. If you haen't done so already, tell us one or two fun facts about your name. Or let us know which of those alliterative adjectives was most memorable today.

What's in a name?

Who is your namesake?
What's the story behind your parents naming you?
What does your name mean?
Do you have any great "name" anecdotes to share?

As we begin reading our first book together this year, Jhumpa Lahiri's The Namesake, we will share all of the trivia surrounding our name that we know. The questions above should get you thinking about your name, and you should talk to your family about your naming process if you don't know the story. You could even research what your name means. These will be fun stories to share on Friday, September 11, so be prepared to do so when you get to class. Over the weekend I want you to comment on this blog post with one or two fun facts about your name. Make sure that you only use your first name though since EHS's Web 2.0 Code of Ethics require that you do not use last names.



So I know that you are dying to know the answers to those questions for me, so I'll need to make a few calls home . . . check out Ms. Roehl's blog for her very interesting anecdote.

The Namesake Reading Calendar

The date indicates the due date for the reading selection. On those days be prepared for a discussion, assignment, or a quiz on the assigned pages. On the free day, be sure to catch up on your reading if you are behind, or read ahead to make the next week easier.

Sept. 11: pp. 1-21

Sept. 14: pp. 22-47

Sept. 15: pp. 48-71

Sept. 16: free day

Sept. 17: pp. 72-96

Sept. 18: pp. 97-124

Sept. 21: pp. 125-158

Sept. 22: pp. 159-187

Sept. 23: pp. 188-218

Sept. 24: pp. 219-245

Sept. 25: pp. 246-267

Sept. 28: pp. 268-273

Sept. 29: pp. 274-291

Course Syllabus, Expectations, and Policies

Ms. Kristin Benson
Course Syllabus
Room 271 (period 1-3)and 274 (period 4)
952.848.3043 - Before school and during hours 1-3
or voice mail at 952.848.3912 ext. 7067
kribenson@edina.k12.mn.us

“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity…For everyone, everywhere, literacy is, along with education in general, a basic human right…Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.” --Kofi Annan

“Books are the deepest way to communicate about what it is to be a human.” Peter Weer

Course Description

English 10 refines the language arts skills of reading, literary analysis, writing, vocabulary development, research, critical thinking, speaking, listening, visual literacy, and digital literacy. Units include studies of the journey as a universal human ritual, ethical dilemmas and the conflict between responsibility to society and to the individual, causes and effects of different cultures colliding, and persecution and other outside influences that affect us on a local and global level. Some selections align with the World History sophomore course so that students can make interdisciplinary connections. Selections include both Western and non-Western texts that reflect diversity in race, gender, age, economics and geography. In addition, students will contribute to a class blog to create an online learning community that not only extends classroom literary analysis discussions, but also provides an authentic audience to outside reading and writing assignments.

Regular instruction in vocabulary will use both explicit lessons and vocabulary specific to the literature being studied in class.

Intensive writing instruction will help students develop thinking skills and a personal voice.

Students will write one formal, typed assessment each quarter for a total of four formal assessments per year. Essay assignments throughout the year will include multiple modes such as narrative, persuasion, and critical analysis. Grammar and usage review will include explicit lessons, but focus on using correct conventions in writing. Writing instruction and assessment will use the Six Traits of writing, rubrics and exemplars. Students will write a major research paper during third quarter.

Students will also develop and practice effective speaking skills in individual presentations and group discussions.

Major texts in each unit of study:

Identity and the Journey as a Universal Ritual
The Namesake
Siddhartha
The Road
The OdysseyO, Brother Where Art Thou?

Ethical Dilemmas: Individual vs. Society
All My Sons
Macbeth
A Midsummer Night’s Dream

Cultures Collide
Nectar in a Sieve
Things Fall Apart
The Mission
Bride and Prejudice

Persecution
Night
In the Time of the Butterflies
Slaughterhouse 5
The Weight of All Things
Persepolis

Tying it all Together: Coming Home
Animal Dreams

Ongoing areas of study:

Visual literacy, including photography, film, and other print and digital images
Poetry
Vocabulary
Grammar, usage, and mechanics
Digital Literacies
MCA Poetry and Reading Prep

Some notes about literature selection in Edina Public Schools:

1. Literature that is studied and read as part of a course has been cited for excellence by an independent source (for example it has won literary awards, received positive reviews by independent book reviewers and/or recommendations from professional organizations, etc.) and/or the author has been sitedfor excellence by an independent source.

2. Students should read and analyze a variety of literature in print, auditory and visual texts including:Fiction, poetry, drama and nonfiction;A variety of diversity topics/themes including: race, gender, age, economics, and geography;Contemporary and classic selections. Approximately one classic and 2-3 contemporary selections in each course read by all students.

3. In grades 9-12 literature is adult, full-length novels/non-fiction as well as short stories, poetry and drama.

Expectations:

In this course, I hope that you will:

** Read widely and analytically.
** Develop, explore, and clearly articulate original ideas.
** Write well for a variety of purposes.
**Use critical thinking skills to accomplish a wide range of tasks related to literature, writing, and media.


My Beliefs:

** I believe in a safe working environment for all of my students.
** I believe in the power of texts to affect our understanding of the world and the human condition in a profound way.
** I believe that I have a responsibility to prepare you for the real world, to work and think on a critical, analytical level in a media-infused 21st century.
** I believe that you can be better than you are today, but that happens only if you take primary accountability for your own education. None of this happens without you.
**I believe that through English 10 you will learn to write more fluently, read more deeply, question more critically, and empathize more compassionately.
** I believe in nurturing respectful, working relationships that recognize the diverse interests and backgrounds of all my students and colleagues.
**I believe in the work we're doing. I believe in all of you!!!

My expectations for you are:

** Work: Show up for class—physically and mentally. Your fellow students and I need you here. Your primary purpose here is to participate in your learning and to produce work that contributes to the good of our class community. As Michael Hartoonian, scholar of education and public policy, says, “Work that we do to improve our personal circumstances always affects others. If we do good work, that good radiates to others. Of course, poor or bad work also radiates to others, causing a general decline in the wealth of the community.” Knowledge, which you gain through work, is key to successful citizenship in a multicultural world. To this end, expect homework each night and prepare to speak in class each day.

** Respect: At all times, be respectful of scholarship, of yourself, of each other, and of me. We are in this together.

** Belong: Foster community by taking care of each other, being ready for anything, and appreciating the differences that each person brings to class.

Grading:
Grades are figured according to the following scale based on cumulative point totals:

100-93% A

92-90% A-

89-87% B+

86-83% B

82-80% B-

79-77% C+

76-73% C

72-70% C-

69-67% D+

66-63% D

62-60% D-

59-0% F
Please pay attention to penalties for scholastic and academic dishonesty outlined on page 18 of the handbook.



Academic Integrity:

Consider that your character and good name cannot be easily reclaimed once you make the decision to cheat. If you do decide to cheat or plagiarize in any portion of the academic work for the course, you will earn a zero for the assignment and may be referred to administration for disciplinary action. Do not compromise your integrity by cheating. Please pay attention to penalties for scholastic and academic dishonesty outlined on page 18 of the student handbook, and be aware that cheating is both the giving and the receiving of answers on a test or assignment.

Policies:

Major papers:
Major papers will be due within a 3-5 day window, rather than be due on one, set date. While the size of the timeframe will remain at my discretion, I will alert you to the dates of the timeframe within which you can hand in your paper. This should give you ample time to complete the paper on time, and resolve any technical or personal issues that may arise. As long as your paper is handed in within the window, it is considered on time and will be graded without penalty. Papers are graded in the order that they were handed in. If you hand in your paper one day after the timeframe has closed, 25 points will be taken off of your final score (C is the highest possible grade). If you hand in the paper any time after that, 50 points will be taken off of your final score. All major papers will be worth 100 points. If you are absent on the closing due date, the paper needs to be emailed to me that day by 8:30 a.m. as an attachment if it is to be graded without penalty. Additionally, you must plan to hand in a hard copy of your paper upon your return to school.

Daily work:
Research indicates that assigning homework, providing timely feedback, and obtaining assessment of student learning are important in enhancing the teaching-learning process. The purpose of homework is to either prepare you for the following day’s lesson, or to enhance and practice the skills learned in the previous lesson. This purpose is lost if the homework is not completed on time. For this reason, late homework will not be accepted. There will however be one "alterntive assignment" per quarter that students may complete to make up for lost daily points.

Tests:
If you are absent the day of a major test, you will need to attend the make-up test session that I schedule. There will only be one opportunity to make-up a missing major test. If there are extenuating circumstances that make it impossible for you to attend the make-up date, I will need to hear from your parent or guardian. Make-up tests are comprised of short answer questions, while the regular test will have a variety of question types, including multiple choice. Retesting is not allowed. Be prepared for tests the first time.

Reading Check Quizzes:
Occasionally, you may need to complete a quiz on the previous night’s reading assignment. Quizzes may be unannounced. If you are absent and miss a reading check quiz, you will need to complete questions on the reading that are posted to our class blog in order to be excused from those missing points.

The Notebook:
All students will be expected to maintain a classroom composition notebook that includes comprehensive classroom notes as well as a detailed table of contents. The individual pages of the notebook will be checked at random during class every two weeks. After an absence, it is your responsibility to check with a trusted classmate and to copy down the notes that you missed within two days of returning to school.Integrity: Consider that your character and good name cannot be easily reclaimed once you make the decision to cheat. If you do decide to cheat or plagiarize in any portion of the academic work for the course, you will earn a zero for the assignment and may be referred to administration for disciplinary action, as spelled out in the student handbook. Do not compromise your integrity by cheating.

The Mouse Problem and the New Carpet:
There are mice in the building. There will be mice in this classroom if we bring food or sugary drinks into it. That is terrible. Conversely, we have brand new carpet, which is awesome. I don’t want mice, and I don’t want to ruin my new carpet. To that end, water ONLY (no additives) is allowed in this room. Please use reusable water bottles as there is no recycling in this room and we’d like to be as green as possible.

Supplies:



In Your Backpack each day . . .

a single subject notebook that is used exclusively for English 10
a pen, pencil, and highlighter
a planner or some way to keep track of assignments and tests
index card

if you like making vocabulary flashcards.

Please bring two of the bulleted items below to leave in Room 271 for common use . . .
box of facial tissue
bottle of hand sanitizer
container of disinfecting wipes
package of loose leaf paper
a package of construction paper
a pack of printer paper
package of four glue sticks
adult size scissors
packs of markers
package of 24 pencils Remember all supplies are due on Thursday, September 10 when I will check them off for daily work points.

Keeping in Touch:
If you have any questions or feel as though you need additional help throughout the semester, please ask! I am available most days before school in my classroom, 271. Please call or email with any questions or concerns. I’m looking forward to sharing a productive and enjoyable year together!

Kristin Benson

952.848.3043 hours 1-3 or to leave a message 952.848.3912 ext.7067

kribenson@edina.k12.mn.us