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

President Obama's Back-to-School Speech

What's all the fuss?

If you've been following the news in the last few days, Obama's Back-to-School speech has people talking. Some believe that Obama's message is inspirational and motivational, others see it as a blatantly political ploy and are keeping their kids home from school. I think we should find out for ourselves. After viewing the video, I'd like to hear your opinions. Please post your comments on this blog. It is my hope this blog will become a safe place to extend discussion beyond the walls of our classroom. Please remember to be respectful of others, even if their opinions are different from your own.

Consider the following questions:
What do you remember most from the speech?
Was it worth watching in school? Why or why not?
Was it too political? How so?
What if anything will you take away from the speech?
In other words, does anything Obama says relate to you and your educational journey?

Here are a few reader letters from the Star Tribune on September 7, 2009:

"For goodness sake, parents, and school administrators, don't let President Obama try to inspire your students to work hard and be responsible in school. And above all, don't let the children freely discuss those virtues exemplified by Obama...Better you tell them to wait until they are grown up, when the... pundits (experts) and bloggers can do their thinking for them."

"Here's a thought: If Obama's speech to schoolchildren today is to be about setting goals and accomplishing things in life, then maybe that speech should be deferred to Wednesday night's address to Congress."

"As a parent of school-aged children, I am begging school administrators... to please disrupt our children's day so they may hear - together with their classmates and teachers - President Obama speak to them about the importance of working hard in school. As a parent, I tell them this, their teachers tell them this, but for the president to take time out of his busy day to tell them this, I can guarantee you, my kids will remember this. Or is that what everyone is afraid of?"

"In the 1930s, the German government indoctrinated the school-children with their white supremacy and socialist culture. Our U.S. government has now sent the first "education" package to our schools. When do our children receive the Obama arm bands?"

Mary Oliver's "The Journey"

Welcome back for day 2 of the high school journey. We will continue to take our small steps together as we explore questions about who we are, where we fit in the world and what we hope to make of ourselves. I think this poem is good place for us to begin. Thanks for your good energy and attitude in these first few days. I am really excited to get to know each and every one of you better. Your introductory bubble maps and paragraphs will help.


Below is your homework assignment for Wednesday night. Plus, remember to bring your supplies to class on Thursday.

Read the following poem.
Summarize the main ideas of the poem through the key word notes strategy.
Write a paragraph on theme and language that is due on Thursday, September 10.

See detailed instructions below the poem.

The Journey
by Mary Oliver

One day you finally knew 1
what you had to do, and began,
though the voices around you
kept shouting
their bad advice-
though the whole house
began to tremble
and you felt the old tug
at your ankles.
"Mend my life!" 10
each voice cried.
But you didn’t stop.
You knew what you had to do,
though the wind pried
with its stiff fingers
at the very foundations,
though their melancholy
was terrible.
It was already late
enough, and a wild night, 20
and the road full of fallen branches and stones.
but little by little,
as you left their voices behind,
the stars began to burn
through the sheets of clouds,
and there was a new voice
which you slowlyrecognized as your own,
that kept you company
as you strode deeper and deeper 30
into the world,
determined to do
the only thing you could do
determined to save
the only life you could save.

Writing Assignment
In response to Mary Oliver’s poem, “The Journey,” please write a well-organized, thoughtful paragraph considering the following questions:
What is the main idea or theme of the poem?
How does the author’s language enhance the poem’s meaning?

Paragraphs should consist of at least 5-7 complex sentences. Typed, double spaced, 12 pt. font. Due THURSDAY, SEPTEMBER 10.

Rubric: 1 = needs improvement 2 = good 3 = excellent

Ideas
___ Main points are clear
___ Detailed and specific analysis of the poem
___ Thematic examples are thoughtful and well-chosen
___ Specific examples of figurative language are mentioned and explained

Organization
___ Engaging, creative, and original attention-getting device
___ Clear thesis statement
___ Paragraph is cohesive and flows smoothly
___ Conclusion that summarizes and synthesizes

The First Small Step

Phew- day one of high school is over. Congratulations. You have taken the first small step of the journey. It was good to put the name with the face for each of you. But please do be patient - it will take me a few days to always put the right name with the right face. Remember to come tomorrow with your deliciously descriptive bubble maps, as well as your typed paragraphs (12 point font, double-spaced). Don't forget that picture, too. We'll start off with your Alliterative Adjectives. Look forward also to tackling some poetry tomorrow. Fasten your seat belts..we're off.

Due Tomorrow - September 9th:
Part I

Create a bubble map and write your name in the center
Offer at least 6 juicy adjectives to describe yourself.
An adjective is a descriptive word that can be added to a sentence without using a or the.
Create a frame of reference for each word.
How do you know?
Where do you see evidence that this is true?

Part II

Choose 1 adjective from your map and write a well-organized and detailed paragraph (at least 6 sentences) that explains how or why this adjective accurately describes you. Use examples and details to illustrate.
Include a recent photo of yourself.
Typed, double-spaced 12 point font.
DUE WEDNESDAY, September 9



Also, by Thursday you'll need those supplies listed below. Do come talk with me if securing these items is going to be difficult for you.


A dedicated composition notebook for English 10
One pack of 5X7 notecards
And…

2 items from the following list:
A box of soft tissue
Scissors
Hand Sanitizer
Antibacterial Wipes
1 pack of markers
4 glue sticks
1 package of printer paper
1 package of loose leaf paper
1 package of construction paper

Bubble Map and Sample Paragraph about Me

If you would like to create your bubble map using the Thinking map software check out Ms. Roehl's blog at http://www.english10msroehl.blogspot.com for detailed directions. Or if you prefer the old-fashioned method of pen and paper that will be sufficient for this first assignment.

Most honeymoons involve a healthy dose of rest and relaxation. However, my husband and I, being adventurous backcountry campers decided to ride the Alaska Marine Highway Ferry throughout the inner-passage of Alaska for a month, stopping to camp, hike and kayak at various towns along the way. No posh cruise ships for us. At one of our ferry-stops, we ventured into Glacier National Park, found park rangers to drop us in the backcountry with kayaks, tents, raingear, and enough supplies for a week. The boat would be back for us in 7 days. The rest was up to us. On the third day of our adventure, Erik and I pitched our tent at the mouth of a salmon-fed stream. Erik went off to pump some fresh water and I graciously offered to stay back in the tent and read. After I realized that Erik had been gone for what seemed like an hour, I poked my head out of the tent. There were glaciers in front of me, ice floes to my right, and as I swiveled my head around to the left, a massive grizzly bear ambling his way to the mouth of the stream where Erik had gone to retrieve our water. He looked hungry and I was convinced Erik was the main course. I tried to recall the videos I had watched at the ranger station. "Make lots of noise.” “Don't startle the bear.” “Don't turn your back to the bear.” “Assume a non-threatening posture.” “Play dead if the bear attacks." So I disregarded all of this advice, and hopped into my kayak to see if I could find the gnarled body of my beloved. As I paddled into the bay, my mind was racing. At first I was frightened. Then I moved to the frenzied stage. Finally, I was just plain angry that he had gone and gotten himself killed so early into the marriage. As I paddled further into the bay, I spotted in the distance, a small dot bobbing along the surface of the water. It was moving slowly toward me. To my shock, amazement, and relief I spotted Erik - perfectly in tact, with full water bottles and a look of wonder on his face. He had been floating through the bay in our kayak, looking at bald eagles and checking out the glaciers towering above our campsite. Insert a big sigh of relief here. As a follow-up, I am happy to report that despite 48 straight hours of rain while living in a tent, and one hypothetical bear attack, our marriage is still going strong. We are still camping, hiking, backpacking, and always looking for the next big adventure. (Bears not included.)

Turning the blob into people

Welcome to EHS. I just saw all of you in the gym. Actually, I just saw a big blob of you sitting in the bleachers. I am looking forward to transforming that blob into individual faces and stories. It will all begin soon. However, do not think that you are the only one who may be nervous today. Last night, I had a fitful night of sleep and dreamt that I was roaming the halls with nowhere to hang my coat. My copies weren't ready. The doors were locked. My keys were nowhere to be found. You were all there, staring at me, looking for me to say something profound. That's when I woke up. After eight years teaching at this school, I still feel like a new kid when the year begins again. We will all get through this first week together.