Curriculum Night

Students--If you're reading this, scroll down to the preceding post.  It's the one summarizing today's work and the outlines of the reflection assignment on the American Dream.

Who  Is Your Child's Teacher?

Melanie L. Boaz

Long-term sub for Ms. Scott-Kelly

Sept. 2-Oct. 30

How to reach me: 

Use Ms. Scott-Kelly's email:  scottkellytm@mukilteo.wednet.edu

How to get to this blog:

KA323JR.blogspot.com

My background . . . .

What Have We Been Doing?

We began with a short story unit--

• More accessible than beginning with "Literature [and historical context] Before 1750"
• Allows for a review of basic literary terms that apply to fiction--useful all year, foundation for newer or more specific terms all year, fairly familiar turf for most students
• Ended with a unit test yesterday--Scantron objective section plus some written responses.  

What's Next:

The textbook's first unit is "Literature Before 1750"

• We have already worked with the historical background for major concepts/events, not a lot of detail
• We will read/study a few poems, personal narratives, historical documents, and sermons (yes, Jonathan Edwards'  famous sermon called "Sinners in the Hands of an Angry God")
• Then we will shift to Arthur Miller's play The Crucible, written in the 1950's but about the Salem witch trials of 1692.
• Connections with the "Red Scare"/Communist "witch hunts" that culminated with the McCarthy hearings.  We don't detail that history, but the point is to see some similarities and social dangers of extreme responses to fear and suspicion.
• Overall curricular goal of junior English--that is, American Literature:

THEME:  THE AMERICAN DREAM

·         The American Dream—what is it?  Is it achievable… by anyone/everyone?  What is the cost of the dream (to those who achieve it, as well as to those who do not?)--Plus two more bullet points pertaining to "insider"/"outsider" perspectives as well as how to balance the rights of the individual with the good of society as a whole. 

The first major writing assignment will be an early reflection on the American dream, with two parts I described to students today and which will arrive as a more formal assignment tomorrow.  We'll be in the computer lab on Monday, and the paper is due on Tuesday.

The Year Beyond the End of October

YESTERDAY (Tuesday, Sept. 29):  Short Fiction Test
Make arrangements with me ASAP if you missed the test.

TODAY
I introduced the American Dream Reflection assignment--we went over the outline of this assignment so that you could start thinking about it. A hard copy of the assignment with additional information and formatting requirements will be provided tomorrow.  You will have time in the Computer Lab next Monday to work on it, and it will be due on Tuesday, Oct. 6.

The American Dream—And YOURS

This is not an “essay” but rather two extended paragraphs that provide different perspectives on “the American Dream.”  Each part will have 200-250 words.

Part 1 (You’ll give it your own title)

•  at least ONE and optionally TWO definitions of the American Dream—include source in the sentence or in parentheses [formal MLA citation not required]
•  commentary from you that develops what that might mean in the United States today. 
• OPINION is expected here—how valid, workable, possible is this definition today?  Is it what we all should demand/expect?  Or is it too idealistic?
• BUT—you won’t use the word “I” in this section; except for the quote, what you say is expected to be opinion.

 Part 2 (This will also have your own title)

• This section will be what your own personal “American Dream” is at this point in your life.
• How do you see yourself as part of the big picture, and the traditional view?
•  Even if you think the usual definitions are not accurate or possible, you surely have some hopes or expectations for yourself and for your future.
• Describe those personal hopes and dreams.
• This section will definitely include the word "I."

Also in class today--

We began the actual literature of the period from the beginning of written literature in America  to 1750. 

Anne Bradstreet, "On the Burning of Our House" (pp. 15-18)  [poem]

Main points--

Universality (not of having your house burn down, but of having to cope with unfortunate circumstances).  

How does her reaction reflect her Puritan background?

Simple fact that this was a female writer--one of the few we know of from that time period in America!

EASY LINK to Voting for Homecoming Court:
Homecoming Court voting is happening ONLINE at http://eballot.votenet.com/kamiak   (if it doesn’t work, be sure you're not using www up front)

Log in = Student ID 

Password = Your house # 

TODAY IN CLASS
Students worked on a review assignment that can be turned in before the test tomorrow for a few bonus points.  Use the previous TWO posts for full information regarding the format and content of the test together with links to online copies all four stories.

Here is the assignment from today's class: 

For EACH story:

•  3 random details (make sure one is really important)
• 2 “multiple choice” questions (you don’t need to come up with the other options—what would the answer be?)
• 1 good paragraph question (for TWO of these, give bullet points for a potential response—obviously you should KNOW the gist of the other responses as well)

Remember that there will be a short story test on Tuesday, Sept. 29.  

• The original information of contents (term, stories, and two poems) is on the post for Sept. 23.  If you have lost your original short story hand-outs, you can find electronic copies below.
• The format of the test will include objective questions (matching, multiple choice) with responses on Scantrons, AND written responses (paragraph/extended paragraph) for which you will have to show knowledge, understanding, and insight. 
• Bring both a pencil for the Scantron section and a pen with blue or black ink for the written portion.

Kate Chopin's "The Story of an Hour"

Katherine Anne Porter's The Jilting of Granny Weatherall

John Updike's, A & P

W.D. Wethell 's "The Bass, the River, and Sheila Mant" (plain version)

Reading Strategy version of "The Bass, the River, and Sheila Mant"

FRIDAY IN CLASS
It was a short day, of course.  We reviewed the basic information found on most of the group content charts of the historical introduction to the first unit of the textbook:  "The New Land--Literature before 1750."  We will continue to work with this information as a foundation for beginning with the actual literary or foundation document texts this week.

FOR MONDAY
Time for serious review for Tuesday's short fiction test.

Short Story Test:
Tuesday, Sept. 29

It will cover literary terms, with a focus on the elements of fiction.  We have discussed and applied these, but not formally "defined" each one.  You probably know many of them quite well, but you can confirm what you know or learn what you need to know by using the Glossary of Literary Terms and Techniques found at the back of the red Prentice-Hall textbook (blue band on the edge; beginning on p. 1334).

Plot
Conflict
Character/characterization
Point of View
Setting
Foreshadowing
Flashback
Irony
Tone
Theme

Be sure to note how "characterization" differs from character traits (personality traits) or just a "character" himself/herself.
Also, be aware of all three kinds of irony, but know which type was at the heart of "The Story of an Hour."

Review (this might mean actually re-read, or it might just be a careful review as you skim the story, look at whatever notes/annotations you took, and try to recall what we emphasized in class.

Kate Chopin, "The Story of an Hour"
Katherine Anne Porter, "The Jilting of Granny Weatherall"
John Updike, "A & P"
W. D. Wetherell, "The Bass, the River, and Sheila Mandt"

Finally, re-read the two poems we looked at in conjunction with "Granny Weatherall," both by Emily Dickinson:

• "Because I could not Stop for Death . . . "
• "I Heard a Fly Buzz when I Died"

This will be the place-saver post for the over view of where we've been with the initial unit (Short Stories).