Due for Monday, 1/5

Read the packet on Washington Irving and "Rip Van Winkle" - write a unified essay about gothic literature using "The Legend of Sleepy Hollow" and "Rip Van Winkle" to discuss how Irving is a gothic writing. Consider elements of gothic writing like setting, historical context, characterization, mood, tone to discuss your argument.

Make sure to cite and use both stories appropriately to show how Washington Irving is a gothic writer. these essays will be collected and graded when you return.

The paper must be typed, double spaced, 12 pt font, times new roman and 1 inch margins. Please make sure it is titled and your name is on it.

If you'd like me to look at it over break, please email it to me, mssackstein@yahoo.com

Also, please read "The Masque of the Red Death" by Edgar Allen Poe - and annotate for Tuesday, 1/6 in class.

reminders

Independent Reading assignment #3 is due tomorrow -
just a reminder that an independent reading assignment is just that, independent. You cannot, under any circumstance, use a play, novel, or short story we read as a class. This would defeat the purpose of you working on your own to complete the assignment.

Independent Reading assignment #4 will be January 23rd (Friday before Regents)

Homework for Friday 12/19

Please read "the Legend of Sleepy Hollow" by Washington Irving and annotate it looking for elements of gothic literature as discussed in class today.

In case you lose the handout, here is a link to read the story:
http://www.bartleby.com/310/2/2.html

Poem revisions for tonight

With the feedback received from your peers, please revise the poems written last night. If possible, please type them and attach the first draft with the revised draft as well as your picture.

Also make sure to write a reflection on the draft about your experience with this poem. How was it mimicing an author and then having to revise. Did you like reading the work of your classmates? Did you get valuable feedback?

Homework for Tuesday due Wednesday, 12/17

Write a poem with a transcendental theme in the style of Whitman. Find a picture for the inspiration, these will be shared in class tomorrow.

Use Whitman's poem as a "mentor" text - mimic or imitate the style Whitman uses in your own work.

Then reflect on the experience on this blog - is it hard to imitate some one else's style?

Walt Whitman - Modern poet?

http://www.etsu.edu/writing/mo&pomo/whitman/
Go to the blog – read the handout and/or go on the website with a partner and read the links – explore with a partner and take notes in your sourcebook.
1. What are the characteristics of Whitman’s writing?
2. What influence has Whitman’s writing had?
3. What makes Whitman a “modern” poet?
4. What makes him a transcendental writer?
5. What did Emerson have to say about Whitman’s writing as per his letter to him after it was first published? http://lcweb2.loc.gov/learn/collections/ww/langarts.html

Post one comment to this post that you found interesting about Whitman that continues to make Whitman relevant to readers today.

Typical Elements of American Gothic Fiction

1. Settings most often include large, drafty old houses that have "been in the family for years." Since castles in the American landscape were practically unheard of, early Gothic fiction writers began substituting the family estate for the traditional castle.
2. An atmosphere of mystery and suspense that is enhanced by a plot which seeks to discover the secrets lying within the supernaturally charged environment.
3. A ghostly legend, an unexplainable occurrence, or a story about a horrible death or murder that took place at the family estate in question.
4. Omens, foreshadowing, and dreams usually play a large role in the mysterious air that is created within the story.
5. Tales include highly charged emotional states like: terror, a feeling that one is on the brink of insanity, anger, agitation, an exaggerated feeling of some impending doom, and obsessive love.
6. Supernatural events: ghosts, doors that open themselves, unexplained sounds, etc.
7. Damsels in distress are frequent. Women who are frightened and confused, wandering around lost, or dying due to a slow and unexplainable ailment.
8. Words designed to evoke images of gloom and doom: dark, foreboding, forbidding, ghostly, etc.
9. Romantic themes often involve the death of a man or woman in the throes of some great passion, the obsessive nature of a man or woman in love, or excessive grief one feels upon the loss of a loved one.

Work for the weekend

After watching all of the groups share in class, what was one thing that appealed to you from any of the presentations other than your own?

What do you like about Emerson? or What do you dislike about him? Be specific. Try to really consider something you learned about transcendentalism.

Post your comments to this post.

Independent Reading Assignment due Dec. 23

Directions: Identify and present passages from your independent reading book that illustrate the qualities listed below. Limit passages to one page of text. To present them, you may type them or photocopy and paste them. After each passage, write a brief but specific explanation of hot the passage exemplifies the quality stated (three to five sentences). Remember to provide the page number of each passage.

passage that reveals an important quality about the main character (protagonist)
passage that shows an important part of setting
2 different passages that suggest the complexity of the protagonist's conflict(s)
2 passages in which the author uses language in a particularly effective way
passage that shows teh symbolic importance of something or a passage that suggests why the book has the title it has
passage that shows the protagonist's situation at the end
passage that suggests and important idea, theme, or insight the book conveys
passage that shows what you liked about the book

In class tomorrow

Make sure to bring your independent reading book
or
the Emerson essay to continue work on
or
any make up blog work

let's stay on top of our work this trimester.

Emerson Essays

Complete the reading of the Emerson essay you were assigned -

First consider the title - what are the connotations (other than literal meanings... associations) of the term? What can you expect to read about?

How does the starting poem connect to the essay? Why this poem for this essay? (Unifying idea?)

Consider SOAPStone -

Be ready to discuss with your group what the essay is about the transcendental qualities of the essay - how do we know that this is transcendental literature?

What do you think of Emerson's views in his essay? What do they make you think about? Post to this thread.

Crucible Extra Credit

If you are interested in taking on some extra work for our class - go out and view the recent movie version of The Crucible and compare the film to the play in terms of characterization, setting, point of view and historical relevance.

It will be due by Friday, December 19, 2008

Please type a formal essay - double spaced, 12pt font, times new roman... make sure you have a clear thesis with beginning, middle and end. Use the text to support your work.

Our study of Romanticism

We began discussing romanticism today and its 2 subparts - transcendentalism and gothic.
http://www.wsu.edu/~brians/hum_303/romanticism.html - romanticism
http://academic.brooklyn.cuny.edu/english/melani/cs6/rom.html - romanticism

Tomorrow we begin to discuss Emerson - here are some characteristics to be aware of:
http://www.wsu.edu/~campbelld/amlit/amtrans.htm

http://plato.stanford.edu/entries/transcendentalism/

http://www.vcu.edu/engweb/transcendentalism/authors/emerson/

http://www.age-of-the-sage.org/transcendentalism/emerson/index.html

The Bluest Eye by Toni Morrison

http://www.gale.cengage.com/free_resources/bhm/literature/bluest_eye.htm
Above is a synopsis of the next novel we will be studying that addresses issues such as:
racism
beauty
abandonment

We are going to try to get copies of the novel. Once we know what edition we are getting, I will let everyone know so if you would like to purchase it yourself, that is an option.

Defining Romanticism

Judging by what you may or may not know from American History during the early to mid 19th century (1800s - 1860), what do you know about Romanticism? What themes are relevent to it?



Please think about romaticism, transcendalism and gothic writing. Who is associated with each of these big movements in our history?



Comment on this blog post - Discuss a definition of each of the above and find one author who may exemplify what each is about.



I look forward to reading what you write.

Romanticism and Transcendalism and Gothic novels, oh my

We have concluded our study of The Crucible by Arthur Miller and we will now be moving on to a survey study of Romanticism and the off shoots of it (transcendalism and gothic)
By the end of this unit, you will understand what Romanticism is and how it helped to shape our American literature... and in essence how beliefs during this time period helped to shape the writing.

I am hoping to have each of you complete a bunch of readings, and writings (original poetry in the style of Walt Whitman's Leaves of Grass and an original short story using romantic elements)
Throughout we will continue our work with writing essays

The next full length novel we will be reading is Toni Morrison's The Bluest Eye. I am shooting to have you have it before the break so that you can possibly read it over break. It is a modern book that examines our concept of beauty.

In Class Essay tomorrow

Please make sure to get to class on time tomorrow as we have an in class writing assessment of the Crucible. You will be expected to interpret the quote, agree or disagree with your interpretation and then use 3 specific examples from the play to support your interpretation.

Bring a pen and some looseleaf paper.

Portfolio pulling

Your portfolio pulling for first trimester should be done by tomorrow.
You should have selected your 3 best pieces of work from the first trimester.

You should reflect on each piece specifically discussing the following:

1. what standards does this piece show you have mastered?
2. what have you learned about yourself as a learner from this assignment?
3. what do you still need to work on to make yourself a better learner for future assignments based on this assignment?
4. how can you adjust your learning to get your needs met based on your experience with this assignment?
5. how do the standards and skills used in this assignment connect to other assignments you have done in this class as well as other classes?
   

Cite examples from your work to support all of your answers to the above questions... write a narrative reflection for each piece. I will want to see your selections...

Moving forward, you will be expected to reflect on your work whenever you get work returned to you graded. It should always address the above information.

Questions from class discussion today for thought

Please post your ideas to these comments:

What is Miller's purpose in having 2 characters like Danforth and Hathorne?

Why is Parris so threatened by Proctor? What does Proctor represent and how can that expose Parris?

How would you characterize the characters? Flat? Round? Stereotypical? dynamic?

Homework for tonight

Draw out a plot diagram of the play:

• exposition
• rising actions
• climax
• falling actions or denouement
• resolution

review: plot - the main actions that move a story

exposition: the background info or bulding information for the story

rising actions - usually start with the conflict and are the events that lead up the climax

climax - the turning point

falling actions or denouement - the events which lead to the resolution following the climax

resolution - how the story ends or concludes...

1st Trimester Grades

The first trimester ends this week and grades are due in on Thursday. Here is a brief explanation of how the grades are broken down...
Teacherease is just a record of the work that you have done. It lets you know what you have turned in and how you have done on it.

I look at the grade of 1-4 that you have received.
4=A (exceeds the standards of the trimester)
3=B (meets the standards of the trimester)
2=C (approaches the standards of the trimester)
1=NC (still needs to be improved because you are still not getting something)

0=F (not enough work to make a judgement of where you are at)

Some standards addressed this trimester can be viewed at this website:
http://www.nylearns.org/standards/standard_tree.asp?StandardID=18656&lev=gradelevel

as you are considering your portfolio work for the first trimester, try to pay close attention to specific standards we've addressed

Next Independent Reading Assignment #3

the next assignment will be due on December 23rd before the Holiday Break.

Crucible in-class essay on Friday, 12/5

We will be having an in class timed writing assignment on Friday on the Crucible. Please come prepared with a pen and looseleaf paper.

Act 3 Presentations

Group 1 was a success. Group 2 will be moved to Monday, December 1st because of the International Feast today.

Group 2 will be performing on Monday no matter what... please come prepared. Everyone in the group should have a copy of the play and should be ready to perform.

group 1 should be ready to watch attentively.

Crucible Assignment

Please read Act 4 on your own.

Make an assertion and then find 3 pieces of text to support your assertion. This is going to be practice for the paper you will be writing at the conclusion of our study of the play.

Make up work deadlines

All Make up work must be in no later than December 1st as the trimester ends Friday, December 5th and that is when my grades are due.

Notes about Act 3

Good morning all,

Just a note that yesterday you all really impressed me with your focus. You were able to do a read through of most your work in Act 3

Just a reminder that tomorrow your Multigenre Crucible Projects are due.

The independent reading assignment #2 is due on Monday, 11/24

Group 1 will be presenting Act 3 on Monday -
Group 1 make sure all members of the team have their books and/or copied pages
Make sure you have props and you've practiced where you are going to be blocked.

Group 2 will be performing on Wednesday.
Come prepared

I will have a worksheet for the watching team to keep everyone focused.

Presentations for Multi-genre projects will begin when we return from Thanksgiving.

Make-up Work

All Make-up work will be due on Monday, December 1st. I will NOT accept any work beyond that point.

Please make sure that as we are working on portfolio work, and we are wrapping up our first trimester, that you show that you are at least approaching the standards...

Make sure you have turned in at least one of the following?
Task 1 - Marie Curie or Evolution of Witchcraft
Task 2 - Tanning or Witchcraft
Task 3 - Nature or Courage
Task 4 - critical lens

Due this week and looking ahead

In class today we will be working portfolio...

We will also be trying to get through Act 3 in class by the end of the week... I may adjust what I had originally planned to get through it more effectively.

Your independent reading assignments are going to be pushed back to Monday, 11/24

Your multigenre projects are due on Friday, 11/21 (This week) and I will send around a sign up sheet today for presentations starting on Friday. They will run through to the Wed. before Thanksgiving.

Portfolio

Portfolios are the place where you show what you know. Being a portfoli school, we try to assess students based on the work that they do against the standards of the school. Test grades and numbers are not nearly enough. A learner must truly understand their strengths and weaknesses and work to learn techniques to improve on both to meet standards.

Portfolio is a 4 part process:

1. Collection: when you put all of your work (even work in progress) in your work in progress (WIP) folders to keep track of everything that you are doing. Examples of this can be homework, class work, labs, drafts, writing assignments and tests and quizzes
2. Selection: when we complete a trimester and you want to show your exemplary work (your best work) so show evidence of your learning. It actually demonstrates the standards you've mastered in the class.
3. Reflection: after you've completed a piece in any class, you must reflect on that assignment. What standards are you meeting or exceeding or still approaching? How can you improve or continue to excell at these standards? How can you adjust your learning to better meet the standards? How were you able to show what you know?
4. Connection: Our classes don't happen in isolation and therefore our learning can't be. We must start to make better connections between what goes on in each of our classes. How does what you learn in once class help you with what you are doing in another class? How do the skills you are learning help contribute to making you more ready for life after school? How does your learning prepare you for more than just good grades?

Reminders

Your multi-genre Crucible projects are due on Friday, 11/21. Please make sure you complete your work on time.

Your independent reading assignments are due on 11/26.

You will be working on your in class presentations of your work starting on the 21st and go through to 26th.

You can start signing up in class on Monday, 11/17

Wednesday in class

Since I will not be in class on Wednesday, you will be allowed to make up work.

Due for Wed. was the textual analysis assignment given in class on Monday. Please turn it in to the inbox on Wed.

During class time, you may go on teacherease and find out what you are missing and continue to work on any missing work.

You may also start considering your pieces for portfolio.

Make up blog posts and/or regents tasks or do work on your multigenre project due 11/21. - don't forget to give all citations for your research.

Textual analysis of the Crucible

After today's class, we will have finished half of the play - Acts 1 and 2. Let's take a minute to go back through the text to really look at what Arthur Miller is doing...

Each character represents different ideals and propels the plot in a different way...

He often interjects his own voice throughout the play to give the watcher information... what is the affect of this?

Go back through Acts 1 and 2 and post an excerpt of text with analysis where Miller is giving us what he thinks and how it adds to the dramatic effect (remember the disclaimer at the beginning of the play.)

For example:
in my version of the text: "The concept of unity, in which positive and negative are attributes of the same force, in which good an devil are relative, ever-changing, and always joined to the same phenomenon - such a concept is still reserved to the physical sciences and to the few who have grasped the history of ideas. When it is recalled that until the Christian era the underworld was never regarded as a hostile area, that all gods were useful and essentially friendly to man despite occasional lapses; when we see teh steady and methodical inculcation into humanity of the idea of man's worthlessness - until redeemed - the necessity of the Devil may become evident as a weapon, a weapon designed and used time and time again in every age to whip men into a surrender to a particular church or church-state" (Miller 33-34).

Arthur Miller gives us a very clear understanding here that this play is supposed to mimic and judge those who judge others. This idea of "unity" that he speaks of where "positive and negative" are of the same force. He uses these strong words which carry great connotation and emotion to rile the reader into into understanding the frenzy that was both present during the witchhunts in Salem and later during the McCarthy era hearings. Whenever we don't like what is going on, it is easier to persecute people for "wrong doing" then it is to accept difference or allow people to associate with it. Invoking the "Devil" with a capital d, shows that Miller intentionally calls upon the Puritan rigidity to help us understand the hysteria that Hale and Parris as well as others in the play are working with. Having young women (or anyone who appeared to sympathized with communism) who were not practicing strict puritan beliefs was a threat to their society as they understood it. They had to work had to make sure that their society stayed as it was for the preservation of life as they understood it.

He also mentions that these people can be "redeemed" and in such, like when the people confess in Act 2 and therefore will not be hanged, it is a way for society to take back their strong hold and dispell the different beliefs thus keeping the status quo and preserving life as they understand it.

Task 4 essay - Crucible

You will be given a task 4 essay today in class - the first draft will be due on Wed. 11/12.

We are closing in on the end of the first trimester. Please make sure to show me and yourselves that you can meet the standards.

Reminders

Your task 2 rewrites are due tomorrow (on Witchcraft).

Your self-inventories are due today.

Week of 11/3

11/3 - give out group assignments for Act 2 - students will be performing their sections of Act 2 starting on Wed. You will need to act/narrate whatever pages you are responsible for and then post to the blog about the significance of something in your pages. Make sure to cite specifically from the text and give the page numbers.

*Task 3 is due in class today

11/4- election day - no school

11/5- student led scenes begin

11/6 - period 3 - channel 1 and self-inventories, conferences

11/7 - student led scenes continue
Task 2 rewrite is due.
Task 4 will be assigned today and due on Monday 11/10

Date reminders:
11/21 - Crucible Multigenre project due
- Presentations for multigenre project begin
- Independent Reading Assignment #2 is due

Act 1 - completion

What is your impression of the Crucible at the end of Act 1?

What do we know about the characters?

What can you predict will unfold next?



Reminder -

Task 3 given out in class will be due on Monday, 11/3

Questions about Act 1 of the Crucible.

http://www.aresearchguide.com/crucible.html#crucible - this link has several websites that will offer you some insight into the play. None of them however, will replace the text itself.

I know some of the language is difficult... I encourage you post your comments on questions you have so far to this post.

I will do my best to answer them or find you places where you can find answers.

Exploring the Crucible

http://www.bellmore-merrick.k12.ny.us/crucible.html - a short study guide to themes about the Play

So far we have seen some of Act 1 - we have started to discuss the way we will feel about characters that Miller introduces us to.
Remember, this play was written about McCarthism... what are the connections?

Also, what is the effect of Miller interjecting his omniscient voice throughout the play to give us background information on certain characters? Why does he do it and how does it viewer of the play receive the information?

Crucible Multi-Genre Project due November 21st

Multi-genre Report and Oral Presentation assignment
The Crucible by Arthur Miller

Overview: You will be required to write a multi-genre research paper on a personality from the Salem Witch Trials era. You may choose to be an accused witch or an accusing Puritan. This research will be fun and creative. You will use several different genres to write this paper.

*One more challenge and connection in this paper is that you must somehow connect it to another time in history. Think in terms of theme. This must appear in the reflection you will be doing at the end of the paper.

Guidelines: You will choose at least five (5) different genres for your paper. Listed below are suggested genres that you may choose from. A minimum of three facts will be presented in each selected genre. Make sure the genres work best for the information you want to present. Your research paper must flow from one page to the next, making it an integrated paper based on the topic you have chosen.

Once the paper is written, you will be doing a 5-7 minute oral presentation in front of the class. You must use at least 5 note cards, visual aids and creativity to transform yourself into the personality you have researched. Props are encouraged… have fun! Educate us about the life of the person you are researching.

Genre Possibilities:
Skit
Newspaper feature story
New Story
Editorial
Newspaper obituary
Interview of a main character
Narrative story
Informational poem
Formal letter
Descriptive paragraph
Trivia game (Jeopardy, Wheel of Fortune)
One page essay
Timeline
Diary entry
Song
Birth certificate/ death certificate
Sales receipt
Map of discovery
Any other teacher- approved genre that is not on the list


Putting your paper together:


1) Create a table of contents. List the title of each genre,
2) List the references you used in a works cited.
3) Create a cover for your paper with the title and illustrate it by hand or use a PAINT program on the computer. Only student-generated art will be accepted. Artwork is another type of genre (a picture is often worth a 1,000 words!)
4) You must do a statement of process at the end that walks the reader through HOW you did this project (the steps you took specifically)
5) You must also write a reflection that discusses what have learned, what you would do differently next time, what was successful and what were your challenges… in this reflection you will be required to make connections to research you will have done about another time period in history that relates to the one we are studying now… hint: think about when Arthur Miller wrote this play… how are these themes still relevant??? What about in today’s world?
6) Make sure to attach the rubric given out to you with this assignment when you turn it in. Thanks


You MUST revise and edit your paper. Your grade depends on how well you follow the criteria listed in the rubric.

This week's work - 10/27 - 10/31

We will begin our study of The Crucible today. This week we will be focusing on Act 1 as a class. We will be reading together and learning how to identify different things in the text as a whole group.



For homework tonight, you will be receiving a related Task 2 - your essay is due tomorrow



Your revised Task 1 on "the Evolution of Witchcraft" will be due on Friday, 10/31 (with first draft attached)



Moving forward we will be working in small groups and then larger groups... (more on this will be discussed as we go on)

Independent Reading Assignment #2

Remember if I don't get a correct assignment from at least 3/4 of the class, we will be beginning weekly reading logs which will consist of at least 5 logs a week or 10 written pages.

Your next independent reading assignment is due Friday, Nov. 21. I gave out the assignment sheet again, so make sure it is done correctly this time...

all sections must be labeled with which passage you are selecting and your analysis must be specific to the passage selected. Use the author's words (particularly in the passages about effective language).

make sure to put passages in quotation marks and to label page numbers. Spread your passages out... not too many from any one section.

Use different passages for every one of the 10 parts and make sure to do analysis on every passage individually.

Predictions for the Crucible

After interviewing the play today and working on some associated texts all week, what predictions can you make about this play?

Post your ideas in comments.

Those of you assigned to read for Monday, please make sure to practice your parts prior to class on Monday.

These aren't permanent roles, so don't get too attached.

If you are still interested in purchasing a book, please bring in your $10 ASAP or go out and get a copy on your own.

Witchcraft Task 1 essay due Friday, 10/24

In class today, you heard a listening passage about Witchcraft and had time to take notes on what you heard.

Your situation:
Your English class is learning about the Puritans, who were very fearful of witchcraft. Your teacher has asked you to write a report defining witchcraft and describing both teh ancient and modern believes concerning witchcraft.

Your task:
Write a report for your English class in which you use relevant information from the speech to define witchcraft and describe both ancient and modern beliefs concerning witchcraft.

Guidelines:

• Tell your audience what they need to know about witchcraft and describe both ancient and modern beliefs concerning witchcraft.
• Use specific, accurate, and relevant information from the speech to support your discussion.
• Use a tone and level of language appropriate for a report for your English class.
• Organize your idas in a logical and coherent manner
• Be sure to indicate any words taken directly from the speech by using quotation marks or referring to the speaker.
• Follow the conventions of standard written English.

*Reminder to bring in $10 for the book.

"Half-Hanged Mary" by Margaret Atwood

In class today, we read Margaret Atwood's poem "Half-Hanged Mary" about a woman accused of witchcraft who was later hanged for her crime. She survived the hanging. The poem describes her experience.

Which time period in the poem most appeals to you? Why? What images or lines really work for you in this time period?

Post a comment to this blog.

Anticipation Guides - Arthur Miller's the Crucible

Today in class we worked on the anticipation guide for The Crucible by Arthur Miller

For homework tonight, please post part 2 of that guide: (comment on this post - read each other's posts)
Write a reflection for Statement 1 "Confessing to a crime you didn't commit in order to avoid punishment is wise."
AND
write another reflection for a statement of your choosing from the sheet. Each response should be 200-250 words as to why you have the belief that you do.

due for tomorrow

Also remember to bring in your $10 for your copy of the play. I will continue collecting money until Wed.

oops!

the last blog that i posted (homework from 9/19) is actually the homework from 9/23 (what we do when we approach difficult texts) sorry

homework from 9/19

when i approach a piece of writing that i dont understand, i follow certain steps to try to achieve a better understanding of the text. first i re-read the text. then if im still losti slowly read each sentence trying to fully understand it. after thet, if im still lost i raed each word individually. if i am still completely lost after doing these steps, i try to get a second oppinion.

homework from 9/17

1) our ancients are strong english any more. we developed our own style of tlking.
2)people from other nations came to the idea to come to this country because of the types of rights we guarantee and how we easily except imagrants.
3)i am not sure how we got the name the "united states of america" and im not sure who came up with it.

homework from 9/15

I want to know more about american literature and authors. I want to do some research on literature and authors that we are going to be covering this year. I would like to have some outside knowledge of our american literature class curiculum.

Task 4 - 2nd drafts are due

Today... as well as all other previous drafts.

We will be moving on shortly and if you are missing work, I strong recommend you start catching up.

Independent Reading Assignment

These are due on Friday this week. You should have all 10 components accounted for - see the earlier blog post with directions.

The Crucible by Arthur Miller

Books are being picked up this week. They cost $10. Please bring in cash for your book. They will be yours to keep and mark up.



Please make sure to get your money to me for the book no later than Wed. 10/22.



Looking forward to starting our first full length work.

Class Reminders and goals for the week

Today in class you worked on self-assessments. Consider where you are and where you need to be.

Your personal narratives started in class on Friday were due today.

Your task 4 draft 2 with the earlier draft attached is due on thursday, Oct. 16

Your independent reading assignment one is due on Friday, Oct. 17.

The Crucible by Arthur Miller

We will be reading the Crucible starting on Oct. 20th. I will be bringing in copies of the play for you to purchase from me. I will know how much it will cost soon. I would like everyone to have their own copies of the book so that they can annotate as we go along.

Mary Rowlandson Analysis

Today in class you had an assignment to find 5 examples of whatever domain lens you were supposed to analyze the text through.

You were supposed to do a double entry journal where you selected text and then analyzed the text through the lens of your group.

Select one of the five that you worked on in class and comment on this post. Share the quote as well as the analysis.

For example:

Text: "Now is the dreadful hour come, that I have often heard of (in time of war, as it was...) eyes see it." (p. 245)

Analysis through a narrative lens: Uses very strong negtative words to describe the moment she was taken into captivity. She uses dreadful to indicate the severity of what happened. However, she also discusses what she has heard and how it affects her understanding of what should happen. She uses a parenthetical aside to show war time is different, but there are expectations that should be there. She also talks about what she sees which seems to support now what she has heard. There is a definite use of hyperbole that the reader becomes aware of as they read on and often questions just how serious the situation is.

Mary Rowlandson - "The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson"

This narrative will be given out in class on Thursday. Please have it read by Monday, 10/6. Bring it back to class and make sure you annotate it while reading.

Think about these questions while you read:

1. How did the explorers and later the colonists who came to the New World for “Gold, Glory and/or God” justify their treatment of Native Americans, African slaves, and indentured servants?
2. Were there discrepancies between agreed upon political ideals and the treatment of these minority groups?

Reminders and Notables...

Teacherease - Please use teacherease to know what work I haven't seen or hasn't been turned in... don't worry right now about grades. I don't give out failing grades... you earn the grades you get based on your performance in class and the work you do in and out of class.

For Thursday (10/2), please bring in an independent reading book for after channel 1. You should be reading your own books and keeping notes for the Independent Reading Assignment due Oct. 17.

For Friday (10/3), bring loose leaf paper and a pen.

Due tomorrow (Monday, 9/29) in school - Task 2 rewrite with the first draft attached.

You should have already turned in tasks 1 and 3 with rewrites.- These are past due.

Summary: Using It Wisely taken from http://www.unc.edu/depts/wcweb/handouts/summary.html

Knowing how to summarize something you have read, seen, or heard is a valuable skill, one you have probably used in many writing assignments. It is important, though, to recognize when you must go beyond describing, explaining, and restating texts and offer a more complex analysis. This handout will help you distinguish between summary and analysis and avoid inappropriate summary in your academic writing.

Is summary a bad thing?
Not necessarily. But it's important that your keep your assignment and your audience in mind as you write. If your assignment requires an argument with a thesis statement and supporting evidence—as many academic writing assignments do—then you should limit the amount of summary in your paper. You might use summary to provide background, set the stage, or illustrate supporting evidence, but keep it very brief: a few sentences should do the trick. Most of your paper should focus on your argument. (Our handout on argument will help you construct a good one.)

Writing a summary of what you know about your topic before you start drafting your actual paper can sometimes be helpful. If you are unfamiliar with the material you're analyzing, you may need to summarize what you've read in order to understand your reading and get your thoughts in order. Once you figure out what you know about a subject, it's easier to decide what you want to argue.

You may also want to try some other pre-writing activities that can help you develop your own analysis. Outlining, freewriting, and mapping make it easier to get your thoughts on the page. (Check out our handout on brainstorming for some suggested techniques.)

Why is it so tempting to stick with summary and skip analysis?
Many writers rely too heavily on summary because it is what they can most easily write. If you're stalled by a difficult writing prompt, summarizing the plot of The Great Gatsby may be more appealing than staring at the computer for three hours and wondering what to say about F. Scott Fitzgerald's use of color symbolism. After all, the plot is usually the easiest part of a work to understand. Something similar can happen even when what you are writing about has no plot: if you don't really understand an author's argument, it might seem easiest to just repeat what he or she said.

To write a more analytical paper, you may need to review the text or film you are writing about, with a focus on the elements that are relevant to your thesis. If possible, carefully consider your writing assignment before reading, viewing, or listening to the material about which you'll be writing so that your encounter with the material will be more purposeful. (We offer a handout on reading towards writing.)

How do I know if I'm summarizing?
As you read through your essay, ask yourself the following questions:
Am I stating something that would be obvious to a reader or viewer?
Does my essay move through the plot, history, or author's argument in chronological order, or in the exact same order the author used?

Am I simply describing what happens, where it happens, or whom it happens to?
A "yes" to any of these questions may be a sign that you are summarizing. If you answer yes to the questions below, though, it is a sign that your paper may have more analysis (which is usually a good thing):

Am I making an original argument about the text?
Have I arranged my evidence around my own points, rather than just following the author's or plot's order?

Am I explaining why or how an aspect of the text is significant?
Certain phrases are warning signs of summary. Keep an eye out for these:
"[This essay] is about..."
"[This book] is the story of..."
"[This author] writes about..."
"[This movie] is set in..."

Here's an example of an introductory paragraph containing unnecessary summary. Sentences that summarize are in italics:

The Great Gatsby is the story of a mysterious millionaire, Jay Gatsby, who lives alone on an island in New York. F. Scott Fitzgerald wrote the book, but the narrator is Nick Carraway. Nick is Gatsby's neighbor, and he chronicles the story of Gatsby and his circle of friends, beginning with his introduction to the strange man and ending with Gatsby's tragic death. In the story, Nick describes his environment through various colors, including green, white, and grey. Whereas white and grey symbolize false purity and decay respectively, the color green offers a symbol of hope.

Here's how you might change the paragraph to make it a more effective introduction:
In The Great Gatsby, F. Scott Fitzgerald provides readers with detailed descriptions of the area surrounding East Egg, New York. In fact, Nick Carraway's narration describes the setting with as much detail as the characters in the book. Nick's description of his environment presents the book's themes, symbolizing significant aspects of the post-World War I era. Whereas white and grey symbolize the false purity and decay of the 1920s, the color green offers a symbol of hope.

This version of the paragraph mentions the book's title, author, setting, and narrator so that the reader is reminded of the text. And that sounds a lot like summary—but the paragraph quickly moves on to the writer's own main topic: the setting and its relationship to the main themes of the book. The paragraph then closes with the writer's specific thesis about the symbolism of white, grey, and green.

Analysis requires breaking something—like a story, poem, play, theory, or argument—into parts so you can understand how those parts work together to make the whole. Ideally, you should begin to analyze a work as you read or view it instead of waiting until after you're done—it may help you to jot down some notes as you read. Your notes can be about major themes or ideas you notice, as well as anything that intrigues, puzzles, excites, or irritates you. Remember, analytic writing goes beyond the obvious to discuss questions of how and why—so ask yourself those questions as you read.

The St. Martin's Handbook (the bulleted material below is quoted from p. 38 of the fifth edition) encourages readers to take the following steps in order to analyze a text:

Identify evidence that supports or illustrates the main point or theme as well as anything that seems to contradict it.

Consider the relationship between the words and the visuals in the work. Are they well integrated, or are they sometimes at odds with one another? What functions do the visuals serve? To capture attention? To provide more detailed information or illustration? To appeal to readers' emotions?

Decide whether the sources used are trustworthy.
Identify the work's underlying assumptions about the subject, as well as any biases it reveals.
Once you have written a draft, some questions you might want to ask yourself about your writing are "What's my point?" or "What am I arguing in this paper?" If you can't answer these questions, then you haven't gone beyond summarizing. You may also want to think about how much of your writing comes from your own ideas or arguments. If you're only reporting someone else's ideas, you probably aren't offering an analysis.

What strategies can help me avoid excessive summary?
Read the assignment (the prompt) as soon as you get it. Make sure to reread it before you start writing. Go back to your assignment often while you write. (Check out our handout on reading assignments).
Formulate an argument (including a good thesis) and be sure that your final draft is structured around it, including aspects of the plot, story, history, background, etc. only as evidence for your argument. (You can refer to our handout on constructing thesis statements).
Read critically—imagine having a dialogue with the work you are discussing. What parts do you agree with? What parts do you disagree with? What questions do you have about the work? Does it remind you of other works you've seen?
Make sure you have clear topic sentences that make arguments in support of your thesis statement. (Read our handout on paragraph development if you want to work on writing strong paragraphs).
Use two different highlighters to mark your paper. With one color, highlight areas of summary or description. With the other, highlight areas of analysis. For many college papers, it's a good idea to have lots of analysis and minimal summary/description.
Ask yourself: What part of the essay would be obvious to a reader/viewer of the work being discussed? What parts (words, sentences, paragraphs) of the essay could be deleted without loss? In most cases, your paper should focus on points that are essential and that will be interesting to people who have already read or seen the work you are writing about.

But I'm writing a review! Don't I have to summarize?
That depends. If you're writing a critique of a piece of literature, a film, or a dramatic performance, you don't necessarily need to give away much of the plot. The point is to let readers decide whether they want to enjoy it for themselves. If you do summarize, keep your summary brief and to the point.
Instead of telling your readers that the play, book, or film was "boring," "interesting," or "really good," tell them specifically what parts of the work you're talking about. It's also important that you go beyond adjectives and explain how the work achieved its effect (how was it interesting?) and why you think the author/director wanted the audience to react a certain way. (We have a special handout on writing reviews that offers more tips.)
If you're writing a review of an academic book or article, it may be important for you to summarize the main ideas and give an overview of the organization so your readers can decide whether it is relevant to their specific research interests.
If you are unsure how much (if any) summary a particular assignment requires, ask your instructor for guidance.

Bibliography
Barnet, Sylvan and Cain, William E. A Short Guide to Writing about Literature. 8th ed. New York: Longman, 2000.
Corrigan, Timothy. A Short Guide to Writing About Film. 4th ed. New York: Longman, 2001.
Lunsford, Andrea A. The St. Martin's Handbook. 5th ed. Boston: Bedford/St. Martin's, 2003.
Zinsser, William. On Writing Well. 5th ed. New York: Harper Perennial, 1994.
"Strategies for Avoiding Plot Summary." Temple University Writing Center. 18 January 2005 <http://www.temple.edu/writingctr/student_resources/plot_summary.htm>.

Weekend homework

Please type a draft of your task 2 essay (on tanning) to be turned in on Monday. Make sure to attach all earlier drafts.

a note about period assessment... please look in your teacherease comments for the day we did the bradford poem. there is a narrative about your work in class right now.

Homework and Reminders - 9/24/08

Today in class we discussed the text on text technique of approaching poetry. This is a helpful way to attack poetry if you are having difficulty. Simply, we start with what we know.

Although, Bradford may not seem the accessible "poet" out there, as we discuss his relevance to American Lit. we continue to explore the meaning of what that legacy is.

Continue work on your independent reading assignment due on October 17th.

Drafts of your Task 3 assignment are due on Friday, 9/26.

Drafts of your task 1 assignment are past due.

Period asssessments will be completed by Monday, 9/29. they will be posted in your teacherease.

HW - 9/23/08

Draft your task 3 essay.

If you don't have the materials for whatever reason, you may get a copy of them from the link below:

http://www.nysedregents.org/testing/engre/eng-608/eng-exam1-608.pdf

http://www.nysedregents.org/testing/engre/eng-608/eng-exam2-608.pdf

Your draft is due on Friday, 9/26

Due for this week - Homework

Today in class we worked on the Task 3 -

Comment on this post about how you approach a piece of writing that doesn't make sense? What strategies do you use?

Your 2nd draft of your task 2 are due on Wed. with first draft attached to it.

Task 3 is due on Friday.

Weekend work

Today in class we discussed pieces of Bradford's "Of Plymouth Plantation." This primary source has served to begin our discussion on American Literature. We need to remember at this time, we weren't exactly "America" yet, just a fledgling country trying to survive. However, the seeds of what was to come were evident.

Consider the responsibility of early and current authors in representing our country. What does it mean to be a part of an American canon? What is the responsibility of it? Who should be included in it? – Post to the blog

Discuss some of what you found interesting about what the groups presented on attached to this post.

Also a reminder that your first typed drafts of your Task 1 essays are due on Monday. Please make sure to attach the first class copy when you turn in your second draft.

Your task 2 essay rewrites will be due on Wed. 9/24 with all materials attached.

We will be working on Task 3 on Monday in class. Please make sure that if you didn't turn it in to me already, that you come to class prepared with your copies on Monday.

3 Questions about the formation of our nation

Post 3 questions you have about how our nation began to this post...

We started talking about William Bradford's "Of Plymouth Plantation" and the Time article, "Inventing America"

What do you want to know?

Independent Reading

Directions: Identify and present passages from your independent reading book that illustrate the qualities listed below. Limit passages to one page of text. To present them, you may type them or photocopy and paste them. After each passage, write a brief but specific explanation of hot the passage exemplifies the quality stated (three to five sentences). Remember to provide the page number of each passage.

• passage that reveals an important quality about the main character (protagonist)
• passage that shows an important part of setting
• 2 different passages that suggest the complexity of the protagonist's conflict(s)
• 2 passages in which the author uses language in a particularly effective way
• passage that shows teh symbolic importance of something or a passage that suggests why the book has the title it has
• passage that shows the protagonist's situation at the end
• passage that suggests and important idea, theme, or insight the book conveys
• passage that shows what you liked about the book
  

The first one will be due on October 17th.

Other reading logs will be kept in your writer's sourcebook -
they should include the date, pages read, title of the book and some connections to what you are reading. NOT just plot summary.

Independent Reading... Homework for tomorrow

Please bring a reading book for class on Wed. We will be discussing the outside reading expectations for the class this year tomorrow in class. Please come prepared.

HOMEWORK MSC SACKSTIEN!!

I WAS VERY CONFUSED ABOUT THE DOCUMENT I THINK IT WILL BE BETTER IF THE TEACHER READ IT OUT LOUD

Time Magazine Article discussion

Reflect on the article read in class today and the discussion we had around it.

What do you want to know more about?
What do you have questions about?
What rang true?
Do you disagree with anything?
How did Jamestown set the tone for the America we have now?

Post to this blog item...

Buy a copy of Arthur Miller's The Crucible

General Observations about Baseline Regents Essays

As a class, we are really going to have to work on development. Most of you get the idea of what you are supposed to be doing and also comprehend whatever you read as evidenced by your multiple choice answers. The real sticking point seems to be taking those 3-4 scores and bringing them a little higher by really utilizing the texts and tasks to develop your ideas.

A secondary issue that I noticed a lot of was organizational issues.

I'm going to pose that we start here when you all consider revision...

Your initial scores will stick until you revise....

I would like to conference with everyone about their papers. Hopefully this week that will happen.

Use the task to help organize what must get done... then prioritize the information that you have gathered... then write... and don't just mention, but use the text to support.

More on this to come...

Reflection.

My greatest challenge of that whole test, was probably the reading. Although I liked some of it, there were other passages that really got me annoyed. The quote that was given out today "..the human is lot and try to fail" or SOMETHING like that; we were expected to know what this quote means within a sentence...less, after reading it over and over, I was like what?? I did not get it at all. Also the essay we had to right about nature was a struggle for me too because, I'm obviously not a professional of "reading between the lines" and figurative language and what not. What I really liked though was passage about the heroine discovering radio activity, and the other passage with the sun exposure. I actually had fun doing it. secretly though. :)

You Tube Opportunity

YouTube presentsOpportunity for Student Journalists

Today, in partnership with the Pulitzer Center, YouTube presents Project: Report, a journalism contest for non-professional, aspiring journalists to tell stories that might not otherwise be covered by traditional media.

*See the *Project: Report* channel page for all program details.*See the YouTube News team's announcement.

In each of the three rounds of Project: Report, reporters will be given an assignment to complete. Each of these assignments gives people an opportunity to report on the important individuals, issues, and communities in their lives that others do not yet know about.

Round 1

The assignment for Round 1 is to profile someone in your community, in three minutes or less, highlighting a story you think deserves to be heard by a wide audience. Video submissions for Round 1 are due by midnight EST on Sunday October 5, and a panel of journalists from the Pulitzer Center will narrow the field to 10 semi-finalists.

Round 2

The assignment for Round 2 will then be officially announced, and the judging for this round will be opened up to the YouTube community to determine the five finalists who will move onto the third and last assignment (TBD).

PrizesWinners of each round will receive technology prizes (video cameras and laptop computers) from Sony VAIO and Intel, and the grand prize winner will be granted a $10,000 journalism fellowship with the Pulitzer Center to report on a story outside of their home country.

Even if you did not participate in or advance past Round 1, you may still complete the assignments for Rounds 2 and 3, though you will not be eligible for the grand prize.

With Project: Report, the Pulitzer Center and YouTube hope to bring an audience to as many of these stories as possible and draw attention to important topics that have been under-reported, misreported, or not reported at all.

Download official press release

Independent Reading

You will need to read at least 25 independent reading books over the course of this school year. You will need to document your having read these books.
You will need to have completed at least 10 independent reading assignments -to be given out in class on 10 of your 25 books.

Otherwise, while you are reading you will keep reading logs in your sourcebook. They should include:
The date
The author
The title
Pages read during that sitting
a synopsis of what you have read in those pages
a connection of some kind (text-to-text, text-to-world, or text-to-self)
You should also make a note of places in the text that appeal to you where the author has done something interesting with the language or writing (i.e. figurative language, strong examples of sentence structures or characterization)

You will be held accountable for this work

Decorum in the testing environment

While tests are being given, please follow these rules -

• come prepared with a couple of pens and paper
• remain silent once the test is distributed and the very last test is collected (every student should have the same right to quiet during their exam experience)
• keep your eyes, pens and ideas to yourself - (it serves no one to cheat)
• if you need help at any time, raise your hand and I will promptly address the matter
• once your work is collected, please remain in your seat silently.

Task 1 - baseline study

Today in class each of you took a task 1 with little or no knowledge of what a task 1 was like of the Regent.

What skills are needed to do well on this task? Post to this blog entry with a comment... think in terms of what the directions were asking you to do.

HW for tonight is to begin work keeping your independent reading logs in your sourcebook... make sure to write the title, author, pages read, date, summary of reading and some kind of connection you can make to the pages.

5 Essentials for Classroom Success

The votes are in and this is what we agreed on - your rules... make sure to mind them...

1. Respect for everyone's beliefs, ideas and opinions
2. Be prespared and ready to work (sourcebook, pens, folders, highlighters, post-its)
3. Unity - everyone can ehlp each other
4. Positive attitude - we can't learn if we feel defeated
5. appropriate classroom behavior - keep your hands to yourself

What is American Literature?

http://web.missouri.edu/~materert/e226/amer.html - This link offers a unique perspective as to what we define as American Literature... we will be exploring this idea throughout the year...

What do you think?

http://www.trcc.cc.mo.us/engl242/what_makes_american_literature_u.htm - this is interesting too... which do you agree with?

5 Essentials for Classroom Success

I'm really impressed with what you were able to do in class today. I can't begin to express the importance of this year for all of you as it will be a huge deciding factor in where you go to college.

I would like to congratulate you on the beginning of a successful year...

American Lit Syllabus

11th Grade American Literature- Regents – class in room 359
Ms. Sackstein – Ms. Destefano
mssackstein@yahoo.com

Course description: This class will explore literature through American history and will end with the completion of the NY State Regent in English. We will deeply delve into each piece of fiction or non-fiction, poetry and drama examining author’s craft, structure, varying literary elements and vocabulary. Further using the knowledge gained from these works to inform and inspire our own writing. Reading will be done both in and out of class with long term assignments given as well as shorter nightly work when necessary.

Materials Needed: 1 sourcebook to be in class everyday.
Pens, pencils, highlighters, post-its
Index cards

A reading list will be provided - *strongly recommended to buy class texts for personal annotation

Standards to be met:
Standard ELA1.11.RE1: Language for Information and Understanding - Students will read, write, listen, and speak for information and understanding
o Students read and follow written directions and procedures to solve problems and accomplish tasks.
o Students identify and evaluate the reliability and validity of informational sources.
o Students analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large
Standard ELA2.11.RE1: Language for Literary Response and Expression. – Students will read, write, listen, and speak for literary response and expression
o Students read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres
o build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written
o Students read literary criticism to increase comprehension and appreciation of literary texts:
o use a variety of written responses, such as double-entry journals and reading logs, to integrate new concepts with existing knowledge
o Students compare a film, video, or stage version of a literary work with the written version
o Students interpret multiple levels of meaning and subtleties in text:
o engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning
o Students recognize and analyze the relevance of literature to contemporary and/or personal events and situation
Standard ELA3.11.RE1: Language for Critical Analysis and Evaluation- Students will read, write, listen, and speak for critical analysis and evaluation
o Students form opinions and make judgments about the validity of interpretive texts
o Students analyze and evaluate nonfiction:
o identify text structure, using supports such as graphic organizers
o preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings
o identify the particular kinds of language used in particular texts
o Students analyze and evaluate fiction, including the effect of diction and figurative language:
o use a variety of written responses, such as double-entry journals and reading logs, to identify literary elements and evaluate their effectiveness
o Students form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as psychological.
o Students select, reject, and reconcile ideas and information in light of biases
o Students make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism and in political, historical, and scientific analysis
Standard ELA4.11.RE1: Language for Social Interaction - Students will read, write, listen, and speak for social interaction
o Students share reading and writing experiences with a peer or adult; for example, read together silently or aloud and discuss reactions to texts
o Students consider the age, gender, social position, and cultural traditions of the writer
o Students recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication


Grading:
All assignments should be done in a timely fashion. You will have weekly reading assignments for class and independent reading as well. You should plan on keeping track of all of this work in your sourcebook.
Blog posting is an important part of class and will contribute to your class participation and homework grades. Our blog address is:
http://amlitwjps.blogspot.com/
All major assignments will be rubric graded on a scale of 1-4 based on the standards. 1= needs improvement, 2= approaching the standards, 3=meets the standards and 4= exceeds the standards. A list of standards and curriculum map will be provided.
Portfolio – you will keep a working folder in class of all your work in progress assignments for the year. At the middle and end of each trimester, you will be expected to pull your exemplary work from your completed assignments for your portfolio. We will discuss this further in class.
This class will be required to take a NY State Regent which is a requirement for graduation.

Welcome back

Good afternoon 11th graders and welcome to your American Lit. English class. This year we are going to be using the blog a lot in and out of class, so I'm hoping everyone will get really used to checking it everyday.

Not only will we be continuing classroom discussions, but I'm hoping you will use the forum to discuss your independent reading books and also to help each other out. We will also be communicating with Ms. DeStefano's American Lit class in this forum to broaden the scope of what we discuss.

For your first assignment on our class blog, I'd like everyone to take some time to post something they hope to learn in this class this year... You can also post something you know you are good at in English.

Can't wait to see what you have to say,
Ms. Sackstein