Copies of "Jilting" and "Granny"

"A Rose for Emily" link

"The Jilting of Granny Weatherall" link

Link to the Project Assignment (You need to use your Aggie Account to access.)

Perks Quote Assignment

Click the link below to go to the assignment. Make a copy in google docs to use yourself.
Perks Quote Assignment

Welcome!

I'm looking forward to working with you this year!

American Literature Classroom Management Plan and Course Overview

American Literature      2015-2016

Course Number: 1321                               Instructor: Barbara Desai

Location: Avery Hall RM 5117                 Email:  bdesai@norfolkaggie.org    Website: barbaradesai.blogspot.com

(click the “Level 2 Juniors” link for calendars, handouts, prezis, etc.)

Course Description

(1321) American Literature (Grade 11) – CP Level 2

In this course we’ll focus on movements in American Literature and on literature by American authors that has cultural impact and historical importance.

Students taking this course should be willing to turn their work in on time, take an active role in the classroom, and seek help (if needed) in a timely manner. Writing assignments will work on your use of grammar, diction, and organization. Reading assignments will ask you to use critical thinking skills.

About American Literature

We’ll examine how America developed its approach to literature and how events shaped that literature. Writing assignments will develop your ability to support a point and to write fluidly. Written work should reflect growing maturity in diction and syntax, proper MLA formatting, and formal writing conventions. A midterm and final exam are required in this course.

Essential Questions

• How does society create “otherness”? What is its impact?
• How has conflict shaped American literature?
• How do we define the American Dream? Is it achievable?

Class Rules

• Arrive on time.
• Treat others with respect.

Class Expectations

• Give your best effort.
• Do not plagiarize.
• Ask for help if you need (and ask before the last minute).
• Come to me with concerns when I’ll have time to listen and think (before/after class or school, on my prep, X block).

Attendance and Tardiness

Attendance will be taken at the beginning of every class. If you’ll be late, bring a pass. Continual tardiness will result in an automatic write up and a call home to discuss strategies for getting here on time. Please refer to the NCAHS policy as outlined in the Student Handbook.

Extra Credit

Once in a while, I offer extra credit assignments to the class, but I do not offer it to individuals. (Which is to say, if you desperately want to raise your grade at the end of term, please do not ask me if you can write a book report, etc. Do your best on your work and turn it in on time; it’s the best way to earn a good grade.

Late Work

Large assignments (essays/projects) can be turned in late for a grade reduction of 10 percent off each day late, up to three days. This counts weekends and vacation days. (Most work can be turned in electronically, so I look at the time stamp.)

Homework, generally, is not something that you may turn in late because it’s often something that you needed to do to prepare for class the following day (reading or preparing for discussion, for example). Doing these sorts of assignments late does not contribute to your ability to participate in class.

If you have an emergency or something else unforeseen, please let me know, and I will work with you on a case-by-case basis.

Absences

• If you are absent, it is your responsibility to find out what you missed and pick up any materials that you need (books, worksheets, notes from friends). Often, items are posted online, so check the webpage. If you need to ask me what you missed, please ask when I can give you my full attention. (The beginning of class does not constitute such a time.)
• You will have one day for each day absent to make up the work. Please make arrangements for making up with with me if you are absent for more than three days.
• If an assignment was assigned while you were present and was due while you were absent, I’ll expect to see if when you return (unless you’ve had some really catastrophic illness).

Resources

The class webpage (Level 2 Juniors link off the main page - barbaradesai.blogspot.com) is a great resource for the assignment calendar, worksheets, etc. You can subscribe to email for updates.

Class Requirements

• All formal writing will follow essay conventions and MLA style.
• Do your work to the best of your ability.
• Maintain a binder for organizing your materials. Hang on to graded work. (If you want to, store it at home.)
• Keep a notebook (or looseleaf section of your binder) for your writing journal and notes.
• Come to class with writing utensils. I prefer you to write in ink, but pencil is OK if you really must. Ink color does not matter to me so long as it’s easily visible to my poor, old eyes. (Yellow, for instance: hard to read. Purple:  hooray!)

Contacting Me

You can reach me at bdesai@norfolkaggie.org.

My planning periods are M-F, periods 1 and 3.

Plagiarism Policy

Plagiarism is not acceptable. As described in the student handbook:

Students are expected to be honest in all of their academic and vocational work. Plagiarism is defined as stealing or use without acknowledgement of the ideas, words, formulas, textual materials, on-line services, computer programs, etc. of another person, or in any way presenting the work of another person as one’s own.

Please refer to the handbook for a detailed description. Students found guilty of plagiarism will receive a zero for the assignment. This includes work copied from others. Do not let other people copy your work, or you, too, may be subject to consequences.

You must sign and return the Academic Integrity and Plagiarism Policy page from your handbook. Read the policy. Your signature indicates understanding.

Cell Phone Policy

Sometimes cell phones are a great tool to use in class. When that time comes, I’ll let you know. Otherwise, keep it out of site (bag or pocket, not on your desk or lap) and don’t use it. If you’re using it without permission, I’ll hang on it to for the duration of class. It’s nothing personal; it’s what I need to do as your teacher.

If you think up a good use for a phone while we’re in class, raise your hand and ask to use it for the assignment/discussion, etc. There’s a pretty good chance I’ll say yes.  

If we are using phones in class for a purpose, stick to that purpose - I understand the smartphone’s temptations calling with their siren song, but be like Odysseus, and tie yourself to the mast.

Supplies

One binder

One 1-subject notebook or loose-leaf paper for your binder.

Highlighter

Pens or pencils

Access to a computer/internet. Please let me know on your information card if this is not reliably available.

Grading Policy

I grade on total points, and those points break down along these lines:

25% Homework (reading checks, reading questions, written responses)

50% Essays and tests

15% Quizzes

10% Class Participation (preparedness, group/pair work, class discussions)

TOTAL 100% Term Grade

Homework -- DUE: Thursday 9/3/15

Directions: Read the management plan with your parent or guardian. Afterwards, sign your names below, and bring this page in by Thursday.

I, ___________________________________ the parent/guardian of

____________________________, have read and acknowledge the classroom policy and discipline expectations explained above.

Student Signature____________________________________

Parent Signature__________________________________

Parents/Guardians: In the space below, please tell me at least one thing you would like your student to get out of this class (and any other information you’d like to tell me).

Photo/Video Release:

During the school year there may be times when I take photographs/videos of student work, performances, or discussions. These images and videos will be used within the Aggie community (to serve as samples to other students, evidence of learning for teacher evaluation, etc.

) and may be posted in a public space to the class web page and/or youtube.

Please check here _______ if you do NOT wish to have your child photographed or videotaped.

Thanks!

Barbara Desai

American Literature      2015-2016

Course Number: 1321                               Instructor: Barbara Desai

Location: Avery Hall RM 5117                Email:  bdesai@norfolkaggie.org    Website: barbaradesai.blogspot.com

(click the “Level 2 Juniors” link for calendars, handouts, prezis, etc.)

Course Description

(1321) American Literature (Grade 11) – CP Level 2

In this course we’ll focus on movements in American Literature and on literature by American authors that has cultural impact and historical importance.

Students taking this course should be willing to turn their work in on time, take an active role in the classroom, and seek help (if needed) in a timely manner. Writing assignments will work on your use of grammar, diction, and organization. Reading assignments will ask you to use critical thinking skills.

Primary Course Materials: (subject to change)

The Perks of Being a Wallflower

To Kill a Mockingbird

The Crucible

Death of a Salesman

Course Objectives:

• Students will be able to identify changes in the U.S. literary style over time, the hallmarks of those movements, and how events shaped American literature.
• Students will be able to develop, organize, and write a research paper supported by reliable sources.
• Students will be able to analyze U.S. literature and write about their analyses with clarity, concision, and style.

Course Outline

Unit 1: Summer reading/diction and syntax/the Romantics

On the Friday after Labor Day (second week of school), you will be taking your summer reading assessment, and we’ll begin discussion of the book that same week. Additionally, we’ll be taking a first look at writing and analysis through diction and syntax-which we’ll be working with all year-and examining the Romantic Movement, the first American literary movement to emerge after the American Revolution. You’ll be writing an essay on one of the Romantic topics for your assessment of this unit.

State benchmarks met in unit 1: SL1 (a,b,c,d), SL4, L1, L2 L3, L4, L5, L6, W2 (a,b,c,d,e,f), W4, W5, W6, W9a, W10, RL1, RL2, RL3, RL4, RL5, RL6, RL8a, RL9.

Unit 2: SAT prep (year-long)/Realism

We’ll begin working on SAT prep (which we will work on throughout the year). All work you do in ELA classes is a form of SAT prep, but we’ll be focusing on some specific areas, such as vocabulary and grammar. Moving from Romanticism into realism, we’ll be reading The Perks of Being a Wallflower and examining its relevance to modern teenage life. We’ll also be reading To Kill a Mockingbird, which is another example of realistic fiction. Assessments will include vocabulary tests (including cumulative ones), book reflections, and a research presentation.

State benchmarks met in unit 2: SL1 (a,b,c,d), SL4, L1, L2 L3, L4, L5, L6, W1 (a,b,c,d,e), W7, W8, RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8a, RL9, RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI9.

Unit 3: Modernism

This unit will include a number of short stories and poetry of the era which explore the ennui, inventiveness, and technique of the Lost Generation. Stories will include “A Rose for Emily,” “The Jilting of Granny Weatherall,” and “Hills Like White Elephants.” Poetry will include “The Love Song of J. Alfred Prufrock” and “The Unknown Citizen.” As with the other units, we’ll continue working on diction and syntax, both in textual analysis and written work. Assessments will include reading reflections, vocabulary tests (including cumulative ones), and a comparative analysis project with this unit, as well as numerous written reflections.

State benchmarks met in unit 3: SL1 (a,b,c,d), SL2, SL3, SL4, SL5, SL6, L1, L2 L3, L4, L5, L6, W2 (a,b,c,d,e,f), W4, W5, W6, W9a, W10, RL1, RL2, RL3, RL4, RL5, RL6, RL8a, RL9.

Unit 4: Post-Modernism

You’ll examine the extension of Modernism into Post-Modernism through short stories and longer works like Death of a Salesman, and The Crucible. Your assessments will include a mini-research paper and cumulative vocabulary tests.

State benchmarks met in unit 4: SL1 (a,b,c,d), SL4, L1, L2 L3, L4, L5, L6, W1 (a,b,c,d,e), W7, W8, RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8a, RL9, RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI9.

Pages Read of Gatsby

We read through the end of Chapter 8.

Gatsby Chapter 1 Questions

Name: _______________

Gatsby Chapter 1

On a separate sheet of paper (or on the back of this sheet), answer the following questions while you read. Any copied answers will receive a zero (including the original).

1. How does Nick describe himself at the beginning of the book?

2. How does Nick describe Tom Buchanan?

3. Who is Jordan Baker?

What does Nick find appealing about her?

4. Notice how many times Fitzgerald uses the words hope or dream. Why does he do this?

5. Describe Nick. What facts do you know about him, and what do you infer about him? What kind of a narrator do you think he will be?

6. What image does the author use to describe Jordan Baker? What does it mean?

7. What does Tom's behavior reveal about his character?

Into the Wild Project

Into the Wild Final Project

Step 1 – Select Your Items

Select five poems, song lyrics, images, or a combination of these that connect to Chris’s personality, way of living life, journeys, etc.

            (Do not select from the epigraphs already in the book.)

Step 2 – Create Your Presentation

Create an attractive, clear Prezi, Slidely, Powerpoint, etc. that includes these items.

Step 3 – Write Your Explanation Paragraphs

Write an explanatory paragraph for each item.

·         This paragraph will explain what connects the item to Chris and will include specifics and detail.

·         Additionally, your analysis should include specific examination of the part(s) of the text that connect to your item, with details and quotes drawn from the text.

Step 4 – Edit

This is not an essay; you do not need an introduction and conclusion, and you may use first and second person. It will follow essay conventions in grammar and mechanics, as well as MLA style. Include in-text citations and a bibliography that includes all quoted or paraphrased references.

Write well. Use effective variety in your word choices. (We’ll review this in class.)

Step 5 – Present Your Work

You will present only the visuals with an explanation. You will not need to present your paper. You may use notecards if you like or may present extemporaneously.

Grading

Presentation

Delivery

Presenter is audible, makes eye contact, does not stumble over material.      (10 points)

Visuals

Presentation looks attractive, understandable, and interesting.                      (10 points)

20 points total

Essay

·        Organization and MLA conventions   

o   Does it make sense?                                                                10 points

o   Does it follow proper MLA style?                                          10 points

o   Does it contain a proper bibliography?                                   20 points

·        Content

o   Is it interesting, thought-provoking, and accurate?

o   Does essay contain specifics and detail?                                30 points

·        Mechanics

o   Are grammar, spelling, punctuation, and usage correct?        30 points

·        Diction (Word Choice)

o   Does the essay include vivid, precise, and interesting           

language?

o   Does it contain a variety of word choices?                             20 points

120 pts. total

Days We Meet in Plant Science Computer Lab...

Wednesday, March 11
Thursday,  March 12
Friday,  March 13

Monday,  March 16 (Rough drafts due by end of class.)
Wednesday,  March 18
Thursday,  March 19
Friday,  March 20

Final drafts due: March 27

Into the Wild Chapter 18 Paragraph Prompt

Write a paragraph on your thoughts for this chapter.

Into the Wild Chapter 16 Questions

Name ____________________________

Into the Wild Chapter 16 Questions

1.       What does Krakauer (the author) find inside the bus and what does it make you think/feel?

2.       How does Krakauer defend Chris McCandless in this chapter?

Into the Wild Chapter 6 Paragraph Prompt

Name: ________________________________________

Into the Wild Question for Chapter 6

Answer the following prompt with a well-written, well-developed paragraph that includes specific references to the text.

Examine Chris’s relationship with Ronald Franz (the old man). 

Into the Wild Chapter 5 Questions

Name _______________________

Questions for Chapter 5

1.      What did the people in Bullhead City think of Chris/Alex?

2.      Describe the “Slabs.”

3.      What is the irony about Jack London?

 4. What do we learn about Chris/Alex in this chapter?

Into the Wild Chapter 4 Questions

Name ____________________________

Chapter 4 Questions

1.      What happens when Chris drives the Datsun into the Lake Mead National Recreation Area?

2.      What do his parents think?

3.      Where does Chris travel in this chapter?

4.      By the end of the chapter what do we learn about Chris’s view of money and belongings?

Into the Wild Vocabulary 2

Name: ________________________

Vocabulary for Into the Wild

In the space provided, write the definitions for the following words.

1.      Altruistic

2.      Concocted

3.      Convivial

4.      Egress

5.      Equanimity

6.      Existential

7.      Fatuous

8.      Fecund

9.      Ideologue

10.  Incendiary