While You're Away at FFA...

We read "An Aspect of Love-Alive in Ice and Fire" by Gwendolyn Brooks and discussed its tone. Also, we began working on writing an essay, bit by bit, for the Modernists.

For the Modernist essay, we wrote a thesis statement and three topic sentences. The topic can be any of your choice. You may examine one piece of literature we covered in depth or multiple pieces (so long as you DO NOT simply examine one piece of literature per body paragraph). You may choose any abstract (theme, tone, etc.) component that you'd like to examine (and whatever concrete component(s) you'd like to address).

"Old Lem" Paragraph Prompt

Old Lem Prompt

How does Sterling Brown create a sense of the experience of the African-American man of this time period?

Write a thesis statement, a topic sentence, and a body paragraph to go with it for the above prompt.

Remember: Make a specific claim about the experience and have a specific concrete component to support it.

Fixing a bad paragraph

Here's link with a bad paragraph, a fixed paragraph, and annotations as to what works and what doesn't. Pargraph edits

Bus Survey

Here's a link to the bus survey. Thanks for taking it! Bus Survey

Classroom Management Plan

American Literature      2017-2018

Course Number: 1315 Instructor: Barbara Desai

Location: Avery Hall RM 5110 Email:  bdesai@norfolkaggie.org Website: barbaradesai.blogspot.com

(click the “Level 1 Juniors” link for calendars, handouts, prezis, etc.)

Course Description

(1315) American Literature (Grade 11) – CP Level 1

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 reading and writing above grade level and should be willing to work hard, take an active role in the classroom, and seek help (if needed) in a timely manner. Reading and writing assignments are challenging and students are expected to use critical thinking and analytical skills on a variety of assignments. They should be willing to leave their comfort zones. Oral and written responses and extensive vocabulary and literary term study are regular components of the class.

Prerequisite: Students must have earned an 85 or better in their Grade 10 ELA class and have a teacher recommendation.

About American Literature

We’ll examine how America developed its approach to literature and how events shaped that literature. Writing assignments will draw on your analytical and persuasive skills; you’ll use textual analysis and evidence to bolster your point of view. 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 awhile, 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 1 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.
• Keep pace with reading assignments.
• 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 3 and 4.

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: Friday, 9/8/17

Directions: Read the management plan found at barbaradesai.blogspot.com (click the link on the right for your class) with your parent or guardian. Afterwards, sign your names below, and bring this page in by Friday.

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      2017-2018

Course Number: 1315 Instructor: Barbara Desai

Location: Avery Hall RM 5110 Email:  bdesai@norfolkaggie.org Website: barbaradesai.blogspot.com

(click the “Level 1 Juniors” link for calendars, handouts, prezis, etc.)

Course Description

(1315) American Literature (Grade 11) – CP Level 1

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 reading and writing above grade level and should be willing to work hard, take an active role in the classroom, and seek help (if needed) in a timely manner. Reading and writing assignments are challenging and students are expected to use critical thinking and analytical skills on a variety of assignments. They should be willing to leave their comfort zones. Oral and written responses and extensive vocabulary and literary term study are regular components of the class.

Prerequisite: Students must have earned an 85 or better in their Grade 10 ELA class and have a teacher recommendation.

Primary Course Materials: (subject to change)

To Kill a Mockingbird

Catcher in the Rye

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 Adventures of Huckleberry Finn and examining its present-day relevance. We’ll also be reading To Kill a Mockingbird, which, although it was written in the Post-Modern era, is another example of realistic fiction and ties in well with Huck Finn, as does Warriors Don’t Cry, an autobiographical account of the integration of Central High School in Little Rock, AR. 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 Catcher in the Rye, 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.

How to Incorporate Quotations into your Body Paragraphs

Here's handy link to how to gracefully incorporate quotations into a body paragraph. There's a helpful video at the bottom of the linked page, as well.

How to Incorporate Quoted Material into your Body Paragraph

Work for Week of FFA

Questions for "A Rose for Emily" due Monday, March 13. Short story and question links available on the online textbook page (see link on main page).

All this week, we worked on the presentation comparing and contrasting "A Rose for Emily" and "The Jilting of Granny Weatherall." Please see instructions on the online textbook page (link on main page).

Exam Review

Here's a link to the exam review. Mid-term Review

Here's are the quotes to know the author's of:

“Simplicity, simplicity, simplicity!”

“Imitation is suicide.”  
“To be great is to be misunderstood.”  
“If a man does not keep pace with his companions,

perhaps it is because he hears a different drummer.”

“Consistency is the hobgoblin of little minds.”  
“Whoso would be a man must be a non-conformist.”   

Jim's POV assignment

Here's a link to the Jim's POV assignment. Jim's POV