Tuesday

1. Take PSAT Writing section test--30 minutes. I will also give you an additional 15 minutes to finish

section 3 from yesterday.

In order for us to use the same scantron sheet, mark "A" for numbers 49 and 50 and then bubble in 

answers for the Writing test starting at number 51 (1 is 51, 2 is 52, etc.)

2. Learn first ten literary terms by Thursday/Friday Literary terms--Quizlet

3. Creation Myth introduction

4. Write your own creation myth. 400-600 words. Due Monday.
        Extra credit (+2-10 depending on quality) for illustrating your myth or otherwise making it more             dynamic (sculpture, short video, etc).
5. Thur/Fri we will spend 30 minutes writing these, so you should come to class with a good start. This is fun! 

6. Over the weekend you can work on the vocabulary for next Thur/Fri, too, if you'd like. It's 11-20 from the Literary terms--Quizlet list.
Throughout the year we learn 10 words per week and have a vocabulary quiz every Friday (some of the blog entries you will read have been recycled from the things last year. Anytime you read "due Friday" that means due the last day of the week for your class). It is not my responsibility to remind you that you will be quizzed. NOTE: Many "B" students drop from the "A" because they don't ace all of the vocab quizzes.

A New Season is Upon Us--Welcome Back!

Welcome to American Lit/Sophomore English

Syllabus

In-class writing assignment:
What point is Walt Whitman making about the American Dream in his poem Song of the Open Road?

HOMEWORK:

1. Read syllabus, have parent or guardian read it, sign, and return Monday.
2. Learn all names by Thursday/Friday after next.
3. Learn 20 literary terms by next Thursday/40 (yes, 20, but you already know most)

• Literary terms--Quizlet

4. Finish Getting to Know You handout, including 1/2 page telling me about yourself. Make it interesting and revealing. I want to know the real you, not just typical biographical information--your passions, what makes you tick, things like that. Due Monday.
5. First three lines of Song of the Open Road by Whitman Monday.

I promise that I'll try my hardest to make the writing relevant so that you won't say, "Man, I'm never going to use any of this stuff I'm learning later in life."  You will be writing throughout your lives--writing resumes, letters to co-workers, love letters (heh, heh), and countless other things, so you'll have to know how to write, and what better time than now to start?  No one will ever know your great thoughts if you can't express them.  In this class you will learn to express them.

So, the year begins!

Class today:

1. The American Dream

• National Public Radio (NPR) video on the singer Bruce Springsteen and the American   Dream. Springsteen's American Dream--Beautiful and Bleak  
• Born to Run with lyrics (Bruce Springsteen)  Discuss meaning of the song.
• Compare and contrast the poems Song of the Open Road by Walt Whitman, and 
• A Dream Deferred, by Langston Hughes.
•  Both deal with the American dream. Which is more similar to Springsteen'sBorn to Run? Why do you think these poets and singers see the American dream differently?
• As a group, decide what the song Born to Run is saying.  Take notes.
• Homework: Write three paragraphs telling me what you think Springsteen is saying. Remember, good writing makes a specific point, supports that point with specific examples, and discusses those examples.

My hope is that you'll find the class both challenging and fun.

Homework (to be done tonight)

1. The first thing I'd like you to do is to go to  the "Resources" tab, open the syllabus, and print it.  Then read it, sign it, and have your parent or guardian sign it.  Detach the part at the bottom (keep the rest) and bring it to class by Friday.  Thanks!

2. Write three paragraphs telling me what you think Springsteen is saying. Remember, good writing makes a specific point, supports that point with specific examples, and discusses those examples.

You will have a test  over the novel (and movie) for your final exam. You won't have to finish the novel to receive an "A" on this test, but be sure to read the assigned parts of the novel and really pay attention during the movie. I will curve the test down, but still, there will be many "F's" if students don't read and pay attention :/
HOMEWORK READING:
Monday night: 89-112; Tue night 166-178;  Wed night197-206; Thursday night 267-281(end)
The movie will fill in most of the other details.

The Last Friday of the Year!!!!!

Today:
1. Fill out the ESSAY CHECKLIST and turn it in for 15 points at the end of the period.
2. Read to page 50 for homework. You will have a test of some sort over the novel (and movie). You won't have to finish the novel to receive an "A" on this test, but be sure to read the assigned parts of the novel.
You are only required to read pages: 1-50; Monday night: 89-112; Tue night 166-178;  Wed night197-206; Thursday night 267-281(end)
The movie will fill in most of the other details.

Tuesday

ESSAY CHECKLIST:

___Introduction pulls in the reader. Copy one of the sentences helps pull you into the topic and which makes you interested to continue reading.

____________________________________________________________________________

_____________________________________.

If you don't have a sentence like that, try something along these lines:

"Many students don't really like to read, but Robin Cody's book Ricochet River . . ."

"A great book should . . ."       "One the very first page of the novel Ricochet River we read, '. . .'"

"Pretty much all teenagers are interested in stories that _______________________"

"The theme of __________________ is something that most teenagers can relate to"

___I have a thesis. My thesis is ___________________________________________________

_____________________________________.

__I quoted an example from the first 94 pages of the book

__I discussed that example for at least two sentences.

__I quoted an example from page 95-174 of the book

__I discussed that example for at least two sentences.

__I quoted an example from page 174-264 (end) of the book

__I discussed that example for at least two sentences.

__I used one of the following transitional words: "therefore," "also," "in particular," "for example," "likewise," "ordinarily," "in other words," "in the final analysis"
  Transitional words and phrases
__One of the themes I touch upon is: _________________________
__The most insightful sentence in my essay is: _____________________________________

Thursday

Ricochet River Essay--2-3 pages handwritten (yes, that's a front and a back and maybe another front)
Due at the end of the period. This is a rough draft, but you will receive 20 points for it. You will receive another 20 points for the final draft, which is due Monday.

Prompt: Pretend that you are on the novels selection committe and are helping compile a reading list for next year's sophomore English classes. Give your recommendation for the novel Ricochet River. Should it be taught to sophomores? 

This is an argumentative essay and you must support your arguments with specific examples. You are required to quote at least four specific parts of the novel and discuss those quotes to strengthen the points you are making. You should also consider counter-examples as you weigh out the novel's 

merits (the pro's and con's). 

Here's a basic example dealing with one of the positive aspects of the novel:

Link is a character who appeals to the average teenager because he talks like a real person, using casual language. For example, when Link is talking with Wade about the landlocked salmon in the millpond he says, "Them lazy, good-for-nothing fish is lost relatives of your Old Man Chinook" (133). Not only does Link use the casual phrase "good-for-nothing," but he also uses incorrect grammar, saying "is" instead of "are." Because many students have grandfathers of their own who talk this way, the book is appealing to the average teenager and should be taught next year at South High.

As you prepare to write, you should consider the following, although you do not have to include these points:

• Are the issues in the novel pertinent to the lives of teenagers? How? 
• Is the novel engaging/interesting?
• Does the novel present good ideas concerning the issues in the story?
• Is the novel well written?
• Is the reading level appropriate for sophomores?
• Is the subject matter appropriate?
• How does it compare to other novels that are taught or could be taught?

*Remember, when selecting novels to teach to students, it is important to pick quality literature that leaves the reader a more enlightened person by the end of the book. Be careful about simply arguing that the book is fun or not fun.

If you need help finding certain parts of the book for your quotes, it might help to go to this link with chapter summaries: Ricochet River
1. Add intro. Pull the reader in. Nice hook, maybe talk about being on the novels selection committee and how important good literature is.
2. You MUST have specific examples (actual quotes).
3. You MUST discuss the quote and EXPLAIN how it makes the novel good or bad.
4. Do your best to use fluid and smart language.

Wednesday

PSAT Reading Comprehension test
Quiz over ending of Ricochet River