High School Literature and Composition

Monday, November 29

Great job, everyone! For those of you who’ve turned in your Character Analysis and essay portion of the test, I’ve already emailed parents your semester grades. For those who are still working on those things, you have until Friday, Dec. 3 to submit them. Let me know if you need my help.

Over the break, I encourage you to watch the film version of To Kill a Mockingbird. I think you will enjoy seeing the characters come to life, Atticus and Scout especially. I think the entire film can be found on YouTube.

Finally, get a copy of Macbeth (No Fear Shakespeare). You’re welcome to start researching the play if you want, but it’s not required. We’ll jump into the text when we return on January 24.

Have a wonderful holiday and I’ll see you all next year!

Monday, November 22

Great job reviewing today. I’m sure you will all be in good shape for the test on Monday. I think I’ve left comments on everyone’s Character Analysis, so you should also be in good shape to tidy up your papers. Please be in touch if you have questions!

Your semester test is open notes, so make sure you have everything in order for Monday.

Homework

If you’re able this week, answer the following essay questions substantively and bring a printed version to class. If you’re traveling for Thanksgiving or have other obligations, no worries. You can do them next week. Please make sure you’ve submitted your answers no later than Friday, Dec. 3. You may use your notes to answer the questions, but please refrain from using the internet 🙂

  1. Examine both the purpose and the effects of the Harlem Renaissance. (3 pts)
  2. Explain how the end of WWII led to Atomic Anxiety as an influence on Postmodern literature. (3 pts)
  3. Define Archetype. Then, choose three primary characters from either The Great Gatsby or To Kill a Mockingbird (or both) and explain their archetypes as you perceive them. (6 pts)
  4. Choose three works we’ve read this semester (short stories, poems, or novels) and explain how The American Experience, as depicted through this literature, evolved over the last 400 years from various points of view. Use examples from the works to support your answer. (8 pts)

Monday, November 15

You should be in great shape to draft your Character Analysis! Review the essay guidelines before getting started in case you need a refresher. If it’s helpful, outline your paper before writing it. Sometimes that helps organize your thoughts so you don’t ramble and jump all over the place.

If you need help this week, reach out!

Homework

Write your Character Analysis – a rough draft is your best effort – and submit via Google Docs by Friday. (If you need more time, let me know before Friday.)

Come to class next week with all of your notes from the entire semester. We’ll review for the test together.

If you’re interested in earning an extra 10 points for the semester, here are two options:

  • Write a 600-word essay on symbolism in The Great Gatsby (specifically the color green, Dr. TJ Eckleburg’s eyes, and the Valley of Ashes), OR
  • Write a 600-word essay on why To Kill a Mockingbird is a Coming of Age story.
  • Both options require MLA format, which means cited scenes and so on.
  • The essay is due by Monday, Nov. 29.

Monday, November 8

It’s time to finish To Kill a Mockingbird and start brainstorming who you want to study for the next couple of weeks. You have plenty to work with in TKAM, but you can also go back to Gatsby if you want to. Keep the essay guidelines handy and bring the paper back with you next week.

Homework

Finish To Kill a Mockingbird. Take notes as you feel led. Come prepared to take the last reading quiz and ready to tell me who you’re going to write about. We’ll brainstorm together so you can outline your paper in class.

As I mentioned earlier, I’m open to an analysis on the Antagonists in both novels (the character who thwarts the goals of the main character/hero/protagonist), which means the paper would focus on Tom Buchanan and Bob Ewell as Villains, Narcissists, or another archetype you find suitable. Other than these two miserable people, every other character analysis needs to focus on one person.

Monday, November 1

As usual, keep those notes on the Postmodern Era handy. I’ll ask you about this stuff on the semester test – which is only four weeks away! We will have a day of test prep together on Nov. 22 to help you fill in the gaps and make sure you’re all ready for Nov. 29.

I’m pleased to know so many of you are enjoying To Kill a Mockingbird. This novel is part of the bedrock of Postmodern American Literature. It tackles difficult topics but reading through the eyes of Scout makes the story approachable, doesn’t it? She’s utterly delightful.

Homework

Read Ch. 12-18 in To Kill a Mockingbird. Take notes on the main characters and anything else that seems relevant to you. If you are struggling on the quizzes, please slow down your reading. Perhaps read in smaller chunks so you can digest the material more easily. Keeping a character list is helpful too.

By next week, you should have a pretty good idea about who you want to write about for your Character Analysis, whether it’s a Great Gatsby person or a TKAM person.

To keep you on task, here’s how the remaining four weeks will look:

  • Nov. 8 – Reading quiz; discussion on characters. Homework: Finish reading To Kill a Mockingbird.
  • Nov. 15 – Reading quiz; discussion on characters. Start outlining Character Analysis in class. Homework: Write the rough draft of your Character Analysis and email to me by that Friday (Nov. 19).
  • Nov. 22 – Review rough drafts; Group Test Prep Homework: Finalize essay. Get your notes organized.
  • Nov. 29 – Semester Test (open notes)

Monday, October 25

Today’s class flew by, so there’s a lot more I have to say on the Postmodern Era. After y’all take the quiz, we’ll go back to talking about the major conflicts of the Postmodern Era as well as the subjects and themes writers explore. Then we’ll move on to deconstructing the plot of To Kill a Mockingbird and its main characters.

I’m so glad to hear many of you enjoyed The Great Gatsby. If you choose to write about one of the main characters for your Character Analysis, you’ll want to hang onto those notes. You might see some elements from the novel pop up on the semester test, so as a general rule, hang onto all of your notes.

We’re moving on to To Kill a Mockingbird, a 1960 Pulitzer Prize winning novel every American should read. It might feel strange to call this a Postmodern novel when it’s set in the 1930s (which we know is the Modern literary period), but we’ll talk about that on Monday. 🙂

Homework

Read Ch. 1-11 in To Kill a Mockingbird. Takes notes on our narrator Jean Louise (aka, Scout), her brother Jem, their father Atticus Finch, their friend Dill, their housekeeper/nanny Calpurnia, and the elusive Boo Radley. As always, you may use whatever notes you take on the reading quiz.

Please know that there are serious racial slurs in this story, as well as frustrating and uncomfortable racial overtones. Harper Lee endeavored to depict this small 1930s Alabama town accurately, so sometimes the truth is just hard to read.

Monday, October 18

I hope talking about The Great Gatsby helps you better understand the plot and characters. Hopefully you are picking up on the cynicism as you read – an attitude closely connected to the Modern era of American Literature. If you struggled on the quiz today, that’s a sign that you should read a little more carefully this week. Takes notes as you feel led.

Be sure you understand the differences between static and dynamic characters as well as flat and round characters. They all serve as essential roles in a well-developed story.

Homework

Finish reading The Great Gatsby. Take notes on plot points and details that jump out at you. Definitely take notes on Nick, Gatsby, Daisy, Jordan, and Tom so we can identify how these folks changed over the course of the novel (or didn’t change). Even if you end up choosing a character from To Kill a Mockingbird for your next essay, it’s a good mental exercise to flesh out these characters so you understand them as they exist individually and in relation to other characters.

For example, you could write a couple of paragraphs on Garbage Tom Buchanan as an individual and still have more to say on how he operates in society, as a husband, as a neighbor, and as a resident of East Egg. You’ll have even more to say if you incorporate The Narcissist as an archetype. We’ll talk more about this next week. 🙂

Monday, October 11

Today we recapped the high points of the Modern Era just to refresh your memory. Then we covered the Harlem Renaissance and the Lost Generation writers. I encourage you to do more independent research on these topics if they interest you. I’m not sure you can fully appreciate what bizarre world these folks were living in unless you research it more. In between two major world wars and amid the Great Depression and the Great Migration, there was still a lot of innovation and forward movement culturally.

There are so many American writers associated with this time, and frankly, I could draft an entire semester reading Langston Hughes, Zora Teale Hurston, Ernest Hemingway, T.S. Eliot, F. Scott Fitzgerald, and so many more. However, despite the amazing works these people created, they often lived difficult, struggling lives (Poor Zelda!). Their fictional work AND their actual lives reflected the overarching attitude of the Modern Era: Cynicism.

Homework

Read Ch. 1-5 in The Great Gatsby. Take notes on the main characters (Nick Carraway, Jay Gatsby, Daisy Buchanan, Jordan Baker). Discern what motivates them, what their personalities are like, how they interact with one another, what their goals may be, what risks they’re willing to take, what’s at stake for them, etc. These notes will help your future self when you start drafting a Character Analysis in about four weeks.

Also, read these poems by Langston Hughes. Prior to reading, define these literary terms as they relate to poetry: enjambment, anaphora, and dialect. Look for these elements in the poems and make sure you understand what the poems are about.

When you come to class on Monday, be prepared to take a reading quiz on both Gatsby and the poems. You are welcome to use whatever notes you take.

Monday, September 27

Today we shifted into the Modern Era, which is bookended by the first and second World Wars and had the Great Depression in-between them. To say this generation was cynical would be an understatement. More than anything, the writers of this time sought to redefine the American Dream. They challenged the idea that anyone from anywhere could make a good life for himself. They experimented with new storylines, different types protagonists, and creative ways to tell a story. We’ll spend some time in this era reading works from various writers, per usual, including The Great Gatsby after fall break.

Homework due by Sunday, October 10

Read the stream-of-consciousness work “The Mark on the Wall” by Virginia Woolf (our one and only non-American writer) and three poems by Robert Frost, all of which can be found on this PDF. Then read “The Secret Life of Walter Mitty” and “A Jury of Her Peers.” When you’re finished, answer the following response questions substantively:

  1. What do you think of Woolf’s method of writing in stream-of-consciousness? Was it easy to follow along, or harder than a straight-forward narrative?
  2. In “The Secret Life of Walter Mitty,” Thurber uses the psychological technique of free association, in which words, sounds, and events from Mitty’s real life inspire elements in his daydreams. What causes Mitty to lapse into each daydream? What decidedly unheroic event snaps him out of each fantasy? 
  3. Compare and contrast the real Walter Mitty with the Walter Mitty of his own daydreams. Use examples from the story to support your answer.
  4. Summarize in your own words the moral, or message, of “Birches” by Robert Frost. 
  5. “Mending Wall” can seem ambiguous, as it presents opposing views of the wall. Do you think Frost favors the view of the speaker or of the neighbor? Which details from the poem lead you to this interpretation? 
  6. “The Road Not Taken” is one of the most popular American poems of all time. Summarize it in your own words. If it resonates with you in any way, share those thoughts with me.
  7. From “A Jury of Her Peers,” list three clues the women find that the men miss. Give evidence from the text to support your answer. (Also tell me if you enjoyed this story! I love it!)

Lastly, if I’ve left comments on your rough draft, then finalize your essay and re-share it with me when it’s ready for a grade.

Monday, September 20

We’ve covered the first three literary periods in American Literature, so now it’s time to write your first paper. As you could tell from class, the topic options are fairly broad. The key is to choose a topic that you have some sort of feelings about. It would be hard to write a response paper on something you find boring or uninteresting.

Hopefully our class discussion today helped you shape some ideas. You may discover during your writing this week that your topic takes a new shape altogether. Just go with it. Whatever you write about, make sure you have a steady balance of facts/cited sources and personal opinion.

Another word of advice: Be sure to always answer the questions why and how. Telling me that you found a topic interesting is only the first step. You must follow up your responses with why you feel one way or another. Or, tell me what you’ve learned and how it’s changed your points of view. Always dig deeper.

Click here to read the essay guidelines.

Homework due by Friday, September 24

Write your essay in a Google Doc and share with me by Friday evening.

  • If you want me to consider this a first draft, please tell me and I’ll offer feedback. Your final paper will be due by Monday.
  • If you are confident in your ability to write a clean, solid essay without my help, then let me know you’re turning in a final draft for a grade on Friday.

Monday, September 13

Today we talked about the rise of Realism and Naturalism in American Literature, which was a direct result of the Civil War and sustained our literature until World War I. The flowery language and lofty idealism from the Romantic Era was fading out, and writers sought to instead depict life as it really was – the good, the bad, and the ugly. They relied on emerging sciences, like psychology, biology, and sociology, to help discern and explain why humans did the things they did. Realism and Naturalism depicted ordinary people and settings, and the outcomes of these stories and poems greatly depended on the writer’s point of view on humanity.

You’ll also find the writing style of these works to be more to the point and less poetic. In a sense, folks were exhausted and had no time for pondering the meaning of life anymore, at least not in the way the Romantics did.

Homework Due by September 19

Read “The Most Remarkable Woman of This Age” and “I Will Fight No More Forever”, which are on the same PDF. Before you read “I Will Fight No More Forever,” read this short piece on Chief Joseph so you have some context.

Then read “An Occurrence at Owl Creek Bridge“, “The Lowest Animal“, “The Story of an Hour“, “To Build a Fire“, “The Mystery of Heroism“, and two Spirituals. If you need to look up the songs on YouTube, please do. The Spirituals should be familiar to you, but in case they aren’t, it might help to hear them rather than just reading the lyrics.

As you read everything this week, it might be helpful to note anything that resonates with you. You’ll write a Response Essay next week, so taking notes now might help your future self. Part of your homework this week is to come to class next Monday prepared to tell me what you’re writing about in your essay. So, if nothing from Realism or Naturalism interests you, go back to the Romantics or the Foundational Period. Here are a few ideas to help get you brainstorming:

  • Dark Romanticism and its tendency toward the supernatural (and what that says about human nature)
  • Women’s voices and points of view in early American literature
  • the paradox of American ideals (freedom and liberty) and 250 years of slavery
  • the paradox of the Second Great Awakening (spread of Christianity) and its impact on enslaved people
  • the pros and cons of Westward Expansion
  • a closer look at a specific writer (Edgar Allan Poe, Washington Irving, Frederick Douglass, Louisa May Alcott, Kate Chopin, Chief Joseph, Jonathan Edwards, etc…)

When you’ve finished reading everything for this week, answer the following response questions substantively:

  1. After reading the article about Harriet Tubman, tell me a few things you learned about her that were interesting to you. Also, what do you think about reading personal narratives and news stories about slavery, as opposed to reading facts about it in history book? 
  2. In “An Occurrence at Owl Bridge,” the Civil War serves as a backdrop. Bierce’s main intent is to examine the psychology of someone in a life-or-death situation. What does this story imply about human psychology in the face of death? 
  3. Explain why Mark Twain calls man is alone in his distinction of a “Cruel Animal.” Use lines from the story to support your answer.  
  4. In “I Will Fight No More Forever,” does Chief Joseph’s speech appeal to logic, emotion, or both? Explain your response.
  5. What emotions is Louise Mallard experiencing as she gazes out the window and thinks about her future in “Story of an Hour”?
  6. What aspects of Realist writing are apparent in this story by Kate Chopin? Remember, realism often focuses on social issues and the accurate portrayal of human behavior. 
  7. After reading the lyrics of the Spirituals and listening to the songs online, pull out the symbolism. Which words have double meanings? 
  8. Summarize the plot of “To Build a Fire” by listing its string of major causes and effects. Start by identifying the man’s mission, then examine why he builds two fires and what results from those events. Be sure to include what happened to the man and the dog at the end of the story. 
  9. How do the man and dog differ in the ways they approach the intense cold? What point do you think London is trying to make? 
  10. In “The Mystery of Heroism,” Stephen Crane uses the desire for water, as well as the desire for heroism, as a parallel motive for Fred Collins. How might Fred’s low rank as a private be the perfect rank for this parallel? Also, what situational irony occurs at the end of the story? What is its significance? 

Come prepared to talk about these works in class next time we meet.

Monday, August 30

Today I quickly recapped the major shifts going on in America from our earliest foundational days to the birth of American Romanticism. It’s in this era – the 1800s – when we start to see the popular works we associate with American Literature. What you’re reading for homework is quintessential American Romanticism. You’ve already read some Dark Romantic works, which fits squarely into the Supernatural theme some Romantic writers explored.

Now it’s time to switch gears and read about what could be achieved in Nature (the Wilderness) and what it meant to live the American Experience (which looked different depending on who you were). Unlike the Dark Romantic writers, these folks had a more optimistic view of humans.

Homework Due by September 13

Finish reading the excerpts from Emerson’s Nature and Thoreau’s Walden. (I wish our outdoor experience could’ve been better today – Thoreau would’ve been disappointed by the car noise!) Then read a couple of poems by Walt Whitman, an excerpt from Louisa May Alcott’s “Hospital Sketches”, and an excerpt from Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slaveall here in this PDF.

A quick note about Louisa May Alcott, Walt Whitman, and Frederick Douglass: When you take account for the years they lived and experiences they had, you may be wondering why we’re reading them in a unit about American Romanticism. Though we’re bookmarking this era as ending in 1860, there is a lot of carry-over going on here. These writers bridge the gap between American Romanticism and the shift to Realism and Naturalism, which cover the Civil War leading up to World War I. These dates aren’t hard and fast. Instead, they overlap. These folks have a foot in both literary periods. (Remember, Ralph Waldo Emerson didn’t die until 1882, so he was still writing and giving lectures well past the end of the Civil War.) We’ll talk more about this when we meet on Sept. 13, but I wanted to give you a heads-up if you were looking at the subject matter and wondering about the timeline.

Answer the following questions either in your same Google Doc or a new one. Do your best to answer substantively:

  1. You can sense a feeling of acceptance and contentment running through the voices in “I Hear America Singing”. Considering the long hours and low pay of laborers in the 19th Century, do you think Walt Whitman is romanticizing or idealizing the lives of these workers? Or, are the songs simply spun in a positive tone? Explain your answer. 
  2. “O Captain, My Captain!” is a poem about the end of the Civil War and loss of President Abraham Lincoln, which means the poem is fraught with juxtaposition (good positioned next to bad). Pull some lines from the poem to show where feelings of victory and loss are best juxtaposed.
  3. In “Hospital Sketches”, Louisa May Alcott recounts an experience she had serving as a wartime nurse when a large group of patients arrived at the same time. What is the overall tone of the excerpt? What do you think she was feeling compared to what the soldiers were feeling? What mood is Alcott trying to evoke in the reader? 
  4. In the beginning of Ch. 11 of Fredrick Douglass’s autobiography, he is critical of the underground railroad. Explain what his criticisms are, then tell me what you think about it. 
  5. Name two things that gave Frederick Douglass hesitation when he considered escaping slavery. Describe the impact those two things had on him. 
  6. After reading the excerpt from Walden, in your own words, summarize what Thoreau meant when he wrote that he wants to “live deep and suck out all the marrow of life.” 
  7. What do you think he meant by “We are determined to be starved before we are hungry”? 
  8. In Emerson’s Nature, do you agree with what he wrote – “To speak truly, few adult persons can see nature. Most persons do not see the sun.” Why or why not? Defend your answer. 
  9. Edit and share the observations you made in the margins from Nature and Walden. Share what stuck out to you the most. 

Monday, August 23

Since we can’t be together in class today, I’ve recorded a 37-minute audio lecture that recaps a bit of the Foundational Literary Period and introduces American Romanticism. Do your best to take notes as I talk, but we’ll cover a good chunk of Romanticism in person next week too.

I will grade your first week’s homework this afternoon, so look for my comments later.

A few notes to recap:

What defines American Literature? 

  • Lack of collective ancient history
  • Centered around the invention of a country
  • Diverse cultures of people who came willingly and unwillingly
  • Indigenous people (whose stories existed well before 1607)
  • Various religions or absence of religion
  • Pursuit of liberty
  • Everyone in attendance at the dinner table (i.e., not a melting pot) 

When we talk about the Foundational Literary period of American Literature, we’re talking about several specific big influences from the 1500s and 1600s, each with its own cultures: 

  • Existing oral stories told and passed down in native tribes across North America
  • European literature from early colonists 
  • Slave narratives and anti-slavery writings 
  • Religious belief systems (which is always problematic)
  • Political belief systems (also always problematic)

Homework Due by Sunday, August 29

Listen to the audio lecture and takes notes as you can about the major conflicts going on at the time and the main topics American Romantic writers wrote about. (The lecture will open in a separate browser.) I mention in the lecture that I’d link a few things if you were interested to know more: Click here to read how Washington Irving gets the credit for nicknaming New York City “Gotham“. Click here to read or listen to Edgar Allan Poe’s “The Tell-Tale Heart”.

Read the following stories and poem by Dark Romantic writers Washington Irving, Nathaniel Hawethorne, and Edgar Allan Poe: “The Devil and Tom Walker“, “Mr. Heidegger’s Experiment“, “The Raven“, and “The Purloined Letter“.

In either a new document or the same one from last week, answer the following questions substantively:

  1. “The Devil and Tom Walker” opens in Puritan New England in 1727. The Salem Witch Trials had taken place in 1692, only 35 years earlier. Identify five details describing the setting that suggest something sinister and supernatural. 
  2. Washington Irving’s characters in this story are one-dimensional people who represent one or two character traits. In fact, Mrs. Tom Walker is the stereotype of the nagging wife, still a source of comedy today. What character traits are represented by Tom Walker? Why do you think Mrs. Walker met such a nasty end? 
  3. What is the story behind the painting in Dr. Heidegger’s study? What does the painting and its story suggest about Dr. Heidegger’s motivations for his experiments? 
  4. What does Heidegger prove with his experiment? What has he learned? 
  5. How does the significance of the word “nevermore” change each time it’s spoken? Though the speaker says his beloved will be nameless, he uses her name in lines 28-29, 82-83, and 94-95. How does the raven’s answer to the speaker’s queries keep reminding you of her? 
  6. Explain why the epitaph in “The Purloined Letter” – Nothing is more hateful to wisdom than excessive cleverness – fits the story perfectly.  Give two examples from the story to support your answer. 

Share your document with me by Sunday night.

Monday, August 16

It was great to meet you all today. I hope we all have a great academic year together, healthy and happy and in-person. 🙂

Today probably felt like an American History lesson, but the reality is that we cannot read early American literature without knowing how our diverse dinner party guests came together at the same table. As a young country, we lack ancient history. Instead, we’re a menagerie of cultures, religions, goals, ideas, and desires. It would be inaccurate and inauthentic to look at one body of work from one race or culture and call it American literature.

Here’s some of what I hope you took away from today:

  • The five major American literary periods – Foundational, Romanticism, Realism/Naturalism, Modernism, Postmodernism – are closely aligned with big events (mainly wars).
  • American literature is defined by the cultures of people who settled here willingly and unwillingly, and their religions, allegiances, goals, and points of view are all worth analyzing.
  • American literature is rooted in several main conflicts: Indigenous people vs. colonists, colonists vs. the land they’re trying to survive upon, colonists vs. their home countries, colonists vs. enslaved people, and colonists vs. themselves
  • The Foundational Literary Period (1607-1800) is primarily made up of personal narratives, autobiographies, argumentative essays, goal-oriented work, diary entries, etc. There was little fiction being written at this time. People were busy trying to build a country, stake a claim, and survive.

Endeavor to take notes each week, a task that will be rewarded at the end of the semester with an open-notes test. 🙂

Homework due by Sunday, August 22

Click to read “The Sun Still Rises in the Same Sky,” “The Sky Tree,” “Coyote Finishes His Work,” an excerpt from “Sinners in the Hands of an Angry God,” an excerpt from Ch. 2 in The Interesting Narrative of the Life of Olaudah Equiano, and the poem “Verses Upon the Burning of Our House”. You’re welcome to print off these pages or read them straight on the screen, whatever works best for you.

Then, create a new Google Document and answer the following response questions substantively. (If you’re unclear about what substantively means, click here.) Share your Google Doc with me (jennie@jenniecreates.com) no later than Sunday evening. (If you don’t know how to share a Google Doc, click here.)

  1. Identify three comparisons Bruchac makes between American Indian and Western views of the world. 
  2. In “The Sky Tree”, would the people who told this myth feel hostile or supportive toward the natural world? Support your answer with textual evidence. 
  3. In “Coyote Finishes His Work”, Old Man says that when he returns, earth “will require a change.” What do you think that means? 
  4. What images and figures of speech might have helped Jonathan Edward’s listeners feel the peril of their sinful condition? (If you’re unfamiliar with imagery or figures of speech, read about them here.)  
  5. If you had the chance to respond to Edwards, what would you say? 
  6. Olaudah Equiano was “handled and tossed up” by some of the crew as soon as he was taken aboard. Why? What would have happened to him if the crew had found him unsatisfactory? 
  7. Is this your first interaction with a first-person account of someone who was enslaved? If not, what other works have you read connected to this topic? Share some of the thoughts you had while reading about Equiano’s experience.
  8. In “Verses Upon the Burning of Our House,” Bradstreet first narrates an incident and then moves on to draw conclusions from it. What do you think is the turning point of the poem? 
  9. Bradstreet speaks of another “House” in an extended metaphor at the end of the poem. What is this house, who is its architect, and how is it better than the house she’s lost? 
  10. Of everything you’ve read this week, what’s stuck with you the most, and why? 

Be in touch if you have any questions!

Click here to view/print weekly assignments


Introduction

Welcome to English class! I hope you’ll find this page easy to navigate. I’ll post class recaps here each week by Tuesday morning so those who are absent can easily see what was missed.

There are four primary elements to this class:

  1. Assigned reading: You will have something to read almost weekly, so it’s imperative you keep up. Since everything overlaps, falling behind on reading leads to falling behind on everything else. 
  2. Reading Quizzes and Response questions: I’ll post weekly quizzes and response questions related to the books. The quizzes are self-explanatory, but the response questions take a little more work. Your answers need to be substantive, meaning they need to have some substance to them. Short answers won’t be given as much credit as longer, more thoughtful answers. (We’ll go over this more in class.) Response questions need to be turned in by Sunday evenings to receive full credit.
  3. Academic papers: You’ll write two academic papers this year, which must follow MLA format, so it’s important to familiarize yourself with it sooner than later. We’ll go over some key formatting issues early in the semester. Please get a copy of the 8th Edition of the MLA Handbook
  4. Tests: You’ll take several tests this year, and all of them will be open notes (not open book or open cell phone). Do yourself a favor and take diligent notes in class. You will be rewarded with easy tests 🙂 

Students must have a gmail account, either their own or access to a parent’s account, so that homework and academic papers can be submitted via Google Docs. This allows for easy submission and feedback.

Books are listed in the order we’ll read them: 

Fall 2021
*Short stories, essays, poems, and speeches will be provided here to print or read on the screen. (There will be a lot of them, so hold on tight!)
The Great Gatsby by F. Scott Fitzgerald
To Kill a Mockingbird by Harper Lee

Spring 2022
Ella Minnow Pea by Mark Dunn
Animal Farm by George Orwell
Jim Henson’s The Labyrinth, a novelization
Macbeth (No Fear Shakespeare)

Please get a copy of the 8th Edition of the MLA Handbook. We’ll use them in class throughout both semesters.

See you Monday, August 16!