English 10C

Jane Belton

Syllabus April – May 2011

Friday 4/29

In Class: The Bluest Eye pp. 164-183: Group Work

Assignment: Read and annotate The Bluest Eye, pp. 187-206.

Monday 5/2

In Class: Discuss Soaphead Church’s story. What is the connection between the primer (“See the dog”) and the events in the chapter? Observe patterns of child abuse in the novel—how do Soaphead and other adults use and abuse Pecola? Discuss The Bluest Eye pp. 187-206 – summer imagery; narrative shifts—who is the “we” of this section? Who is to blame for what happens to Pecola?

Assignment:  Read and annotate The Bluest Eye, pp. 209-216, “Afterword.”

Tuesday 5/3

In Class: Watch Oprah’s interview with Toni Morrison. Discuss The Bluest Eye: ending, “Afterword,” and relation to Oprah’s interview.

Assignment:  WJ#17: What do Morrison’s comments in the “Afterword” and in the interview illuminate about the novel for you? What do you understand about the novel now that you did not understand previously? Please incorporate and analyze textual evidence from both the “Afterword” and the novel in your response (2 pages)

Wednesday 5/4

In Class:  Finish Bluest Eye discussion. Explain project.

Assignment: Assignment TBA

Thursday 5/5 – No Class

Friday, 5/6 – No Class, ARTS FESTIVAL

English 10C

Jane Belton

Syllabus April 2011

Friday 4/15

In Class: The Bluest Eye, pp 81-93: Geraldine’s story; the cat. Practice close reading skills.

Assignment: Read and annotate The Bluest Eye pp. 97-109.

Monday 4/18

In Class: The Bluest Eye, pp. 97-109.

Assignment: Read and annotate The Bluest Eye, pp. 110-131. As you read, mark and annotate each of the major events of Pauline’s life. Writer’s Journal #16: Pay special attention to images of color in the italicized sections on p.112, p.115, and p.131 What is the significance of color in this section of the novel? How does it relate to the events being described? Can you make any connections to other parts of the novel? To the novel as a whole? Write 1 to 2 pages. Prepare to hand in WJ portfolio (# 14-16) on Wednesday 4/20.

Tuesday 4/19 – No School

Wednesday 4/20

In Class: Writer’s Journal portfolio due (#14-16). Discuss The Bluest Eye, pp 110-131. Compare key aspects of Pauline’s story with experiences of Geraldine and Pecola.

Assignment: Read and annotate The Bluest Eye pp. 132-153.  Prepare for a close reading quiz on the assigned pages.

Thursday 4/21 – No Class

Friday 4/22 – No School

Monday 4/25

In Class: Close reading quiz on pages 132-153.

Assignment: Review pp. 132-153.

Tuesday 4/26

In Class: The Bluest Eye pp. 132-153: Compare aspects of Pauline’s story (tooth metaphor, images of color and voice, emotional response to rejection, power and sexuality) with parallel aspects of Cholly’s story (watermelon metaphor, images of color and light, physical response to rejection and oppression, power and sexuality). How do these two characters deal with conflicting emotions and motives?

Assignment: Read and annotate The Bluest Eye, pp. 154-163.

Wednesday 4/27

In Class: The Bluest Eye, pp. 154-163. Why does Morrison choose to include certain details in this scene, while omitting others? Why/how did the characters arrive at this moment?

Assignment: Read and annotate The Bluest Eye, pp. 164-183.

English 10C

Jane Belton

Syllabus April 2011

Monday, 4/4

In Class: Begin reading The Bluest Eye, pp. 3-6 together in class.

Assignment: Read and annotate The Bluest Eye, pp. 9-23.

Tuesday 4/5

In Class: Discuss The Bluest Eye, pp. 9-23. Examine & define outdoors, dolls, Shirley Temple. View Shirley Temple clip http://bit.ly/49Y8A . Discuss image from American Stories exhibit http://bit.ly/crBusN. In class writing: What do we learn about American girlhood from this image? Messages (positive or negative) you have received about your gender.

Assignment: Bring in an image of “beauty,” either current or from your childhood memory, that has taught you a message about “beauty.” Be prepared to share in class tomorrow.

Wednesday 4/6

In Class: Share images of beauty and discuss critiques of messages received. View “Barbie and Ken 101” (2010) http://bit.ly/b4M14r (“Barbie and Ken 101”) — In class writing: 1. How does Casal critique media images and their destructive influences on boys and girls/men and women? 2. How does your racial and/or ethnic group inform the way you understand yourself and your body image.

Assignment: Read and annotate The Bluest Eye pp 23-44

Thursday 4/7 – No Class

Friday 4/8 – No School, Professional Day

Monday 4/11

In Class: The Bluest Eye, 23-44. Types of ugliness; how different characters show and seek love. View “A Girl Like Me” (2006).

Assignment: Read and annotate The Bluest Eye, pp. 44-58.

Tuesday 4/12

In Class: Discuss The Bluest Eye, pp. 44-58: Introduce Morrison’s definition of the “master narrative.” Blue eyes and Mary Jane candies, connections to “A Girl Like Me”; Pecola’s interactions with Mr. Yacobowski and the prostitutes; definitions and expressions of love.

Assignment: Read and annotate The Bluest Eye, pp. 61-80.

Wednesday 4/13

In Class: The Bluest Eye, pp. 61-80: seasonal images; internalized racism; Mr. Henry; “ruined” status of women.

Assignment: Read and annotate The Bluest Eye pp 81-93.

English 10C

Jane Belton

Syllabus March 14 – March 18

Monday 3/14

In Class: Final writing on The Great Gatsby: What makes the novel “great”? Examine A. O. Scott’s quote about American Literature. How does The Great Gatsby fit into A.O. Scott’s definition? How is it a “big book”? How is it not? Why is the novel included in so many school curricula? What makes it a “classic”?

Assignment: Complete Writer’s Journal 14: Make a list of American works you’ve read in Middle School and High School (please try to be as complete as possible!) Then, answer the following questions in at least 1-2 pages, typed: What makes these texts distinctly American?  What characteristics do they have?  What themes do they explore? What do they have in common? Which of these would you consider “great” books and why? Which of them are “classics” and why?

Tuesday 3/15

In Class: WJ 14 due. Define “the canon”; which of the American texts you’ve read in MS and HS do you think are part of the canon? What voices are represented/under represented?  Introduce Toni Morrison and her quote about the canon.

Assignment: Writer’s Journal 15: Reflect and write on the following quotation:

“Canon building is empire building. Canon defense is national defense.”

— Toni Morrison, “Unspeakable Things Unspoken: The Afro-American Presence in American Literature”

• How do you think Toni Morrison is critiquing the canon here? What do you think she means by “empire building” and “national defense” in relation to talking about literature?
• How does Morrison add further complexity to the conversation about American literature and Scott’s notion that a “big country demands big books”?

Wednesday 3/16

In Class: Share Writer’s Journal 15. Begin discussion of The Bluest Eye: Introduce Dick and Jane primer; begin reading the novel together.

No Homework – Enjoy your spring break!

Thursday 3/17 – No Class

Friday 3/18 – No Class

Vietnam War

Interesting videos on the Vietnam War

Gatsby Funeral Speech

English 10C

Jane Belton

Syllabus, February – March 2011

Wednesday 2/16

Discussion: WJ#13 due. Continue discussion of the novel.

Assignment: Prepare to submit WJ 11, 12, and 13 in your WJ portfolio on Friday.

Thursday 2/17 – No Class

Friday 2/18

Discussion: WJ Portfolio due (#s 11-13). Introduce final project

Assignment: 1) Review the text. 2) Decide what your main point (thesis) is about Gatsby and write it down for class on Wednesday. 3) Begin to gather evidence (use sticky notes or a different colored pen to mark key passages in your book).

Monday 2/21 – Tuesday 2/22 – No School

Wednesday 2/23

Discussion: Thesis statement due. Writing Workshop 1 — Thesis statements and introductions; outline writing: define three main sub-points.

Assignment: 1) Type your introduction and print it out for class. 2) Gather textual evidence for each sub-point.  3) In your notebook, write your three main sub-points and the textual evidence for each point you plan to make, with page numbers for quotes in parentheses.

Thursday 2/24 – No Class

Friday 2/25

Discussion: Writing Workshop #2 — Introduction and rough outline due. Hand in intro for teacher feedback. Share and workshop intros.

Assignment: Write the first body paragraph of your speech.

Monday 2/28

Discussion: First body paragraph due. Writing Workshop # 3 — Body paragraphs: structure, incorporation and analysis of evidence, tone and voice.

Assignment:  Write body paragraphs 2 and 3.

Tuesday 3/1

Discussion:  First draft of speech due (without a conclusion).  Writing Workshop # 4 — body paragraphs (peer work) and conclusions.

Assignment:  Finish your speech. A full first draft of your speech is due tomorrow. Please print it out before class.

Wednesday 3/2

Discussion: FIRST DRAFT DUE. In class conferences.

Assignment: Continue to work on your draft.

Thursday 3/3 – No Class

Friday 3/4

Discussion: In class conferences.

Assignment:  Complete final project portfolio.

In the left hand pocket of your final project folder, please include the following:

1.     Outline

2.     First draft of intro with teacher comments

3.     First full draft

In the right hand pocket of your final project folder, please include the following:

1.     Final draft with title page and numbered pages

2.     Process piece

FINAL DRAFT OF GREAT GATSBY FUNERAL SPEECH DUE AT OUR SCHEDULED EXAM TIME (SPECIFIC DATE TBA)

Writer’s Journal 12: Gatsby Ch. 6 Close Reading

English 10C

Jane Belton

Syllabus, February 7 – 15 2011

Monday 2/7

In Class:  Discuss Chapter 4 and 5, The Great Gatsby. WJ#11 due.

Assignment: Review and reannotate Chapter 5 of The Great Gatsby.

Tuesday 2/8

In Class: Continue discussion of Chapter 5. Constructing, inventing, and choreographing one’s identity and how one is perceived. Revisit “Artist and his Museum”; Gatsby’s identity and its construction; Gatsby a creator/director/actor of the story.  Discuss modern day Gatsby figures. In-class writing: What are some examples of modern day Gatsbys in our world? How do these figures carefully “choreograph” their self image? How else do they resemble Gatsby? View and discuss MTV cribs.

Assignment: Read and annotate The Great Gatsby, chapter 6. WJ#12 (close reading, see handout).

Wednesday 2/9

In Class: Chapter 6, The Great Gatsby. WJ#12 due. The myth of the “self-made man”

Assignment:  Read and annotate chapter 7, The Great Gatsby.

Thursday 2/10 – No Class

Friday 2/11

In Class: Chapter 7, The Great Gatsby.

Assignment: Read and annotate chapter 8, The Great Gatsby.

Monday 2/14

In Class:  Chapter 8, The Great Gatsby.

Assignment: Read and annotate chapter 9, The Great Gatsby.

Tuesday 2/15

In Class: Chapter 9, The Great Gatsby.

Assignment:  Read and annotate Dr. Zizmor article. Complete WJ#13: What makes Gatsby “great”?  Or conversely, what makes Gatsby not “great”? Incorporate and analyze textual evidence from the novel in your response to support your ideas.

English 10C

Jane Belton

Syllabus January 31–  February 4, 2011

Monday 1/31

In Class: Hand out map. Discuss Chapter 1, The Great Gatsby. Nick Carraway, Tom and Daisy Buchanan, Gatsby, movement/restlessness vs. stillness; East Egg vs. West Egg; color; Fitzgerald’s style.

Assignment: Read and annotate chapter 2, The Great Gatsby.

Tuesday 2/1

In Class: Discuss Chapter 2, The Great Gatsby. Valley of the ashes, Dr. Eckleburg, George and Myrtle Wilson; Nick’s role in the novel.

Assignment:  Read and annotate chapter 3, The Great Gatsby.

Wednesday 2/2

In Class:  Discuss Chapter 3, The Great Gatsby. East Egg vs. West Egg; Gatsby’s party; the owl-eyed man; the mystery of Gatsby.

Assignment: Read and annotate chapter 4, The Great Gatsby.

Thursday 2/3 – No Class

Friday 2/4

In Class: Chapter 4, The Great Gatsby.

Assignment:            Read and annotate chapter 5, The Great Gatsby. Then trace the pattern of Daisy’s voice from the beginning to the end of chapter 5 in your Writer’s Journal. Please make an actual list of the quotes where her voice is described (with page numbers). Then, answer the following questions: What do you notice about the descriptions of her voice? Is there a pattern? What does the pattern reveal about her feelings regarding this reunion with Gatsby?  This is WJ#11.