new movie?

I just heard that there might be a remake of East of Eden coming out this year?  Has anyone else heard anything?  Is this just rumor?  Is there a release date?

Thinking about Sam as an immigrant

Occasionally as we make our way through the book, I will post questions.  You can engage with them as much or as little as you'd like....  You might post responses, think about the question and keep the answers to yourself, or ignore them entirely.  I know we'll all read the book at different points and paces during the summer so feel free to come back to the questions when you're ready for them.

That said, my goal is that they will help you pull more from the novel so that when we return in the fall you are ready to talk and write intelligently about the book.  Also, please feel free to ask your own questions. You can email me and I'll put them in as posts on the blog or you can just ask a question in the comments section.  


Here's my first question:

Sam Hamilton is called a "shining man"and his children are an immigrant family. What comes with Sam and his wife Liza from the "old country"? How does living in America change them and their children? What opportunities does America provide for the clan, and what challenges?

Deepening Your Understanding of East of Eden

Name:

Period:

Deepening Your Understanding of East of Eden

1.    Either visit the Steinbeck museum in Salinas, or research Steinbeck's life (there are some wonderful online resources).  If you visit the museum, include a receipt of your visit.  If you research, include a bibliography of your sources (Use three of more sources. If you need help with the bibliography, check out easybib.com).  Make a Venn diagram in which compare the fictional representation of the Hamilton family from the book with Steinbeck's family history.  Use an 8 1/2' x 11" piece of paper so that you have lots of room for your specific details.
 

2. Read Genesis 4: 1-16 (available online). Find a minimum of five specific instances in Genesis, which relate to East of Eden and complete the following chart (If you need more room, feel free to use a separate piece of paper:


 

Genesis	East of Eden
Example: Cain gave the fruit of the soil as an offering to the Lord	Charles gave his dad a penknife that he bought with money he earned chopping wood. Chopping wood is a way of working with the land, so in essence, Charles gave his father a gift resulted from his working with the land, just as Cain did.

3.  The majority of the characters in this book have names that start with either "A" or "C."  Write a paragraph in which you reflect on Steinbeck's reasons for choosing the names he did for his characters.  How does his choice of names support the themes of the book? (Hints: Consider the personality traits of the different characters and the roles they play in the story. You may also want to look up some of the names in a Hebrew dictionary.)
 
4. When you return in the fall, we will be further exploring East of Eden, with a particular focus on the comment it makes about good and evil. Choose ONE of the following quotations and write a thoughtful paragraph in which you use examples from the book as you explain how the quotation relates to East of Eden.  Quotation choices:
 

a. There is some soul of goodness in things evil,

Would men observingly distill it out.

    -Henry V by William Shakespeare
 

b. We cannot freely and wisely choose the right way for ourselves unless we know both good and evil.

        -My Religion by Helen Keller

c. There is never an instant's truce between virtue and vice.  Goodness is the only investment that never fails.

    –Walden by Henry David Thoreau

d. For us, with the rule of right and wrong given us by Christ, there is nothing for which we have no standard.  And there is no greatness where here is not simplicity, goodness, and truth.

    –War and Peace by Leo Tolstoy

Passage Response Directions

Passage Response Directions

"I don't know what I think until I see what I've read"  -E.M. Forster  
 
Purpose: The passage response writing exercise allows us to develop close analytical reading skills as well as an appreciation of the depth and beauty of a work.  Selecting and analyzing a literary passage allows us to focus on and think about the details we tend to pass over when reading for the first time.  It forces us to consider and appreciate the author's choice of words and syntax.  By carefully examining the parts, we can better understand and appreciate the whole.  It is through writing that we are able to make our thoughts about something clear.  When we respond to a text, we make a connection with it.  We interpret for ourselves the meaning we discover and we begin to make sense out of an idea.  We connect that idea to our past and present understanding. 
 

Procedure:

1. As you read, watch for passages that intrigue you.  Select a passage that interests you, raises questions or thoughts, uses particularly powerful language, or creates images that affect you. 
 

2.  Type the passage verbatim, followed by the page number.  The length of the passage will vary.  Copy only what is essential. 
 

3. Write your response.  Include:  



a. Explain the context of the passage.  What has gone on before/ is about to happen?  Who is speaking (narrator, character, author)?  What is going on in the passage as it relates to the development of characters, theme, etc?  This is NOT a plot summary, but rather a quick way to ground your passage.  You should be able to do this in 2 to 4 sentences.  
 

b. Why did you select this passage?  Directly or indirectly reveal why this passage jumped out at you.  What about the language struck you?  What about the passage puzzled or interested you?  Does it connect to something else you have read either in this book or another?  Does it connect to something you have experienced?
 

c. Discuss the significance of the passage.  Why is this passage important?  What does the passage mean in relation to the text as a whole?  How does the passage relate to specific character, themes, scenes, etc?  What is the author's purpose (inform, persuade, entertain) and how do you know? Consider various possible interpretations, supporting each with available evidence and evaluating the relative strengths of each interpretation.  Discuss specific words or phrases.  Why might the author use these certain words (as opposed to other similar words)?  What do these words imply?  Consider different literary techniques used by the author (figurative language, allusion, symbolism, diction, patterns, etc) and why the author may have used them?  Discuss how the use of specific words and phrases does or does not support possible interpretation of the passage.
 

*You can choose to label each part of your response (a,b,c) and write them separately or integrate all parts of your response into a larger piece which follows a natural flow (like the sample).

 

Passage Response Sample

Name: Rene Ohana

Date: June 24, 2010

Book: Kite Runner by Khaled Hosseini
 

"Then, just like that, the green kite was spinning and wheeling out of control (370).   



    This passage occurs near the end of the book when Amir has taken Sohrab to the United States, but is struggling to help him feel at home.  It indicates a break though in their relationship, because when the two fly this kite together it is the fist time that Sohrab seems happy.  The title of the book, Kite Runner, and the regular reference to kites suggest that the image of the kite is important, but the symbolism of the kite itself has many possible interpretations, as does this passage that refers to the final kite flying of the book.

    Perhaps the kite is a symbol of childlike innocence, as suggested by the fact that Hassan and Amir fly kites primarily during their childhood, and stop doing so after the assault ends their innocence.  Sohrab is attempting to regain his own innocence and so the act of flying this final kite could represent a step towards attaining that.  However, the strong connection between kite flying and Hassan's sexual assault makes innocence an unlikely meaning.  

    Perhaps the kite is a vehicle for representing the class system, as indicated by the earlier kite flying episodes when Amir, who belongs to the upper class, flies the kite and Hassan, his servant, runs for it.  Further demonstrating the class inequity, it is Hassan who retrieves the kite, but it is Amir who receives the praise for having it.  If the kite is a representation of the class system, then Amir and Sohrab flying the kite together at the end might represent Amir's acceptance of Sohrab and Hassan as his equals.

    Perhaps most likely is that the kite is a symbol of the many complex relationship between Amir and Hassan.   The act of cutting seems to suggest an aggressiveness that unfortunately characterizes the relationship between the two boys.  Amir craves affection from his father, which Hassan seems to win without effort, creating an antagonism between the two boys that ultimately costs the two their friendship.  The act of cutting seems to represent the extent to which Amir was willing to cut off his friendship with Hassan and let him fall, like a broken kite, to be claimed by others, when he was unable to face his own shame.

    This particular passage appears at the end of the book, when Amir is flying the kite with Hassan's son,  Sohrab.  Thus, it recalls the original connection between Hassan and Amir with all its strengths and weaknesses, but also suggests the possibility of a new and equally important relationship between Amir and Sohrab. The kite is "green", which because it is often associated with jealousy, may recall the original relationship between Amir and Hassan, but it is also the color of spring and new beginnings like the one between Hassan and Sohrab.  By loving Sohrab,  Hassan's son, Amir is able to make  amends for his mistakes with Hassan and prove his love for his brother.  Ultimately, through this final episode of kite flying, Hosseini tells us that it is possible to redeem ones self.

 

Name:

Period:

Passage Response Rubric

Please attach this rubric to the front of your passage response journals.
 

Awesome	Passage is presented in the context of the larger book, including character development or theme Thoughtful, insightful, original ideas about the passage's connections to the larger book (possibly considering theme, character, symbolism, etc), as well as either additional texts or experiences. Detailed analysis of how the author's style and language within the passage support the meaning or significance of the passage and author's purpose. Demonstrates original and insightful ideas about the significance of the passage by weighing various possible interpretations Very few errors. Appropriate degree of formality.
Good	    Passage is presented in the context of the plot of the larger book.     Makes connections between the passage and other parts of the book or additional texts or experiences     Thorough understanding of the passage's significance within book.     Considers how the author's style and language support the meaning of significance of the passage. Few errors in spelling, grammar, etc. Appropriate for audience.
Okay	    Demonstrates basic understanding of the passage's significance within the book.     Makes connections to other experiences.     Addresses the author's style and language within the passage. Errors in spelling, grammar, etc do not hinder ability to communicate ideas.
Needs work	    Demonstrates understanding of the passage or of the larger book, but needs to look more closely at the passage's significance to the book.     Needs to consider author's style and language within the passage. Errors in spelling, usage, grammar etc hinder your ability to communicate ideas.
Uh Oh	See me.

 
*rubric score may be prorated due to incomplete passage response journals or failure to evenly space journals throughout the book


 

Summer Assignment- Just in case you lost it

Honors American Literature Summer Assignment
 

    This is a course for students who are serious about academics and enjoy reading, so our first assignment in this class is summer reading.  Please read through the assignments carefully and discuss any questions with me before leaving for summer vacation.  All summer work is due on the first day of class.  No exceptions. Please do not use outside sources or shortcuts for these assignments.  It is assumed that you will act with integrity in doing your own work.  The work you complete over the summer will equal approximately a fifth of your first six week progress report, however, as we will be working with the book when we return from vacation, there will be additional work related to your summer reading, which will also go into you first six week progress report. If you have any questions, I will check my email approximately once a week over the summer.  You can reach me at reneohana@yahoo.com 
 
Assignments:

1. Read John Steinbeck's East of Eden.  The book is available to be checked out in the book room before you leave for the summer, but you may want to purchase a copy so that you can write notes in the margins. We will be using the book in the fall when we return to school, so please bring it with you on the first day of school.
 

2. While reading, keep a passage response journal.  I expect at least eight thoughtful entries.  They should be spread out evenly through the reading. Entries should be legible and clearly labeled with the date, your name, and title and author of the text to which you are responding.  Please carefully look over the attached directions and example before you begin.

3. Complete the Deepening Your Understanding activities.

4. You will take a test on East of Eden on your first day back in school.  To prepare, you should feel confident in your knowledge of events and characters from the novel.

       

Who's first?

If you are the first person to read this, please leave a comment so that I know you were able to read it and comment.  Thanks!

Steinbeck Center

If you have a chance to get to the Steinbeck Center, I strongly suggest it.  It's hard to imagine what a museum about an author might entail, but it really is spectacular.  I think you'll get the most out of it if you go after or while reading the book, because you'll be able to make more connections between the book and what you're seeing at the museum.
http://www.steinbeck.org/

Welcome

Welcome 2010-2011 students.

This blog is designed to be a resource for us to share ideas as we proceed through our reading this year.  We will start with our summer reading of East of Eden.  As I reread the book this summer, I will occasionally post questions or articles that relate to what we're reading.  I hope you respond in the comments section and occasionally post your own questions or resources as well. 

For now there is no grade attached to participating in this blog.  There is no requirement that you engage in our online discussion of the book, but I hope you will.  I also hope that you find it useful. This can be as much fun and as helpful as you let it be... let your inner English nerd emerge!

Don't forget to check out a copy of East of Eden from the school library before you leave for summer vacation!
You can also read most of it online at online book