THIS ENGLISH CLASS.
HERE IT IS. This class is a study of the stories of humans. It is a critical analysis unwinding the intricacies of human expression, culture, tradition, and discovery. Hartman wrote, "Poetry, like human life, is an indeterminate middle between over-specified poles, always threatening to collapse it. The poles may be birth and death, father and mother… love and judgment, heaven and earth, first things and last things. Art narrates the middle region… for only if it exists can life exist; only if the imagination presses against the poles are error and life, wisdom and illusion possible." This scholarly endeavor seeks to dance along those spectrums in an attempt to grasp meaning. Mimesis is the concept that everything created comes from something that came before it. Therefore, everything after the first creation, was/is in some way a recreation. This recreation enables similarities and differences to exist. It enables patterns to develop. It opens the position for literature to serve as the compendium of the world's story, of humanity's story, of your story. Let's Commence. For those visiting, this website is for my students in English courses at Hauser Jr. Sr. High School. It is an evolving website, and it will develop as the school year progresses. For coursework, select one of the following pages: AP Language, AP Literature, English 10, or English 10H. Information regarding vocabulary, grammar, independent reading assignments, or resources for those enrolled in my virtual independent study course (Literary Movements) can be accessed on the following pages: Vocabulary, Grammar, or Independent Reading. The Randomness page is my blog page, because I will journal when my students journal. You'll also find the Student Work Gallery, where I will post student work, classroom projects, presentations, photographs & memories, etc. In 2021, Mrs. Tom and I started a Club Photography group in honor of Sarah Taylor. Those meetings and assignments will be posted on either the Randomness page or the Student Work Gallery page. My 2020 and now 2022 adventure is the World Food Prize (WFP). In 2020, I was crazy enough to take on Cadet Teaching as well.You can access information regarding those journeys on the following pages: World Food Prize or Cadet Teaching. And, last, but not least, I have a page of Archives- welcome to the stacks of my teacher website.
HAUSER JR. SR. HIGH SCHOOL.
TRADITION. Hauser Jr. Sr. High School is named after Martin Hauser (the founder of Hope, Indiana, 1830). On page 63, of Dwight W. Hoover's 1980 publication of A Pictorial History of Indiana, there are two pictures. One is a picture of Martin Hauser, who led a Moravian community to Indiana in 1829. The second picture is a map of their journey from Salem, North Carolina, to Goshen, Indiana, now recognized as Hope, Indiana. 'Hauser,' in German, means 'house.' In a sense, this is a fitting term, since we kind of 'house' about 500 students in the school and strive to create a positive learning community that begins in the classroom and reaches out to the greater community. With time, the Moravian congregation began to sell land plots to people outside of their community. The school's membership and student body grew over the years encompassing people from different backgrounds. The school colors were initially black and white. However, the color red was included at a later date. Though the fight song originally followed the University of Notre Dame fight song, it now follows the fight song of University of Northwestern fight song. Our Mission Statement: "To be an exemplary rural high school in Indiana that provides each of its students with the opportunity for a comprehensive education that allows him or her to be healthy citizens, life-long learners, and contributing members in a global community."
TRUE LEARNING.
TRUE LEARNING. Learning- true learning- is not defined by the grade that you receive. I am not ignoring the role of grades in academic institutions. They are responsible for accountability and for many other reasons. However, when you leave school, you will enter what adults feel compelled to call "the real world." It is not per say anymore real than the previous lifestyle. It is different though. An inclusion of curve balls leads to a level of realism that urges individuals to differentiate the lifestyles and call one the real world. However, you always have a choice. You have a choice in life, and you have a choice in my classroom. True learning means that you retain knowledge. True learning is when you walk away from the institutionalized, required classes, classes like mine, and remember something that somehow makes a connection to your life and your understanding of the life you find yourself in. All of those neural connections in your brain that store knowledge demonstrate true learning. You may leave my class and think that you will never need to know what a past participle is or what an epic poem entails. You may never make the connections… but there are connections. The past participle is what communicates a history. The epic poem is a grandiose way to explain the same journeys that you will face in life. Never underestimate the value of any quest, big or small. A quest is a quest. The result is learning or some experience that causes change. Learning is as much about the journey as it is the result and final outcome.
HAUSER HIGH SCHOOL CULTURE.
A DAY IN THE LIFE IN 2021. I stroll in around 7:40AM each morning. Unless it's icy in the parking lot... then, I like to casually fall, and then, stroll in... good times. Hauser is a unique place to work and to study. We are small town, U.S.A. (with all of the pros and cons that are attached to that). I know each of my students- their passions/interests, their life stories, their goals, etc. Since we have small class sizes, I can delve into lessons and really spend time critically analyzing texts. And, since we are so small and since I know my students well, I can make sure that they feel like they belong, like my classroom is a niche, and like my class is a space where they can be weird, inquisitive, driven, and chill. Some days are hardcore academic. Sometimes, it is an intensive round of writer's workshop or a speed reading day. Some days are wild cards. Sometimes, it is a Bob Ross painting session, a spontaneous drawing contest, or some other activity that I devise up and try out for the class period. We create our own slang. We write our own stories. We develop a critical edge. We read ALL the time. We create a repertoire of inside jokes. We perpetuate a culture of youth scholarship. This is Hauser. Go Jets.
FOO-JEH-ROO.
ABOUT MS. FOUGEROUSSE (A.K.A. FOUG). If you dread reading these little "about me" sections, you are by no means obligated to read this. If you are wondering whether I am another crazy English teacher, the shortcut answer is: yes, I am. I earned a Bachelor of Science in English Education and a minor in psychology from Indiana University. I completed my student teaching on the Navajo Nation Reservation in Arizona. I spent a summer teaching in England. I taught for two years at a high school in Southern Indiana. Then, I moved oversea to England to complete my Master of Arts in Contemporary Literature at King's College London. Now, I am here! This is my fourth year at Hauser... so many of you have already heard the horror stories about the torture of having me as your English teacher. My independent research interests revolve heavily around the problematic aspects of neoliberal ideologies in Western educational systems, the implementation of culturally responsive education, and the effective implementation of pluralistic literature and composition. In my MA thesis, I explored the intersections of land, language, and logic within Luci Tapahonso's poetry. I am interested in grounded normativity, politics of recognition, and modes of antagonism in colonized scenes of writing. In the summer of 2021, I received the Lilly Teacher Creativity Grant, which allowed me to travel to seven national parks and two state parks throughout Utah and Wyoming. As I traveled, I documented the adventure through photography and simultaneously studied indigenous histories tied to these preserved lands. I am developing a growing interest in what it truly means to decolonize education and what it truly means to secure rhetorical sovereignty for Indigenous voice in both pedagogy and curriculum. And, since I've always been a bit of a nerd, I also love neuroscience, history, theology, art, and astronomy (until you hit the hardcore physics...). The arts are my creative outlet. I enjoy photography, reading, and writing. I love being outside. I like long walks (because I am not a runner... just no), hiking (especially in Utah or the American Southwest in general), traveling (for fun, not for work), and gardening. But above all, I love spending time with my family and friends and the people who are the most important to me... which yeah, maybe that sounds super cliche, but it's true.
ACADEMIC STANDARDS.
STANDARDS-BASED EDUCATION. Indiana Academic Standards for English 9-12 revolve around five foundational standards. These standards include: media literacy, speaking & listening, writing & conventions of the English language, reading comprehension (fiction/nonfiction, literary/rhetorical analysis), and vocabulary. If you select an image below, it will link you to a comprehensive overview of the Indiana state standards. AP courses have their own sets of standards. You can access those College Board standards by selecting the image for each AP course below. Students in the 2021-2022 cohort will take the SAT examination to fulfill their graduation requirement during their junior year. Also, just a little post-script, I know the IDOE updated the standards in March of 2020, but they aren't updated below. So, if you are super curious about those changes, here is the link to them (they are highlighted in grey): https://www.doe.in.gov/sites/default/files/standards/9-10-ela-standards-updated-march-2020.pdf
THE PERTINENT STUFF.
1. BE SEATED. Be in your seat when the bell rings. Rationale: We have fifty-five minutes to cram in learning. The faster we start class, the more content we will cover during class time. The more content covered in class, the less homework or out-of-class work for you. In congruence with the Attendance Policy: Each time you break this policy, I will mark you in the Skyward system as if it were a tardy. Take this seriously, and we will not have any problems. Extenuating circumstances- talk to me so that I understand the situation, but be wise in regard to how and when you decide to talk to me. See the handbook for attendance and tardy policy as well as subsequent discipline procedures.
2. COME PREPARED. Come to class with your 1 or 1.5 inch binder (if you want to use a folder this year and just keep the essentials and recent work in there and store the rest in an organized binder at home, go for it), the text that I indicate (on the board and the day before in class), loose-leaf paper, your writer’s notebook (journal), YOUR iPAD, and a writing utensil (pencils on test days) every day unless I tell you otherwise. Rationale: To do the activities in class, you need to have the necessary materials. If you have to leave for your locker every day, you are missing class time. If you are missing class time, you are missing the lesson. If you are missing the lesson, you are not going to be as prepared as you should be in order to do your best. You have FOUR passes a semester (that's two passes a quarter) (remember- you'll receive those in Resource). Use them wisely. If you forget something, use a pass and go get it. After you use your passes, there will be consequences. I also can say no even if you have a pass. When you use your passes, use them at appropriate times. I must sign off on the pass before you can leave. Only one student can leave the room at a time.
3. STAY ORGANIZED. Organize your binders with five tabs. In addition, by the end of the year, you will have the information with the following sub-tabs or corresponding notes taken in and out of class. Sub-tabs will be created as the year progresses, but you should have all five main tabs in your binder by the end of week one. Rationale: This class is designed to give you a foundational understanding of literature and composition. My goal is to prepare you for college and further academic pursuits. This binder, if kept properly, will be a valuable resource to you later.
4. DO YOUR BEST. Do your best, and I will recognize and commend your effort. This entails doing your assignments. Your best entails your best work- not someone else’s best work. Rationale: I want to see your work, your thoughts, your ideas, and your level of understanding. It is okay to build from published works and from ideas that have been established in the past. It is okay to let different perspectives inspire you, but you must put your own spin on it and give credit where credit is due. You cannot be creative without being a little divergent. In congruence with the Academic Integrity Policy, there will be no tolerance for plagiarism. See the handbook for expectations and discipline procedures regarding ALL OTHER MATTERS.
5. BE RESPECTFUL. This means respecting the teacher, respecting your classmates, respecting the school, respecting materials, and respecting yourself. Rationale: This has come to be a cliché, but it is a necessary component in an effective learning environment. Respect. Code switching is a thing. You need to know when it is appropriate to speak and in what ways. You need to know when it is appropriate to listen. Respect is an indicator of your level of social integrity. I will NOT tolerate disrespect. However, there are different levels of disrespect and discipline procedures will vary according to the level of disrespect conveyed. Inappropriate language is disrespectful. I have a zero tolerance policy for any type of bullying or racist language.
THE OTHER STUFF.
This is where you will find the "other" stuff. At this point, you should know the general procedures. We work on vocabulary building on Mondays and Wednesdays. We journal on Tuesdays and Thursdays. We have a vocabulary assessment bi-weekly. This is the skeleton framework of English class this year. So, below, you will find resources regarding all the jazz.
REMINDER: NEXT ACADEMIC DETENTION SESSION IS TBA. IF YOU NEED EXTRA TUTORING, PLEASE UTILIZE THE WEDNESDAY TUTORING SESSIONS AFTER SCHOOL. IF YOU NEED ME TO STAY AFTER TO HELP YOU, JUST LET ME KNOW A WEEK IN ADVANCE. I AM ALSO ALWAYS AVAILABLE DURING RESOURCE. (<ALLITERATION)
JOURNAL PROMPTS & VOCAB.
Every Tuesday and Thursday, we will journal (at least a 1/2 page in length) for the duration of ten minutes. I will provide journal prompts. Unless I specify otherwise, you are welcome to free-write if you don't like the writing prompt. It won't hurt my feelings. Some people use the journal to talk about their day, to reflect on how a game went the night before, to write an ongoing book, etc. You get to be creative!
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For More: Visit Vocabulary Page | Click HERE
On the vocabulary page, you'll find the comprehensive list of vocabulary words, Quizlet reviews, and archived vocabulary PPTS. If it isn't there, it's on Canvas too. EXPLORATORY ENGLISH SHEETS
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DAILY AGENDAS.
READ AVEC MOI.
ALL THE LIGHT WE CANNOT SEE. Historical fiction. So much beautifully crafted prose (!) A friend suggested that I read it. I was all like 'yeah, totally.' Then, I realized it was five hundred pages long. SO, it had to wait for this summer. I like to have time to commit to a book before I start reading... which means sometimes reading gets delayed for a long time. Nevertheless, I am three hundred pages in at this point. It alternates between two narrative lines- a story of a boy in an orphanage in Germany and a blind girl who lives in France. Each life is influenced by the approaching height of WWII. It has my attention- enough so that I want to keep reading. I would highly recommend it at this point if you are into deep symbolism. intertwined narration, and the like.
NAVAJOS WEAR NIKES. Nonfiction Memoir. When I did my student teaching on the Rez, my friend suggested I read this book. However, life happened or I blinked and three years flew by. So, here I am now, reading this wonderful text, which reminds me of the destruction and immense beauty that exists in Rez life on the Navajo Indian Reservation. Jim Kristofic grew up in PA (in the summers) and on the Rez. His book recounts his struggles to fit in as a white kid living in Ganado. But, it also delves into contemporary issues in Rez environments (violence, abuse, etc.). However, while these things exist, he still shows the richness of Navajo identity, traditional ways, language, and family connections. If you are looking to learn a little more about Native life, this is the book for you.
WE WERE LIARS. Fiction that reads like prose poetry (!). If you like highly lyrical writing and writers that play with the elements of language, you'll love this novel by e. lockhart. I personally love studying the way that some writers manipulate space on a page to mix up potential interpretations. Lockhart employs a unique, descriptive writing style. For example, she writes, "She is sugar, curiosity, and rain... He was contemplation and enthusiasm. Ambition and strong coffee." So, if we break that down syntactically: She is [noun], [noun], and [noun]. He was [noun] and [noun]. [Noun] and [adjective] [noun]. Normally, writers utilize adjectives to describe characters, but Lockhart forges a new style- one that uses nouns to enhance characterization. You'll also notice that the fragments convolute an entirely clear understanding of the plot- which sets the reader up for a one-of-a-kind reading experience.
NORSE MYTHOLOGY. In 2018, Neil Gaiman published this collection of ancient Norse myths. Of course, my favorite part is his personal twist on these once-oral stories. He's just a really great storyteller; his writing conveys the perfect subtle mix of humor with plot lines. Side bar: I appreciate DC Comics for contributing The Watchmen to the world, but I am more of a Marvel universe fan. I grew up loving the X-Men and the entire idea of "mutant" differences being construed as gifts and talents. Anyway, I digress. This collection isn't about the X-Men, but IT IS about the legends of Thor and Loki and all of the Norse characters that inspired the writers of Marvel comics. If comics are your thing, you should definitely read this book.
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THE IMMORTAL LIFE OF HENRIETTA LACKS. Nonfiction. This book consistently shows up in AP Language courses. I bought it in the Notre Dame book store a couple years back. In the madness of time, I kept overlooking it. I started reading it, even though I knew I didn't have time with the end of the year chaos. It is based on the unethical production of HeLa cells (that were grown from a cell sample from Henrietta Lacks). If science, journalism, and memoir are your thing, I think you would find this book highly intriguing. It is also a text that delves into issues of race. I tend to be drawn to texts like that. So, if you are not looking for something with undertones of racial tension, I would suggest you read something else.
RIVERINE: A MEMOIR FROM ANYWHERE BUT HERE. Nonfiction Memoir. I usually reference 'Mercy's Bookish Musings' for book haul ideas. Each year, she recounts her favorite texts. When one of her top three for 2017 ended up being a new writer from Indiana, I was hooked. Angela Palm grew up in Demotte, Indiana, in Jasper County. Her memoir reflects on her relation to a neighboring boy and the direction their lives took. While she becomes a writer, he goes to prison. If you are interested in Hoosier literature and/or criminal proceedings, this text might be interesting to you. I haven't started it yet, so I cannot really give you a splash of personal review. Nonetheless, very much looking forward to returning to nonfiction and reading this memoir.
WE HAD A LITTLE REAL ESTATE PROBLEM: THE UNHERALDED STORY OF NATIVE AMERICANS AND COMEDY. This is a great (nonfiction) exploration of the contemporary influence of Indigenous presence and voice in American entertainment- namely the comedy circuit. It is a case study of great figures in comedy from Will Rodgers to Charlie Hill. Kliph Nesteroff interweaves historical knowledge with narratives, interviews, and spotlight cameos. If this sounds interesting, you should maybe also read Roxanne Dunbar-Ortiz's An Indigenous Peoples' History of the United States, which outlines the evolution of historical trauma in Indigenous communities. What I really enjoy about Nesteroff's book is that it works against the stereotype of the stoicism so often associated with Indigenous people. Comedy (laughter) as a source of voice and as a form of healing is something that always captures my attention.
PERSEPOLIS: THE STORY OF A CHILDHOOD. I feel like there was a big push for teaching graphic novels in the classroom from like 2012 to 2014, then grading philosophies, trauma-informed care, and distance learning initiatives pushed the conversations about graphic novels to the back burner. Nevertheless, I wanted to bring back graphic novels because it's a different way of absorbing narratives. I teach The Best We Could Do and They Called Us Enemy, but Persepolis is my favorite one to read. It is so informative- about so many things that happened in Iran that I knew very little or nothing about at all. If you want a highly informative narrative of the Iranian Revolution from the perspective of a child- this is the best one. Highly recommend.
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THE STOPPING PLACES: A JOURNEY THROUGH GYPSY BRITAIN. I have a recording of my great grandfather talking about life along the Ohio River in Indiana in the early 1900s. He talks about Gypsy camps passing through towns. So, I guess that was my first hook. Secondly, when I taught in southern England, some of my students were listed as "travelers." When I inquired about this, the head teacher told me that they were part of the Gypsy camps that pass through the area (or "seasonal workers"). And, lastly, there was a discarded library book here at Hauser that caught my attention about Gypsy culture. Since I am so ignorant in this realm, I really want to read this text. La Bas traced Gypsy camp family history and then wrote about his experiences.
HALF BROKE HORSES. Biographical Fiction. I read Half Broke Horses by Jeannette Walls. I read The Glass Castle a few years back. I was impressed with the way she wrote and the vivid imagery her writing conjured. The Glass Castle was her autobiography, focusing on her adventurous and oftentimes insecure/dangerous upbringing. Half Broke Horses is Jeannette's attempt to convey her grandmother's life story. Many of the readers of The Glass Castle understood the father and his dependency on alcohol (translated: his actions were understandable). However, many readers could not understand why her mother chose the life that she did. This novel attempts to explain the gaps and confusion while simultaneously telling a unique and personal story of a life.
SIGH, GONE: A MISFIT'S MEMOIR OF GREAT BOOKS, PUNK ROCK, AND THE FIGHT TO FIT IN. It all started with a linguistics course at IU... and I was hooked. In 2015, when I first started teaching, I was trying to find a good lesson to introduce verbal moods in the English language. As a result, I found Phuc Tran's 2012 TED Talk about the dark side of the subjunctive (<verbs: would, could, should- hypotheticals). I have religiously showed that TED Talk to my classes since then. BUT, when I heard that he just recently published a memoir, I was pumped. I haven't ordered it yet, but it is one hundred percent on my reading list. I feel like the literature aspect of the course often overpowers the language/grammar aspect of 'English' class. SO, anytime I have the opportunity to explore something that reminds me of my college-level linguistic course, I fall for it every time. Just look at that title: Sigh, Gone. (<That is brilliant.)
ARISTOTLE AND DANTE DISCOVER THE SECRETS OF THE UNIVERSE. If you know me, you know that Paulo Coelho's The Alchemist is one of my all-time favorite books (like the kind of book that I will re-read again every two years- ever since high school). So, when one of my former students, who also loved The Alchemist, reached out and told me that he had a new favorite book. I knew I had to read it. I can one hundred percent see why this book is as praised as it is. One: It deals with deep emotions. The way the family dynamics unfold is just beautifully conveyed. Two: It is a fast-paced read. Three: It tells a story that explores an often-overlooked category of identity: Latin X pride. If you are looking to learn a little more about that category of identity, this is the book.
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SUMMER WORK 2021.
SUMMER WORK. Hello current and future literary scholars and rhetoricians! This summer, depending on which advanced course you selected when scheduling your classes, you will have a summer reading and writing assignment. Yep- I know, life sucks. Take a moment to lament.........Okay, moving on. If you will be an English 10 Honors scholars, you will be exploring an assigned Canterbury tale. Then, you'll come up with a creative way to teach your selected tale to the class in August. If you plan to be an Advanced Placement Literary Scholar next year, you'll be reading Thomas C. Foster's How to Read Literature Like a Professor. See the writing assignment and literary vocabulary matrix that accompanies it. If you decided to spend another year with me to now become an Advanced Placement Scholar of Rhetoric, then you'll be reading Malcolm Gladwell's Outliers: A Story of Success. And, you'll complete the summer writing assignment focusing on rhetorical analysis. I posted the assignments here.
AP LANG SCHOLARS
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AP LIT SCHOLARS
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ENG 10H SCHOLARS
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PARENT RESOURCES.
The 2021 Hauser Jr. Sr. High School Parent-Teacher Night will be announced in October. I will be sending out a mass email with information on how to keep you in the loop around that time. Hopefully this information is useful. Thanks for all you do at home to help support the school, teachers, and your child!
Technology Handout
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Quick Access for Syllabi
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Vocabulary Dates
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Other Information
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STUDY GUIDES. JUST. FOR. YOU.
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[OUR] AUTHORS & POETS.
LITERARY CANONS & A COLLECTION OF WRITERS. These are our people.... at least for this year. It is always a challenge when narrowing down the list. However, I try to integrate some of the canonical writers, some of the modernist writers, and some of the contemporary writers. There are so many more amazing writers out there. But, I also know that you have six other classes and limited time... So, here is the VIP list. If you select the name of the person below, you should be able to access a biography of that writer. Happy exploring!
Emily Bronte
Lewis Carroll
Leo Tolstoy
F. Scott Fitzgerald
J.D. Vance
Rebecca Skloot
George Takei
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Charlotte Bronte
Charles Dickens
Ralph Waldo Emerson
Paulo Coelho
Phuc Tran
Jim Kristofic
Marjane Satrapi
Brit Bennett
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Jane Austen
Nathaniel Hawthorne
Louisa May Alcott
Malala Yousafzai
Natalie Diaz
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Mary Shelley
Oscar Wilde
Henry David Thoreau
Jim Stevens
Hua Hsu
Donald Glover
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