Rio Salado College Course Syllabus s1

Rio Salado College Course Syllabus

Rio Salado College – 2323 West 14th Street – Tempe, Arizona 85281 – (480) 517-8000

Course ENH 110

Title Introduction to Literature

Semester 2014

Section Fall

Location Boulder Creek High School, Room 632

Instructor Mr. M. W. Hickman

Degree B.A. English, M.Ed. English

Contact School (623) 445-8797 - Cell (602) 999-5308

Email [email protected]

Web Site: http://billhickman.webstarts.com/index.html?r=20110425012455

Office Hours Mornings: 7:00 A.M.-7:30 A.M., Afternoon: by appointment

Materials Furnished by Boulder Creek High School:

Approaching Literature Reading + Thinking + Writing - Third Edition

ISBN -13: 978-0-312-64099-6

1 Literature: An Introduction to Fiction, Poetry, and Drama – Ninth Edition

ISBN – 0 – 321-24551-2

World Literature

ISBN – 0 – 03-053608-1

Suggested novel list for summer reading.

Novels by any of the following authors: Steinbeck, Poe, Miller, Cather, Hemmingway, and Wilder

Additional Readings as Specified

The Metamorphosis – Kafka, A Doll’s House – Ibsen, Dubliners – Joyce, One Day in the Life of Ivan Denisovich – Solzhenitsyn, Balzac and the Little Chinese Seamstress – Sijie, Things Fall Apart – Achebe,

The Picture of Dorian Grey – Wilde, Frankenstein – Shelley, Othello – Shakespeare, Slaughter House Five – Vonnegut, My Antonia – Cather, Invisible Man – Ellison, Wuthering Heights – Bronte, Heart of Darkness – Conrad, Grapes of Wrath – Steinbeck, The Devil in the White City – Larson, The Bridge of San Luis Rey – Thornton Wilder

Official Course Description:

ENH110 – Introduction to Literature - (3 credits)

Introduction to international literature: through various forms of literary expression; e.g., poetry, drama, biography, autobiography, short story, and novel studies. The course provides a global overview of literature with special emphasis on diverse cultural contributions of African Americans, Asian Americans, Hispanic Americans, and Native Americans. Prerequisites: None.

Official Course Competencies: After completing this course, students will be able to:

1. Identify the setting and point of view in a work of fiction. (I)

2. Describe the way in which an author develops characters in a work of fiction. (I)

3. Analyze the way in which an author’s gender identity and/or ethnic, cultural background influences their work. (I, II, III)

4. Differentiate between the plot and theme of a work of fiction. (I)

5. Differentiate between the speaker and the theme of a poet. (II)

6. Identify the most common poetic devices and types of poems. (II)

7. Identify and supply examples of symbolism, imagery, form in fiction, poetry, and drama. (I, II, III)

8. Identify the major types of characters and the various types of plays. (III)

9. Identify the various writing styles of the author or poet in a piece of literature. (II)

1 10. Interpret a poem, a short story, and a play through oral and written discourse using literary criticism as a basis for their position. (I, II)

Attendance Full attendance is required. Students are not allowed to miss more than six class periods per semester. Parent telephone calls are not excused absences.

School excused absences that relate to school business are exempt documentation must be provided the day the student returns to class.

Upon the seventh absence, the student may lose college credit or their grade may be lowered one letter grade for each absence. The course instructor will determine the grades.

Grading Points will be assessed for all reading, writing, and other classroom assignments and activities.

Grading Scale: A=100-90%, B=89-80%, C=79-70%, D=69-60%, F=59-0%

Grading by Category: Assessments= 50%, Class work/homework=40%, Final=10%

Note: The student must earn an average of 70% or better to receive transferable college credit.

The student may not receive a grade lower than a 60% on the Junior Research Paper to receive Transferable college credit.

No late work will be accepted without lowering one grade per day late. NOTE: see late work handout.

Extra Credit is not available for this class. It is the belief of Rio Salado College that all work completed for a class should receive regular credit and is more than sufficient to assess the understanding of material presented in the course.

Plagiarism Plagiarism includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in selling or sharing of term papers or other academic materials. Information gathered from the Internet and not properly identified is also considered plagiarism. It is expected that every student produce his or her own original work. Any student whose work indicates a violation of the policy set down by the board of MCCCD can expect sanctions as specified in the college catalog.

Site: http://www.maricopa.edu/publicstewardship/governance/adminregs/students/2_3.php

Refund Policy Refunds are not automatic. Students who drop courses within the refund period are eligible for a reimbursement of appropriate tuition and fees. Refer to the refund policy online for deadlines and details.

1 Disclaimer Course content may vary from this outline to meet the needs of this particular group

Civility College policy prohibits and conduct which is harmful, obstructive, disruptive to, or

Statement interferes with the educational process… Therefore, the faculty of Rio Salado insists that the language of any communication between students and instructors or among students meeting electronically or in person at any Rio Salado site shall maintain the level of formality appropriate to any college teaching/learning situation. Excessively informal, rude, or insulting language will not be tolerated. Students who engage in such behavior will be withdrawn from this course.

Disability Rio Salado will make reasonable accommodations for persons with documented disabilities.

Statement Notify Disability Services and Resources at (480) 517-8542

ENH and ENG Dual Enrollment Courses: Additional Acknowledgements

Adherence to Boulder Creek Academic Integrity Code

All students enrolled in EGH or ENG courses will adhere to the framework and guidelines set forth in the Boulder Creek High School Academic Integrity Code. Cheating and Plagiarism will not be tolerated. The purpose of this code is to promote a positive learning environment for all involved. As individuals, we will make mistakes as we grow. It is understood that we can learn from those mistakes and become better individuals in the future. Any student who violates this code will be referred to the Students Rights and Responsibilities handbook and assignment of appropriate consequences. Please refer to the Academic Integrity Code in your student handbook for more details.

Make-Up Work Policy

Upon return to class after an absence, a student has one school day for each day missed to make up work/test assigned during his/her absence regardless of the number of days absent. For example, if a student is absent on Thursday and Friday, he/she will have Monday and Tuesday of the following week to make up work and must turn in the work that was assigned during the days of absent on Wednesday.

It is the student’s responsibility to check with teachers immediately upon return for work missed and possible adjustment of due dates.

Long Term Project Policy

Long-term projects are assignments given at least two weeks in advance. Teachers should note that the assignment is a long-term project and the written instructions provided for the students. Long-term projects are due on or before the date assigned, even thought the student or teacher is absent on the due date.

See the Student Handbook for additional details.

Classroom Behavior Expectations – P.B.I.S. – JAGNATION

1 Prepared – Bring materials and come prepared to learn

Respectful – Respect others, their property, equipment, and the facility

Integrity – Complete your own work and all electronic devices are off and out of sight

Discipline – Arrive on time and in your seat, behave appropriately, use courteous language, and keep food/drink outside

Everyone United – Encourage confidence, cooperate and collaborate

The Deer Valley Unified School District does not discriminate on the basis of: race, color, national origin, sex, disability, or age in its programs and activities. For any inquires regarding nondiscrimination policies contact the Superintendent’s Department, 20402 N. 15th. Avenue, Phoenix, AZ 85027. 623-445-5000

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Please return this signed portion by Monday, August 18, 2014

I have read the Course Syllabus and Guidelines.

Student Name: (PRINTED) Class Period:

Student Signature:

Parent Signature:

Weekly Calendar:

1 (Week I)- (August 11- 15) Objectives:

Syllabus and Course Information and Introduction

Review discussion of the summer novels in preparation for the reading tests.

Complete a diagnostic test for reading readiness and vocabulary.

Review – Introduction- Cannery Row - Steinbeck

Review– Purchase of the novel - The Catcher in the Rye - Salinger

Note: Students must have their own copy of the novel by 08/25/2014, for marginal annotating.

Homework: Begin their reading of the novels and prepare for the assessment on Week III on the calendar. Purchase the novels The Bridge of San Luis Rey – Wilder and One Day in the Life of Ivan Denisovich – Solzhenitsyn – The Catcher in the Rye - Salinger

(Week II)- (August 18-22) Objectives: 08/22-Half Day

Identify Plot and Character

Review the summer reading novels using a Socratic Seminar directed by the students’ open- ended questions.

Read and discuss Cannery Row using the Socratic method

Read and discuss the literary elements used in “A Good Man Is Hard to Find” by O’Connor p.134

Assessment of the literary selections of the week in a formal written response is required.

Homework: Continue to prepare for the novel tests. Continue to read the assigned short literary pieces from the text.

(Week III)- (August 25-29) Objectives:

Identify Point of View and Theme

Complete a test over the summer novel - Cannery Row - Steinbeck

Read and discuss “Everyday Use” by Walker p.169

Read and discuss “A Rose for Emily” by Faulkner p. 176

Complete an introduction covering the novel – The Catcher in the Rye - Salinger

Homework: Continue to read the novel and prepare ten open-ended questions for an (S/S) over the short stories indicated by the teacher.

1 (Week IV)- (September 2-5) Objectives: 09/01-Labor Day – No School

Identify Tone, Style, and Irony

Complete an introduction to the novel One Day in the Life of Ivan Denisovich - Solzhenitsyn

Receive and review notes covering Tone, Style, and Irony – Teacher created Power Point

Read and discuss “Araby” by Joyce p. 242

Read and discuss “The Chrysanthemums” Steinbeck p. 320

Homework: Complete the novel and prepare for a formal written assessment over the novel. Purchase the novel Balzac and the Little Chinese Seamstress – Sijie: Due (Week VII).

(Week V)- (September 08-12) Objectives: 09/12-Half Day – Staff Development

Identify Character Development

Complete a formal (40) minute Quick Write” as an assessment over the novel.

Hand in the “Quick Write” and attach a scoring rubric to the assessment.

Read and discuss “Young Goodman Brown” by Hawthorne p.336

Read and discuss “Sonny’s Blues” by Baldwin p.362

Read and discuss “What We talk about When We Talk about Love” by Carver p.386

Assessment of the literary selections of the week in a Q and A session is required.

Homework: The Bridge of San Luis Rey, Novel Study.

(Week VI)- (September 15-29) Objectives:

1 Identify Theme

Introduction of the novel, The Sun Also Rises - Hemmingway

Assessment on the novel One Day in the Life of Ivan Denisovich

Read and discuss “Where Are You Going, Where Have You Been?” – Oates p.481

Read and discuss “The Things They Carried” – O’Brien p.493

Read and Discuss “The Jilting of Granny Weatherall” – Porter p.533

Read and discuss “A & P” – Updike p.552

Assessment of the literary selection in a short answer format is required.

Homework: Continue to read the novel and annotate their reading. Create ten opened questions for the first three chapters of the novel.

(Week VII)- (September 22-26) Objectives:

Reading Drama – Identify the Elements of a Tragedy

Complete a opinionaire over the play Othello

Read aloud the play – Othello - Shakespeare

Select readers by acts to read aloud, while others complete a study guide and rate the readers.

Assessment is to be a short answer and quote quiz over first three chapters

Homework: Continue to read and annotate the novel.

(Week VIII)- (September 29, October 03) Objectives: Half-Day – Staff Development

Read the play Othello by Shakespeare

Assessment is to be a short answer and identify various quotes in ACT II of the play.

Homework: Continue to read and annotate the novel

(Week IX)- (October 6-10) Objectives: Oct. 10 – Fall Break

Read aloud and annotate Act III of the play.

Complete a character identification chart

1 Assessment will be a “Quick Write over Act III

Homework: Continue to read and annotate the novel. Purchase the novel Frankenstein by Shelley.

Due (Week XII)

(Week X)- (October 13-17) Objectives: 10/14) - Oct. 13 – Fall Break

Read aloud and annotate Act IV of the play

Complete an activity worksheet identifying the underlying social issues

Assessment is to complete a list of social issues and how they affect the play’s intensity.

Homework: Complete the reading of the novel and prepare study questions over the novel

(Week XI)- (October 20-24) Objectives: Parent Teacher Conf. Oct. 23-24

Assessment is a comprehensive test over the play.

Review the novel and prepare for a (40) minute “Quick Write”.

Homework: Purchase the novel Frankenstein by Shelley and read the background and introduction to the novel.

The assessment over the novel will be in (Week XV).

(Week XII)- (October 27 - 31) Objectives:

Identify Symbolism, Allusion, Imagery, Duplicity of Man

Review the background and introduction of the novel.

Complete a survey on the social issues brought out in the novel.

Review the survey results and complete a discussion on their choice of answers and why.

Assessment is to be a Q and A of the novel.

Students will be grouped to present the various chapters of the novel as they teach the novel to the class.

Homework: Continue to read the next three chapters of the novel and prepare for a Socratic Seminar with ten open ended questions to start the discussion.

1 (Week XIII)- (November 3-7) Objectives: Half-Day, Staff Development

Novel Study

Complete a S/S over the reading of the novel.

Students will work in groups in preparation for their novel lesson predicated on the assigned chapters.

Assessment is the student presentations on the chapters they present. The presentation rubric will be used to complete the assessment.

Students will be given an opportunity to ask questions after each presentation.

Homework: Students will prepare for their chapter lesson over the novel.

(Week XIV)- (November 10-14) Objectives: 11/10-11/11-Veterans Day – No School

Novel Study

Students will present their final chapter lesson over the novel.

Assessment is the student presentations on the chapters they present. The students not presenting to score each of the presenters will use the presentation rubric.

Homework: Students will study for the final test over the novel.

(Week XV)- (November 17 - 21) Objectives:

Poetry Introduction and Writing

Complete a test over the novel.

Introduce poetry of Walt Whitman’s “This Became a Part of This Child”

Students are to write their own Whitman poem and prepare to present it to the class.

Students will read their Whitman-Like poem to the class.

Students will read a variety of selected poems to analyze and discuss.

Assessment is the student presentation of their original Whitman-Like poem.

Assessment is a review of the various poetic devices used in the poems read in another poem.

Homework: Select their favorite poem to share with the class. The poem must be at least fifteen lines long and the student must identify the poetic elements used in the poem.

1 (Week XVI)- (November 24 - 28) Objectives: Thanksgiving Break

Poetry Unit - Tone, Voice, and Sound

Read several poems during class so that the students can identify the use of Tone, Voice, and Sound.

Review the different types of Sonnets as a method of teaching the “Prosody” of poetry.

Receive and review notes on the power point covering the “Prosody” of Sonnets.

Assessment is a Q and A over the materials presented.

Homework: Review the notes on Sonnets and prepare for a test covering the Sonnets.

(Week XVII)- (December 1 - 5) Objectives:

Poetry Unit

Complete a test covering the various types of sonnets.

Students will write their original sonnet, which will be based on their life’s hero.

Students are to select their favorite type of sonnet and create an original of their own.

Assessment is the completion of their sonnet.

Homework: Create their sonnet and prepare for their presentation of their sonnet.

(Week XVIII) (December 8 - 12) Objectives: Dec. 12 – Half-Day Staff Development

Poetry Unit and Review

SAT vocabulary lesson and weekly quiz

Students will present their original sonnet to the class for a score.

Students will receive a study guide to complete for the final exam.

Assessment is their presentation of their sonnet.

Homework: Prepare for the final exam.

(Week XIX) December 15 - 20) Objectives: Dec. 19 – Half-Day – Finals Week.

Final Review

1 Students will prepare for the final exam as a group review and individual study for the exam.

Complete the final exam.