Advanced Placement English IV

Advanced Placement English IV Mr. Coleman

Course Description Advanced Placement English IV is a challenging course that demands a serious commitment to intense study and time management from each student. The curriculum involved in the course is relative to that of a traditional college level literature course. Students will be required to adapt to various learning and teaching techniques, as well as completing all work on time. At times, the student may be working on an assignment in class while working independently on another group or individual assignment outside of class. The nature of this course requires that the student is able to complete all assignments on time. No late work will be accepted. Students will be given ample time to complete all assignments, but it is their responsibility to manage their time effectively in order to succeed.

Assignments

Reading Numerous readings will be assigned throughout the year. Students will be required to read various selections from the class textbook along with certain novels. Students will be given a reading schedule with novels that outlines the material to be read and the daily quiz schedule. Various assessments over the novel readings and textbook units will be utilized. When we have class work, students are expected to work independently and quietly unless otherwise specified. Class work will be timed, so it is important that students work steadily in order to complete the assignment.

Writing Students will be expected to keep a daily writing journal to record their responses to prompts provided by the teacher. These journals are subject to be collected and graded without notice. Students will complete many open response and on-demand questions dealing with the readings throughout the semester. Other questions such as reflective responses to literature may be required. These writings will be expository and analytical, assessing the knowledge of the subject, theme, etc. Such questions can take the place of a daily quiz. In addition to the in-class writing assignments, students will write at least two (2) literary analysis and character analysis papers. These papers will cover such topics as style, theme, social and historical context, and literary elements. The requirements for these papers will be given as assigned, and guidance will be provided throughout the drafting process. Explicit instruction will be given prior to every formal writing assignment. The student will be provided with the required length, subject matter, and format for the individual assignment. Such areas to be covered include narrowing a topic, effective analytical procedures, coherence, addressing a perceived audience, and acceptable voice and tone. These writing assignments will be interpretive in nature. The student will be expected to analyze a piece of literature on the basis of style, theme, and structure. Although instruction will be given regarding the writing of the paper, the student must submit a pre-writing thesis demonstrating which aspects of style they wish to address, which themes on which they will focus, or how they will address the structure. This prewriting thesis must be approved by the teacher before drafting begins. For all formal writing assignments, students will complete a first draft for peer review, a second draft for use in individual conferencing with the teacher, and a final draft. After each stage, the student will be given opportunities for rewriting and revising. There will be required writings that are persuasive in nature. The goal of these writings is to have the student take a stance on an issue of literary importance and use persuasive techniques to address this issue. Opposing views may be addressed, but the student must demonstrate the ability to “prove” that their view, or stance, is viable or superior. Topics for this type of writing may include subject matter, style, social and historical implications, quality of the literature, or cultural values. We will frequently practice responses to Advanced Placement style questions in order to prepare students for the AP Board Exam. Aside from the analytical and critical writings, students will be required to compose various creative forms of writings in the form of original poetry (sonnet, ode, etc.), short stories, and scripts. A writing portfolio required by the Kentucky Department of Education consisting of reflective, personal, literary, transactive, and tranactive-analytical pieces will be completed by the student. The student is expected to improve the score of their mock portfolio by at least one ability level during the course of the class.

Vocabulary Quizzes There will be weekly vocabulary quizzes. Points for the vocabulary quizzes vary based on the amount of words and definitions.

Library Time We will spend some time in the library this semester in order to further our study of literature. It is very important that all students understand what I expect during library time. Students are expected to be on task and working quietly the entire time we are in the library. DO NOT talk to your classmates about topic other than the assignment. DO NOT talk to students from other classes. Failure to behave in the library will result in the loss of library time.

Textbooks Prentice Hall, Timeless Voices, Timeless Themes William Shakespeare, Hamlet William Shakespeare, Macbeth William Shakespeare, Twelfth Night John Irving, A Prayer for Owen Meany Joseph Conrad, Heart of Darkness Franz Kafka, The Metamorphosis Mary Shelley, Frankenstein Note: Substitutions may be made as necessary

Required Materials 1. Journal 5. Textbooks 2. Accelerated Reader book 6. Paper and folder 3. Computer diskette or USB drive 7. Blue or black ink pen 4. Positive attitude 8. Pencil

Classroom Expectations Students are expected to… 1. be seated when the bell rings, prepared, and ready to participate. 2. respect themselves, other students, Mr. Coleman, and any guest in the class. 3. keep hands, feet, objects, and comments to themselves. 4. complete assignments and tasks as assigned independently. 5. remain seated until Mr. Coleman dismisses the class. I reserve the right to add any additional procedures as needed.

Consequences Any student who fails to meet the above expectations will merit one or more of the following consequences. 1. Verbal reprimand (warning) 2. Loss of afternoon break for a period of time determined by the teacher 3. Discipline referral to Mr. McCall and any ISD or ASD time as assigned 4. Participate in a meeting between Mr. Coleman, Mr. McCall, and Parent/Guardian  Severe infractions may result in skipping one or more consequences.  All behavior expectations and policies are in effect when a substitute teacher is in the room.

Policies The following is a list of policies adopted for use in my classroom. These policies will be in place for the entire semester for every student. No exceptions will be made.

1. No late work will be accepted. Students are expected to turn all assignments in on time. 2. Papers with no name will not be graded. All assignments must have the student’s name, date, and assignment written in the upper right hand corner. 3. Work that has been plagiarized or copied from another source will not be graded. Any student who plagiarizes will receive a zero on that assignment and disciplinary actions will be taken. 4. There are no free days. 5. Students with unexcused absences will not be allowed to make up work. 6. Bring required materials to class each day 7. Students are responsible for any project or assignment that was assigned prior to the absence. 8. Students who are assigned ISD are responsible for all work. 9. It is the student’s responsibility to keep up with assignments.

Coursework

Week 1 -5 Requirements to be a successful English 4 student. Teachers will distribute a course description that contains the following information: o Behavior goals and consequences o Expectations o AR policy o Policy on plagiarism (definition of what it is and how to correctly document information) o Portfolio requirements o On demand writing

Grammar and usage review Pretest over grammar and usage Instruction over areas of concern (gathered from pretest results) Final assessment over grammar and usage Sentence structure Types of sentences Combining sentences Varying sentences and style for different types of writing

Personal expressive writing information, such as benchmarks, power points, revisions from KDE

Types of personal writing

Characteristics of effective personal writing (idea development, sensory details, point of view, dialogue)

Week 6 – 8 Teachers should set a deadline for submitting a personal expressive piece sometime during week 8 in order to be on task for portfolio completion.

Information concerning transactive writing will be presented this week.

Students should understand the possible forms, how to correctly cite information, have a real world purpose, etc. Teachers can work with students this week, using strategies like peer conferencing as well as teacher conferences, to revise one transactive piece.

For those students who have two transactive pieces, a deadline for the revision of that piece should be set and students can work on that piece independently.

Week 9 Notes over the history of the English language as well as British history (prior to 1400 A.D)

Selected readings from text

On demand opportunity concerning material covered

Early British poetry such as “The Seafarer” and “The Wanderer”. Worksheets and materials from the textbook, quizzes, discussion of figurative language such as kennings and themes of the work

Notes over the history of the English language as well as British history (prior to 1400 A.D)

Reading and discussion of the features of biographies and autobiographies of various British writers in order to demonstrate proficient personal writing.

Week 10 – 11 Background to Beowulf

Definition of epic poetry

Definition of paganism

How to paraphrase long passages of poetry

Make predictions of events in an epic poem

Study of heroes from different eras in history *On Demand opportunity-Write an article for the school newspaper on the definition of heroism in modern times as opposed to the times of Beowulf or King Arthur. (Sample prompt) Teachers will present The Prologue to the Canterbury Tales and the following information: o direct and indirect characterization o simile o metaphor o allusion o personification o satire o irony o tone o heroic couplets o historical background concerning social class during the 1300’s

Requirements for the literary expressive piece in the portfolio will be presented to students along with strategies to improve literary writing

Week 12 – 15 The teacher will select an appropriate drama for 12th grade students such as Hamlet or Macbeth to use in this unit.

Using the drama selected by the teacher, the following information will be presented. o Biography of Shakespeare o Elizabethan theater o Elements of drama such as: Monologue Aside Soliloquy stage directions puns o Plot of a drama o Characterization o Theme/main idea o Paraphrase or rewriting of a passage types of irony (dramatic, situation, verbal

Week 16 – 17 Possible construction of literary expressive writing for inclusion in the writing portfolio. (Short story, play, script, poem)

Individual and peer revision/editing of the literary expressive writing

Week 18 – 20 Review plot development, symbolism, theme, suspense

Various short stories from the textbook such as any of the following: o “The Demon Lover” o “Araby” o “The Lagoon” o “A Shocking Accident” o “The Rain Horse” o “The Rocking horse Winner”

Analyze the short stories presented for the effect created by the author and strategies to create an effect in students writing

Week 21 – 23 Components of the Kentucky Writing Portfolio

Requirements for completion of portfolio

Acceptable pieces/categories

Criteria for scoring

Correct format of the writing portfolio

Plagiarism

Week 24 – 27 How to write a proper research paper/Research techniques

Overview of the writing process involving research papers: Brainstorming, prewriting, drafting, etc.

MLA (Modern Language Association) style of writing a research paper.

Correct MLA documentation

Correct MLA formatting

Week 28 – 31 Teachers will select a novel appropriate for senior students (such as Wuthering Heights, Frankenstein, The Mayor of Casterbridge) and present the following information and skills.

Teachers will present information concerning novels such as the following: o Elements of plot in a novel o Characterization in novel o Conflict in the novel o Theme of the novel o Symbolism o mood o Foreshadowing and predictions o Protagonist and antagonist characters o Point of view

Depending on the novel selected, teachers should also present information concerning the history of the time period of the novel as well as any literary movements and relate that to the novel

One of the two required papers will be constructed during the novel unit. As stated earlier in the syllabus, this writing must be interpretative and analytical. The writing must address such aspects as style, theme, historical and social considerations, and/or structure. Please refer the “Writing” section of the syllabus.

Week 32 – 34 (36) Conceits, ballads, sonnets, lyrics, odes

Metaphysical poetry

Romantic poets

Review: consonance, alliteration, rhyme, meter, apostrophe, imagery, tone, diction, figurative language

Teachers may use selections from the textbook, anthologies, or internet resources.

Possible authors may include: Dylan Thomas, Walt Whitman, Henry David Thoreau, William Shakespeare, John Milton, Robert Burns, William Blake, William Wordsworth, Samuel Taylor Coleridge, George Gordon/Lord Byron, Edgar Allen Poe, John Keats, Percy Bysshe Shelley, Alfred/Lord Tennyson, Robert and Elizabeth Barrett Browning, Rudyard Kipling, Emily Bronte, Thomas Hardy, A.E. Housman, e.e. Cummings, Emily Dickinson, Robert Frost, Henry Wadsworth Longfellow, Langston Hughes, Carl Sandburg, T. S. Eliot, etc.

The second of the required formal writings will be completed during the poetry unit. In addition to following all stylistic guidelines for composition, the student must focus on one or two individual pieces of poetry and address such areas as: Analysis and/or comparison of themes Analysis and/or comparison of figurative language Analysis and/or comparison of tone Analysis and/or comparison of symbolism

Please refer the “Writing” section of the syllabus.

Please Note

Outside readings and projects to be determined by the teacher on an intermittent basis.