English Iv: British Literature

English IV – Course Information Mrs. McDowell 2014-2015

Plan Hour: 1st Hour Work Phone: 224-1315 E-Mail Address: [email protected]

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Texts: The Language of Literature: British Literature - McDougal Littell (purple textbook used in class) Comp: READ and Comp: WRITE – Wadsworth (used in class only)

Novels: Into the Wild by Jon Krakauer (non-fiction) Biography/Autobiography of your choice (non-fiction) Frankenstein by Mary Shelley Reading Circle book choices: Brave New World by Aldous Huxley; The Hobbit by JRR Tolkien Fiction book of your choice Murder on the Orient Express by Agatha Christie

Plays: Macbeth William Shakespeare

Course Objective and Description: Students will develop the reading and writing skills needed to read college-level texts and to succeed in post-secondary writing courses. This course will focus on reading nonfiction texts and on the following types of writing: summaries, college admissions essays, textual analysis, research-based synthesis, and persuasive essays. Students will review skills needed for success on the ACT and will read several major works in British literature.

Materials you need to bring every day: book, paper, a pen or pencil, and any assignments due.

Themes: I have chosen to center each course unit on a predominating theme. Thus, we will spend some time exploring and discussing the thematic connections among each unit‘s readings. You will be asked to express your thinking about the readings and themes through verbal discussions, short writings, and/or essays.

Other Helpful Information: We will be working TOGETHER in this course. There are rarely cut-and-dried answers to questions raised in what we read. This classroom will be a place where ideas will be explored and discussed. As such, the atmosphere of our classroom is expected to be comfortable, congenial, and considerate. To help maintain this positive environment, there are some BASIC RULES which we must all follow:

In general, you should practice the Golden Rule: be respectful and treat everyone (including the teacher!) as you would like to be treated.

1) Do not interfere with the learning of others: absolutely no cell phones or other electronic devices are to be used during the class period unless given permission by the teacher; no talking unless it’s part of a class discussion/group work or during “free” time to talk - it’s disruptive to me and other students (even when you whisper) and is very rude.

2) Be respectful of others at all times – absolutely no teasing, putting down, or making others feel uncomfortable in any way. To help you be successful in this course, please note the following: 1. Make-up work will be completed as follows: I DO NOT ACCEPT LATE WORK !!

a. You will have one day for each day missed to complete daily assignments. Ex: If you're absent on Monday, you must turn in whatever work you missed/were assigned on Monday by Wednesday at the beginning of the hour. To help you know what we’re doing each day as well as what you've missed, I provide a day-by-day syllabus for each unit.

b. Small assignments as well as large assignments (papers, projects) which were previously assigned and due on a day that you miss will be due the day that you return!

Concerns about turning in make-up work in a manner other than is explained above will be handled on a case-by-case basis and must be discussed with me by a parent/guardian.

c. Tests must be made up outside of class time. You should see me to arrange a time before or after school or during Study Hall time.

2. You need to be in the classroom when the bell rings. Failure to do so will result in your being marked Tardy for the class period.

1-4 tardies result = parent(s) notified 5th tardy result = referral to principal – after school detention 6 or more tardies = continue to refer to principal for discipline

3. Bathroom/water fountain privileges will be given only in an emergency. Please don’t ask if it’s not critical! You need to take care of these tasks during passing time, not class time. It is very disruptive when students leave and enter the room throughout class time.

Grading: Grades are based on cumulative points. Points will be earned for appropriate classroom discussion/ participation, in-class assignments and projects, homework assignments, quizzes, and tests. At the end of each quarter these points are averaged on a straight percentage scale. There is no curve. Grades will be earned according to the following scale:

97-100% A+ 87-89% B+ 77-79% C+ 67-69% D+ 94-96% A 84-86% B 74-76% C 64-66% D 90-93% A- 80-83% B- 70-73% C- 60-63% D- below 60% = F

Academic Integrity Students are expected to act honestly and with integrity in all areas of their academic life. Students are accountable for everything they say and write. Students are responsible for the integrity of their work. Students should not misrepresent their work by using the work of another and representing it as their own. Students should not give or receive unauthorized aid. Academic dishonesty includes, but is not limited to, bringing answers into a testing area, copying homework or assessments from another student, providing answers for or to another student, or using unauthorized notes or technology.

Plagiarism on any assignment will result in a zero! Plagiarism is defined as: using or closely imitating the language and thoughts of another and presenting them as if they are one’s own by not by not crediting (citing) the original author of the language and thoughts used.

Finals: A literature and skills-based final will be given at the end of each semester. We will conduct a review/study session before each final. I am pleased to have you in this class and look forward to working with you this year. Senior Level ELA Common Core Objectives

Reading: Literature Key Ideas and Details  CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure  CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)  CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas  CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Reading: Informational Texts Key Ideas and Details  CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.  CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure  CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.  CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.  CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Integration of Knowledge and Ideas  CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing Text Types and Purposes  CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences. Production and Distribution of Writing  CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.  CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge  CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.  CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.  CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening Comprehension and Collaboration  CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.  CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Presentation of Knowledge and Ideas  CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.  CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.  CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language Conventions of Standard English  CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language  CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use  CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.  CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  CCSS.ELA-Literacy.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. English IV – Course Syllabus Mrs. McDowell – 2014-15

Plan Hour: 1st Hour Work Phone: 224-1315 E-Mail Address: [email protected]

The following is a list of what has been planned for the year. Please keep in mind that plans may need to be modified. You will, however, be notified in a timely fashion of any changes. Note on Homework: Reading and completing any work/practice related to the readings will make up the bulk of your homework.

First Semester Major assignments: college application essay (personal narrative); article summary Reading strategies - SRI inventory

Unit One: Heroism

The Anglo-Saxon and Medieval Period (449-1485) Historical Background pgs. 18-26 Excerpts from Beowulf pgs. 30-60 Chaucer pgs.107-110 and pgs. 139-140 and excerpts from The Prologue to the Canterbury Tales pgs. 107-136 “The Pardoner’s Tale” pgs. 141-151 and “The Wife of Bath’s Tale” pgs. 154-166

Vocabulary: Vocabulary from text readings and McDougall Littell WordSkills Grammar: prepositions and prepositional phrases; subject-verb agreement Writing: parallelism; college application essay (personal narrative)

Unit Two: Goals and Limits

Nonfiction: Into The Wild by Jon Krakauer Various short readings related to the themes in Into the Wild

Vocabulary: Vocabulary from text readings Grammar: pronoun case and agreement; ACT Prep Writing: article summary

Unit Three: Ambition

The Renaissance (1485-1660) Historical Background pgs. 274-281 Shakespeare pgs. 314-323 Macbeth pgs. 326-416

Vocabulary: Vocabulary from text readings and McDougall Littell WordSkills Grammar: commas, semi-colons, and colons; ACT Prep

Unit Four: Social Consciousness

The Restoration and Enlightenment (1660-1798) Historical Background pgs. 516-523 Biography/Autobiography Independent Reading

Second Semester Major assignments: research-based synthesis paper; research-based argument/persuasive essay; short analysis essays

Nonfiction in the 18th Century pgs. 546-547 Satire pgs. 584-585 Swift pgs. 586-589 "A Modest Proposal" pgs. 611-619 Research-based argument/persuasive essay

Vocabulary: Vocabulary from text readings and McDougall Littell WordSkills Writing: MLA style

Unit Five: Imagination

The Romantic Period (1798-1832) Historical Background pgs. 698-708 Shelley, Mary Frankenstein

Vocabulary: Vocabulary from text readings and McDougall Littell WordSkills Grammar: modifiers, phrases and clauses; ACT Prep Writing: research-based synthesis paper

Unit Six: Relationships

The Victorian Period (1832-1901) Historical Background pgs. 830-837 The Growth and Development of Fiction pgs. 868-869 Reading Circles: Choose one of the following novels to read and work on assignments with a small group: Brave New World by Aldous Huxley; The Hobbit by JRR Tolkien

Vocabulary: Vocabulary from text readings and McDougall Littell WordSkills Grammar: fragments and run-ons; ACT Prep

Unit Seven: Knowledge

Modernism (1901-1950) Historical Background pgs. 980-986 Independent Fiction Reading Unit Murder on the Orient Express by Agatha Christie

Vocabulary: Vocabulary from McDougall Littell WordSkills Writing: short analysis essays

Note: A student who wants an alternative reading assignment for a particular assigned book must explain to the teacher why he/she wants an alternative text, and the teacher will then work with the student to select an alternative text of comparable text complexity that addresses the objectives of the course and of the particular unit in which the assigned text is the focus.