Wartnik: English 3 Syllabus 1 ***English III Syllabus***Neil Wartnik*** (Revised 07/15)

Mr. Wartnik’s Goal: To build a community of goodwill, where everyone strives to become great readers, great thinkers and great communicators.

Classroom Expectations: Respect Honesty Dependability Growth Mindset

Resources & Tools: *Black + Dark Blue Ball Point Pens *Pencils *Notebook Paper *Spiral Notebook (For Warm-ups) *3-Ring Binder *Text book/Reading Materials * Highlighters, Colored Pencils and Rulers are optional

What Do Grades Mean in Mr. Wartnik’s Class?

Proficiency Scale A-5/6 (100-120%) Exemplary Work; Exceeds Mastery B-4 (80-89%) Solid Work; Strong Evidence of Mastery C-3 (70-79%) Sufficient; Evidence of Adequate, not Advanced Mastery D-2 (60-69%) Mediocre; Evidence of Partial Mastery I-1 (0-59%) Incomplete: Little or No Evidence of Mastery

AP Grade Scale 9-Exemplary (100%) 8-Outstanding (92%) 7-Very Good (86%) 6-Good (82%) 5-Okay (76%) 4-Close (72%) 3-Struggling (64% Semester 1 and 20% Semester 2) 2-Lost (10%) 1-No Development (5%) 0-No Understanding (0%)

How do I Earn My Grade? 20% Formative Assessment (Quizzes, Edited Drafts, In-class Compositions) 20% Assignment/Formative (Homework) 60% Summative Assessments (Final Exams, Essays and Presentations)

*Because the state has defined proficiency as the goal of public education, I give students multiple opportunities to demonstrate skill. When a student shows significant growth on summative assessments, his/her higher score(s) will replace previous scores on equivalent assessments.

Class Policies & Procedures: Wartnik: English 3 Syllabus 2 1. Required Assignments? You must complete all summative assessments to a minimum acceptable standard. Summative assessments include tests and major essays. 2. Passes? a privilege that can be lost. Get them before school, after school, or after class. 3. Groom and dress: Neither hats nor distracting apparel may be worn in class. 4. Technology use? With instructor permission, technology is allowed. Game Over: The Carmen rule! 5. Bathroom Use? *Is it okay with Mrs. Tatum and Mr. Franklin? Some students lose the privilege *Are you abusing the privilege? *Have you made a scene? *Have you asked respectfully at an appropriate time? 6. Water only; no other food or drink may be consumed in the classroom without my OK. 7. Deadlines? Composition is a creative act. Not everyone creates in the same way or at the same rate. Therefore my composition deadlines have some flexibility. However, you must complete all major compositions to receive credit for the class! If you get stuck on a composition, come to office hours before or after school so you can get you un-stuck. Daily assignments are time sensitive. I expect you to come ready for class discussions or peer editing day-by-day. Bring what you have—even if not finished. Accept and deal with your reality. Make improvements and grow as a student. Never feel stupid because you are struggling on an assignment. Be a problem-solver; overcome fears. 8. Tardy Policy? Be in your seat ready and able to work when the bell rings, or you may be marked tardy. 9. Attendance Policy? Bring a note or have your parent/guardian call within twenty-four (24) hours after an absence. Deal with absences before class! Notes need the date of and reason for the absence. Remember, not all absences are excused by the office and UA’s affect your grade. Refer to the handbook for clarification. Work missed during an excused absence receives full credit if turned in according to the student handbook guidelines. 10. Cheating/Plagiarism? Major essays and tests, must be redone and resubmitted for you to pass the class. A second offense results in automatic loss of semester credit.

Learning Targets/Standards in Brief: 1. Students will be able to write coherent, fluent paragraphs & essays with all TRIAC elements, according to MLA conventions. 2. Students will be able to write essays in the narrative, expository, and argumentative modes, providing an introduction, body and conclusion, using Standard Written English. 3. Students will learn how to build vocabulary knowledge independently. 4. Students will be able to competently analyze themes, characters, irony, symbolism, figurative language, and other major literary devices and elements of grade level literature. 5. Students will be able to analyze and articulate the purpose, organization, development, and style of grade level informational & literary texts. 6. Students will be able to analyze and interpret information presented in a variety of forms/modalities. 7. Students will be able to interpret information and explain its significance. 8. Students will be able to research a topic effectively and express findings ethically. 9. Students will be able to compare, contrast, and synthesize information from a variety of sources. 10. Students will be able to explain how works of literature, art, music, and other rhetorically significant communication forms relate to them personally. 11. Students will be able to express their ideas and understanding in a variety of formsmultimedia.

Parent(s): Wartnik: English 3 Syllabus 3 If you would like to examine the scope and sequence of my English 3 class, you will find the document on my page of the school web site: www.siuslaw.k12.or.us , Neil Wartnik.

If you or your child have any questions or need assistance, I am available 7:45-8:20 most mornings and 3:10-4:00 most afternoons. During wrestling season I leave for practice by 3:30 most days, but can stay later if necessary. I truly enjoy getting to know the people I serve and doing all I can to make their experience positive. To contact me, you may call 541-997-3448 or email me at [email protected], and I will get back to you as promptly as possible.

Please print your full name(s) and your e-mail address.

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Full Name(s): ______

E-Mail Address: ______Question/Comment:

We the undersigned fully understand the expectations of this course as outlined above. It is important to have an environment conducive to the educational process, and the expectations above are designed to help accomplish these educational goals.

X______Date______Student signature

X______Date______Parent(s) signature

Learning Targets/Standards Expanded: A. Composition: 1. Standard Written English: Following conventions: *Grammar/Syntax *Punctuation *Capitalization *Paragraphing (TRIAC) 2. Argumentative a. Claim>Support>Warrant ~Synthesis of the Comprehensive Comments, Claims, and Evidence Made on an issue; All Sides Considered ~Resolution of Contradictions Where Possible ~Determination of Additional Info needed to Further Analysis b. Introduction—>Body—>Conclusion/Synthesis ~Topic Sentences Wartnik: English 3 Syllabus 4 ~Sequencing for Effect ~Transitions ~Balanced Development c. Stylistic Considerations: ~Clear/Coherent: Reads Well; Easy to Understand ~Writes to a Diverse Audience: Rhetorical Considerations -Thoughtful Concession and Rebuttal -Considers all Positions’ Weaknesses, Strengths, and Reasons. ~Effective Voice, Tone for WriterReader Relationship ~Clearly Defined, Meaningful Purpose ~Effective Development & Structure ~Effective Use of Technology/Multimedia d. SWE (Meeting the Conventions of Standard Written English) 3. Informative: a. Assertive Thesis>Support>Analysis>Conclusion/Synthesis ~Selecting premium support -Best Sources, Content, Analogies, Anecdotes ~Justifying and explaining support where appropriate b. Introduction—>Body—>Conclusion ~Topic Sentences ~Sequencing for Effect ~Transitions ~Balanced Development c. Stylistic Considerations: ~Clear/Coherent ~Writes to a Diverse Audience: Rhetorical Considerations ~Effective Voice, Tone for WriterReader Relationship ~Clearly Defined, Meaningful Purpose ~Effective Development & Structure ~Effective Use of Technology/Multimedia d. SWE (Meeting the Conventions of Standard Written English) 4. Narrative: a. Based on class reading(s)—writing reflectively. b. Developing Real or Realistic Experiences/Events ~Well chosen Details ~Effectively Sequenced: Beginning>Middle>End ~Highlighting Life Change and/or Insight c. Organized: ~Intro>Body>Conclusion ~Logically Sequenced, using Chronology as appropriate -Flashback and foreshadow are acceptable variations ~Transitions & Unifiers d. Incorporating Effective Techniques: ~Narrator POV/Voice that engages the reader ~Multiple Plotlines? (Enrichment for those wanting a challenge) ~Characterization: Description, Action, and Dialogue ~Setting: Description ~Plot Devices: Foreshadow, Flashback, Advancing Conflict ~Language Devices: Imagery, Symbolism, Figurative Language ~Intricacy of Tone: Suspense, Intrigue, Irony Wartnik: English 3 Syllabus 5 e. SWE (Meeting the Conventions of Standard Written English) B. Literature: 1. Vocabulary Analysis: (Ongoing) a. Context b. Dictionary: Print/Online c. Frayer Analyses d. RPS (Root, Prefix, Suffix Analysis) e. Word Analysis: Using Write-in Readers ~Part(s) of Speech ~Origin ~Pronunciation ~Word Meaning(s) f. Additional Considerations: i. ambiguity/multiple meanings ii. symbolism iii. Nuance: connotation vs. denotation iv. abstract concepts 2. Objective Summary of a Complex Text: The Scarlet Letter, To Kill a Mockingbird, The Glass Menagerie 3. Structural Analysis: a. The effects of Beginnings and Endings on: i. Structure ii. Aesthetic Value iii. Meaning b. Impact of Structure on Clarity, Engagement, and Persuasiveness 4. Analyze Development of a Complex Set of Ideas or sequence of events over the Course of a Text: The Scarlet Letter, To Kill a Mockingbird, The Glass Menagerie a. Impact on Characters, Themes, Conflict, and Plot 5. Literary Analysis: Impact of Author’s Developmental/Stylistic Choices a. Narrator’s POV + Voice: Satire, Irony, Sarcasm, and/or Hyperbole -To Kill a Mockingbird vs. The Scarlet Letter b. Symbolism: The Scarlet Letter, To Kill a Mockingbird, The Glass Menagerie c. Theme: The Scarlet Letter, To Kill a Mockingbird, The Glass Menagerie d. Setting: To Kill a Mockingbird, The Scarlet Letter e. Character/Conflict: The Scarlet Pimpernel, To Kill a Mockingbird f. Genre: Novel vs. Drama vs. Literary Non-fiction 6. Rhetorical Effectiveness (Techniques which create Emphasis): ~ POV ~Purpose ~Structure/Organization ~Language ~Tone ~ Evidence/Support ~Other Techniques: Repetition, Overwhelming Support, Allusion ~Logic: Premises + Reasoning * “The Declaration of Independence”, “The Speech in the Virginia Convention”, “The Gettysburg Address”, To Kill a Mockingbird, The Scarlet Letter, et al. 7. Biographical Research Essay: Selected from a Teacher Generated List a. Formatted according to MLA Conventions: ~Annotated Bibliography Wartnik: English 3 Syllabus 6 ~Works Cited ~In-text Citations ~Quotation, Paraphrase, and Summary b. Thorough Textual Support c. Synthesis of Multiple Sources (Primary/Secondary Sources) i. Source Selection: Annotated Bibliography ii. Literary and/or Informational Texts e. Analysis of Support Is the Basis of Valid, Insightful Conclusions *Students will present their research to the class.

Ongoing Learning Activities: *Vocabulary Development *Grammar Development/SWE *Self-Reflective Journaling *State Test Preparation

Applicable Oregon Common Core State Standards

Literature 11-12.RL Range of Reading and Level of Text Complexity 11-12.RI.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 11-12.RL.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Ideas and Details 11-12.RL.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. 11-12.RL.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.

Integration of Knowledge and Ideas 11-12.RL.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Informational Text 11-12.RI Key Ideas and Details 11-12.RI.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. Wartnik: English 3 Syllabus 7 11-12.RI.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.

Craft and Structure 11-12.RI.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 11-12.RI.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 11-12.RI.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Writing 11-12.W Text Types and Purposes

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 11-12.W.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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Wartnik: English 3 Syllabus 8 c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. a. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. b. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). c. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. d. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 11-12.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) 11-12.W.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 11-12.W.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. 11-12.W.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. 11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American Wartnik: English 3 Syllabus 9 literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Range of Writing 11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ------English III Course Overview: This English class will investigate American Literature beginning with pre-Colonial times while preparing students for the Smarter Balance Assessment.

How will this benefit the you? The curriculum is designed to increase your ability to write while exposing you to literature which reflects America’s heritage. By discussing and critically analyzing these works you will hone your ability to communicate effectively via the written and spoken word.

These abilities are skills business leaders and professionals in the community are looking for in potential employees. They are life skills that anyone can utilize to be more successful in many phases of their lives.

English 3 Scope and Sequence: “THE AMERICAN EXPERIMENT: THE FIGHT FOR RIGHT”

Semester One:

Baseline Data: Persuasive Writing Sample #1 (secure) (11-12.W.1, 11-12.W.4, 11-12.W.5, 11- 12.W.10); assess using the State Scoring Guide

Origins of the American Tradition: (11-12.RL.1, 2, 6, & 10) From “The Iroquois Constitution” (87) Native American Poetry “Song of the Sky Loom” (Tewa Indians 92)

From “The Very Brief Relacion of the Devestation of the Indies” (de las Casas 96) https://www.asdk12.org/staff/bivins_rick/HOMEWORK/216236_LasCasas_TheDevast.pdf from The New England Primer (110) from “Sinners in the Hands of an Angry God” Jonathan Edwards “To My Dear and Loving Husband” (Bradstreet 114)

Persuasive Writing Sample #2 (secure) (11-12.W.1, 11-12.W.4, 11-12.W.5, 11-12.W.10) Revision

The American Revolution (11-12.RI.1, 2, 6, 8, 9, & RL.1, 2, & 9) from The Autobiography of Ben Franklin (146) “Speech in the Virginia Convention (153) Wartnik: English 3 Syllabus 10 “To S.M., a Young African Painter. . .” (Wheatley 159) “The Declaration of Independence”+ Insights: “The Bill of Rights” (Jefferson 163) “Letter to John Adams” (Abigail Adams 171) From Letters from an American Farmer (Crevecoeur 176) From The Crisis & Common Sense (Paine 177)

Informative/Explanatory Writing Sample (secure) (11-12.W.2, 11-12.W.4, 11-12.W.5, 11-12.W.10) Revision The New England Renaissance (11-12.RL.1, 11-12.RL.2, 11-12.RL.9, 11-12.RL.10) “Thanatopsis” (Bryant 201) “The Chambered Nautilus (Holmes 206) “This is my letter to the World” (Dickinson 216) From Self Reliance (Emerson 276) From Walden (Thoreau 286) “The Raven” (Poe 244) The Scarlet Letter (Hawthorne)

Semester Two

Slavery and the Civil War (11-12.RL.1, 11-12.RL.2, 11-12.RL.9, 11-12.RL.10) From Narrative of My Life (Douglass 324) “Battle Hymn of the Republic” (Howe 339) “The Gettysburg Address” (Lincoln 344) Writings & Speeches of Abraham Lincoln (386, 387) “Ain’t I a Woman” (Truth 350) “When I Heard the Learn’d Astronomer” (Whitman 388) “When Lilacs Last in the Dooryard Bloom'd” (Whitman 388)

Meaningful Bits & Pieces (11-12.RL.1, 11-12.RL.2, 11-12.RL.9, 11-12.RL.10) Frontiers: “I Will Fight No More Forever” (Joseph 432) “Woman’s Right to Suffrage” (Anthony 448) Harlem Renaissance: “How It Feels to Be Colored Me” (Hurston 658) The Modern “The Love Song of J. Alfred Prufrock” (Eliot 500) Era: “Mending Wall (Frost 508) From Grapes of Wrath (Steinbeck 599) “To Black Women (Brooks 775)

Novel: Huckleberry Finn (Twain)

Biographical Research Essay (11-12.W.3, 11-12.W.4, 11-12.W.5, 11-12.W.10)

Instructor Approved Options: Alcott, Louisa May (Little Women; Little Men) Angelou, Maya (I Know Why the Caged Bird Sings) Anthony, Susan B. (Women’s Rights Activist) Asimov, Isaac (Science Fiction Novelist) Baldwin, James (Playwright, novelist, essayist) Bradford, William (First governor of Massachusetts Bay colony) Bierce, Ambrose (Civil War Fiction) Cather, Willa (My Antonia) Wartnik: English 3 Syllabus 11 Cooper, James Fennimore (Last of the Mohicans) Crane, Stephen (The Red Badge of Courage) Cummings, E. E. (Poetry) Dickinson, Emily (Poetry) Didion, Joan (The White Album—critical of Hollywood & Modern USA) Douglass, Frederick (Civil Rights Activist before his time) Elliot, T. S. (The Wasteland) Ellison, Ralph (Invisible Man) Emerson, Ralph Waldo (Self-Reliance--Essays) Fitzgerald, F. Scott (The Great Gatsby) Franklin, Benjamin Frost, Robert (Poetry) Hansberry, Lorraine (A Raisin in the Sun) Hawthorne, Nathaniel (The Scarlet Letter) Hemingway, Earnest (The Old Man and the Sea; The Sun Also Rises; Farewell to Arms) Henry, Patrick (“Give me liberty, or give me death”) Hughes, Langston (Poetry) Hurston, Zora Neal (Their Eyes Were Watching God) Huxley, Aldous (Brave New World) Herman Melville (Moby Dick; Billy Budd) Irving, Washington (“The Devil and Tom Walker” Keller, Helen (Henry Gibson’s The Miracle Worker is biographical) King Jr., Martin Luther Krakauer, Jon (Into the Wild) L’Amour, Louis (Wild West Adventures) Lincoln, Abraham Metaxas, Eric (Modern day biographer—Dietrich Bonhoffer et al.) Miller, Arthur (The Crucible and other plays) Paine, Thomas (Author of The Crisis & Common Sense) Parks, Rosa (Civil Rights Activist) Poe, Edgar Allen Steinbeck, John (The Grapes of Wrath) Tan, Amy (The Joy Luck Club) Thoreau, Henry David (Walden) Twain, Mark (Huckleberry Finn, Tom Sawyer) Walker, Alice (The Color Purple) Washington, George Wharton, Edith (The Age of Innocence) White, E. B. (Charlotte’s Web) Whitman, Walt (Poetry) Wilder, Thornton (Our Town) Williams, Tennessee (The Glass Menagerie and other Plays)

Writing Sample On-Demand, student choice (Secure Work Sample) (11-12.W.1, 11-12.W.2, 11-12.W.3, 11-12.W.4, 11-12.W.5, 11-12.W.10)

State Writing Exam Preparation

Smarter Balanced Assessment Preparation

To Kill a Mockingbird by Harper Lee (11.12.RL.1, 11-12.RI.2, 11-12.RL.6, 11-12.RL.9, 11-12.RL.10) Wartnik: English 3 Syllabus 12

A Raisin in the Sun by Lorraine Hansberry (11.12.RL.1, 11-12.RI.2, 11-12.RL.6, 11-12.RL.9, 11- 12.RL.10)