SYLLABUS, ENGLISH IV, 2012-2013

CANUTILLO HIGH SCHOOL

MIKA VINSON, STEVE VINSON

FIRST SEMESTER

Unit One- Exploring British Literature (6-9 weeks are allotted for each unit.)

1. Introduction to Close Reading (students read the following article)

Article: Close Reading: Real Preparation for Multiple-Choice Tests

by Jane Schaffer
San Diego, California (MODIFIED FROM THE ORIGINAL FOR REGULAR CLASSES & FROM THE STUDENTS’ PERSPECTIVE)

We follow several steps in using close reading exercises:

· First, identify key passages from the assigned reading. Shorter passages are more successful than longer ones.

· Second, answer close reading questions for the selections. Generic reading prompts asking about sequence or inference, for example, do not elicit higher order analysis. Text-specific questions require searching the story for the information. "What is the main idea of the first paragraph?" is not nearly as effective as "How does Hawthorne describe the throng in the prison scene, and how does this description tell you his attitude toward the group?" If students can answer without looking back at the book, then we have a study question, good in its own right, but not a close reading one. Students often must read a passage two or three times. They balk at this -- "We already read that page!" -- but they need to learn that good readers often reread challenging texts.

· Third, revise our question sets based on feedback from the class. When students begin a close reading exercise, they annotate the passage and make observations in the margins. They have little experience in doing this, so we model the process for them. As often as possible, students have their own copies of materials to mark.

Sometimes we use a passage before starting the book. For example, at the beginning of The Scarlet Letter, we read the prison door scene to establish theme and tone. At other times, we might return to a selection that the class read several days before or assign the same excerpt twice to focus on an author's narrative technique. Analyzing a passage is an intense process, one that students don't sustain well day after day. We average three to five excerpts per novel or play, fewer with short stories or essays. Poetry is an exception; by its very nature, it demands many questions. At first, we work as a class, then in pairs or small groups, and finally as independent work

Reading Selection: Federigo’s Falcon

Skills/ Power Standards:

Fig.1.9B: Make complex inferences including, but not limited to--

Distinguishing subject from theme

Inductive and deductive reasoning to draw conclusions with text evidence

4.5B Analyze the moral dilemmas and quandaries presented in works of fiction

5.5C: Identify and note effects of different types of narration

7.7A: Analyze how the author’s patterns of imagery, literary allusions, and conceits

reveal theme, set tone, and create meaning in metaphors, passages, and literary

works

Activities (underlined are assignments to be graded)

Study first six Academic Language terms-- Identify in text of Federigo's Falcon by postit notes with examples form story and page & paragraph number

irony, characterization, plot, cause and effect, theme, romantic love or courtly love (definitions at

http://web.cn.edu/kwheeler/lit_terms_P.html

Close Read Federigo’s Falcon, aloud and silently

Assignment: Read the questions below. Take extensive notes for at least five of these topics. Expect an essay assignment based on your choices, as well as a class discussion that will necessitate using notes.

Federigo's Falcon Questions

(a) How does Monna Giovanna view Federigo's love for her?

(b) What is the difference between saying that she "took no notice" of his love and saying that she did not notice it?

(c) Why is this distinction important?
(a) What social and moral problems arise when Monna Giovanna's son asks her to obtain Federigo's falcon?

(b) What does her resolution of these problems reveal about her character?
(a) How is Federigo's decision to kill his falcon similar to Monna's decision to ask him for it?

(b) How do both these actions relate to the theme of sacrifice?
(a) In what way are the two main characters models of behavior?

(b) Do they have any faults? Explain.
How is this a story about loss and restoration, for both Monna and Federigo?
Did you find it disappointing that Monna Giovanna "would have preferred to remain a widow" after her husband died instead of marrying Federigo immediately? Explain. Answers will vary.
How do the ideals of love expressed in this story differ from current notions of romantic love? Answers will vary.

Class discusses story questions and transforms them into 2-3 thematic statements that reflect answers to questions)

2. Beowulf, the first English Literature

Reading Selection: Beowulf

Skills/ Power Standards:

Fig.1.9B: Make complex inferences including, but not limited to--

Distinguishing subject from theme

Inductive and deductive reasoning to draw conclusions with text evidence

5A: Analyze complex plot structures

4.5B Analyze the moral dilemmas and quandaries presented in works of fiction

5.5C: Identify and note effects of different types of narration

6. 5D: Demonstrate familiarity with works of fiction by British authors from each

major literary period

7.7A: Analyze how the author’s patterns of imagery, literary allusions, and conceits

reveal theme, set tone, and create meaning in metaphors, passages, and literary

works

Activities (underlined are assignments to be graded)

Quiz over next seventeen Academic Language terms

View Powerpoint on Anglo Saxons and Anglo Saxon poetry, followed by student reflective essay: write a paragraph explaining each of the following terms, using the Anglo Saxons as examples— setting, tone, alliteration, caesura.

Close Read Beowulf , aloud and silently, marking and annotating the copies (excerpts)

Discuss poem's point of view, characters, plot, style, and language, and how these literary characteristics

contribute to a coherent theme.* Write an essay in which evidence from the poem is used to support

each of the separate identifications of a literary characteristic and how the theme is developed.

(*The rubric in Appendix A will be used to evaluate all discussions.)

Project: Bio Bodies

Students work in groups to create body bios by using drawing paper and drawing a major character from the novel OR creating an electronic avatar of the character. Accompanying the media is a character analysis, including textual details and a diary entry in the voice of the character.

Timed essay: open ended question on the 1970 AP Engl. Literature exam:

Choose a character from a novel or play of recognized literary merit and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot.

3. Creative Writing

Reading Selection: Write Source, p. 343

Skills/ Power Standards:

5A: Analyze complex plot structures

4.5B Analyze the moral dilemmas and quandaries presented in works of fiction

5.5C: Identify and note effects of different types of narration

8.13A: Plan a first draft

· Generate idea or topic

· Categorize ideas by grouping (e.g., webbing, graphic organizer)

· Select appropriate genre for audience and purpose

· Write for self, teacher, peers, and others

*Purpose for writing: Entertain

* Determine appropriate topics through a range of strategies including

background reading

9.13B: Structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning including, but not limited to:

· Transitions

· Rhetorical devices- a technique that an author or speaker uses to evoke an emotional response in his audience (e.g., analogy, simile, metaphor)

· Internal and external coherence

· Consistent point of view

· Develop drafts both independently and collaboratively

10.13C: Revise drafts

14.13D: Edit drafts for grammar, mechanics, and spelling

Activities (underlined are assignments to be graded)

View Powerpoint on The Writing Process

Using the writing process and the conventions of language, write a fictional story in the style of Beowulf, one that is shaped by one overriding tone and theme (such as the idea of wyrd in Beowulf).

4. The Inimitable Geoffrey Chaucer

Reading Selection: The Canterbury Tales, pp. 142-

Skills/ Power Standards:

Fig.1.9B: Make complex inferences including, but not limited to--

§ Distinguishing subject from theme

§ Inductive and deductive reasoning to draw conclusions with text evidence

3.5A: Analyze complex plot structures

4.5B: Analyze the moral dilemmas and quandaries presented in works of fiction and

the motivations of characters for decision, action, and changes:

- Intellectual

- Emotional

- Physical

- Status seeking

5.5C: Identify and note effects of different types of narration

6.5D: Demonstrate familiarity with works of fiction by British authors from each

major literary period

7.7A: Analyze how the author’s patterns of imagery, literary allusions, and conceits

reveal theme, set tone, and create meaning in metaphors, passages, and literary

works

Activities (underlined are assignments to be graded)

View film, “Caedfel”, set in on the Middle Ages and medieval poetry. List a set of objects (10) identifying each and explaining what insight the objects give about the Middle Ages.

Read the prologue and list/ describe the pilgrims in a chart

Read at least two of the “Tales.” Write a Student reflective essay, explaining each of the following terms, using the tales as examples— setting, character traits, exposition, dialogue, style, diction, tone, narrative, characterization, exemplum, situational irony, romance, social context. .

5. Phrases and clauses

Reading Selection: Write Source Skills Book, pp. 121-132

Skills/ Power Standards:

15.17A: Use and understand the function of different types of clauses and phrases,

including, but not limited to:

· Adjectival phrase – modifies a noun or a pronoun. Participial phrases can perform as adjectives in sentences (Her beagle, Santana, pleading for another cookie, manipulated Diana into giving him one [using the present participle] or Diana, manipulated by her pleading puppy, gave him a cookie [using the past participle].

· Adjectival clause– dependent clause that modifies a noun or a pronoun (e.g., The computer, which I inherited, did not work.)

· Adverbial phrase – modifies a verb, an adjective, or an adverb (e.g., During class, we talked about bears.) [Like adjective phrases uses the participal]

· Adverbial clause – a dependent clause that modifies a verb, an adjective, or an adverb (e.g., They were happy, because they went fishing.)

· Noun phrase – a group of words acting collectively as a single noun, also called a gerund phrase. Cramming for tests is not a good study strategy [gerund phrase as subject.] or John enjoyed swimming in the lake after dark [gerund phrase as object].

*** * Many grammarians and sources would also define some other phases as the head word plus its modifiers, with the head word giving the phrase its name, either before or after the head word (very happy, happy to meet you[adjective phrases], man of La Mancha [noun phrase], but it seems more instructive to stick with traditional grammar, which has always considered these types of phrases to be modifiers, adjectival or adverbial.****

Activities (underlined are assignments to be graded)

Using the definitions in the Power Standards (above), memorize, and then apply knowledge by inventing examples for the five phrases and clauses. Use mnemonics or other strategy for memorization ( Like ANP= adjectives describe nouns and pronouns) and drills for practice. Quiz should test for both theory and practice.

6. Sir Gawain and the Green Knight

Reading Selection: Sir Gawain and the Green Knight – pp. 228+

Skills/ Power Standards:

Fig.1.9B: Make complex inferences including, but not limited to--

Distinguishing subject from theme

Inductive and deductive reasoning to draw conclusions with text evidence

2A Compare and contrast works of literature that express a universal theme

5A: Analyze complex plot structures

4.5B Analyze the moral dilemmas and quandaries presented in works of fiction

5.5C: Identify and note effects of different types of narration

6. 5D: Demonstrate familiarity with works of fiction by British authors from each

major literary period

7.7A: Analyze how the author’s patterns of imagery, literary allusions, and conceits

reveal theme, set tone, and create meaning in metaphors, passages, and literary

works

Activities (underlined are assignments to be graded)

Begin and keep current a Reading Journal, in which students record multiple entries that include personal and world connections, thoughts, and responses to literary and informational texts.

Using the Internet and other resources, research and prepare a short report on the following:

Romance, the code of chivalry, and King Arthur,

Close Read Sir Gawain and the Green Knight, aloud and silently, marking and annotating the copies.

Discuss the poem's characters, plot, style, and language, and how these literary characteristics

contribute to a coherent theme based on the chivalric code.*

Make a chart, in which different aspects of the chivalric code are listed in one column and quotations,

paraphrases and summaries are listed as support in a second column.

Using the chart for guidance, write a short essay with the title “Sir Gawain and the Chivalric Code.”

Unit Two A- Evaluating Poetry Across Time (3-4 weeks are allotted for each unit.)

Reading Selections: Poetry from the text and other sources: initially, we may focus on the

poems by type: ode, elegy, pastoral, carpe diem, sonnet, ballad, lyric, villanelle, etc. Thereafter

poems are selected by theme or some other arrangement.

Skills/ Power Standards:

Fig.1.9B: Make complex inferences including, but not limited to--

Distinguishing subject from theme

Inductive and deductive reasoning to draw conclusions with text evidence

2.2A Compare and contrast works of literature that express a universal theme

3. 7A Analyze how the author’s patterns of imagery, literary allusions, and conceits

reveal theme, set tone, and create meaning in metaphors, passages, and literary

works, including, but not limited to:

· Identify and determine meanings of patterns of imagery, literary allusions, (classical, mythological, biblical) and metaphors (e.g., extended metaphors and conceits) as found in text

· Explain the effect of patterns of imagery, literary allusions, and metaphors on theme, tone, and overall meaning

5A: Analyze complex plot structures

4.5B Analyze the moral dilemmas and quandaries presented in works of fiction

5.5C: Identify and note effects of different types of narration

6. 5D: Demonstrate familiarity with works of fiction by British authors from each

major literary period

7.7A: Analyze how the author’s patterns of imagery, literary allusions, and conceits

reveal theme, set tone, and create meaning in metaphors, passages, and literary

works

Activities (underlined are assignments to be graded)

Study first twenty-seven Academic Language terms; expect quiz over terms.

Lecture on sound and sense or “how” a poem means; students take notes

Read poems aloud

Lecture on rhyme and rhythm; students take notes.

Close Read and Annotate poems

Presenting annotated poems to the class via Powerpoint or overhead

Test over first twenty-seven Academic Language terms

Small group discussion

Study next twenty-six Academic Language terms; expect quiz over terms.

Round table discussions comparing and contrasting poems' thematic purpose, poets' styles, use of poetic devices, importance of structure, 21st century relevance, etc.

Timed essay test on poetry analysis

Test over next twenty-six Academic Language terms

Project

Students will complete a My Poets Mini-Project, over several weeks . Students will select a poet from my list. They must find and peruse three poems by that poet, making hard copies of all research. The project includes biographical research notes, personal responses in Reading Journal to at least two poems, a third annotated poem, and an original poem patterned after the poet's style. (Students will submit an annotative bibliography, which includes an evaluation of research sources. Students are encouraged to present this project in the form of a Powerpoint presentation.

Unit Two B- Evaluating Drama Across Time (3-4 weeks are allotted for each unit.)

Reading Selections: Macbeth

Skills/ Power Standards:

Fig.1.9B: Make complex inferences including, but not limited to--

· Distinguishing subject from theme

· Inductive and deductive reasoning to draw conclusions with text evidence

2A Compare and contrast works of literature that express a universal theme

2B Compare and contrast the similarities and differences in classical plays

with their modern day novel, play, or film version.

2C Relate the characters, setting, and theme of a literary work to the

historical, social, and economic ideas of its time, including, but not

limited to:

· Identify the historical, social, and economic ideas of a time period.

· Determine how the characters, setting, and theme reflect that time period.

4.5B Analyze the moral dilemmas and quandaries presented in works of fiction

5A: Analyze complex plot structures

5.5C: Identify and note effects of different types of narration

8.13A: Plan a first draft [of a visual presentation]

· Generate idea or topic

· Categorize ideas by grouping (e.g., webbing, graphic organizer)

· Select appropriate genre for audience and purpose

· Write [and illustrate] for self, teacher, peers, and others

*Purpose for writing: Inform

* Determine appropriate topics through a range of strategies including

background reading

· Transitions [in visual/ audio form]

· Rhetorical devices- a technique that an author or speaker uses to evoke an emotional response in his audience (e.g., analogy, simile, metaphor)

· Internal and external coherence

· Consistent point of view

· Develop drafts [presentations] both independently and collaboratively

10.13C: Revise drafts [versions]

14.13D: Edit drafts for grammar, mechanics, and spelling [plus mechanical

accuracy]

Activities (underlined are assignments to be graded)

View Powerpoint on Elizabethan times, followed by student reflective essay: write a paragraph explaining each of the following terms, using Elizabethan times, as examples— tragedy, comedy, playhouse, stage, dramatist, actor, groundling,

Close Read Macbeth, aloud and silently, marking and annotating the copies (excerpts)

Simultaneous reading and listening to audio recordings.

Acting out lines, speeches and scenes in small groups.

Drama Project

Students are put in small groups and are assigned an act or part of an act from Macbeth.

Requirements are to read the selection independently, to research the allusions, to survey literary criticism from a scholarly source about a(n) element(s) found in the selection, and to meet with their groups to focus on irony, symbolism, elements of Elizabethan drama, relevance to modern life, thematic purpose, and key scenes. In a presentation of no less than thirty minutes, students present their research, analysis, interpretation, and evaluation as well as act out key scenes to evidence textual detail. Students submit a typed synopsis of the selection, a hard copy of their research sources, and a works cited page. Students submit group and peer evaluations on quality of each presentation.

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SECOND SEMESTER

Unit Three – Analyzing Techniques in Literary Nonfiction (3-4 weeks are allotted for each unit.)

Reading Selections: Nonfiction selections from textbook and other sources

Skills/ Power Standards:

Fig.1.9 Make complex inferences

1.9A Summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion.

1. 9B Explain how authors writing on the same issue reached different

conclusions because of differences in assumptions, evidence, reasoning,

and viewpoints.

1.9C Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns, including, but not limited to:

§ Textual evidence

§ Credible sources

§ Background knowledge and experience

1. 9D Synthesize ideas and make logical connections (e.g., thematic links,

author analysis) among multiple texts representing similar or different

genres and technical sources and support those findings with textual evidence

13A Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies, and developing a thesis

13C Revise to clarify meaning, achieve global purposes, and control language

8. 13D Edit drafts for grammar, mechanics, and spelling

Activities (underlined are assignments to be graded)

Study tsixAcademic Language terms; expect quiz over terms:

View Powerpoint on nonfiction, followed by student reflective essay: write a paragraph explaining each of the following terms, nonfiction, as examples— claim, assumption, rhetorical devices, reasons and evidence, organization (chronological, logical, order of importance).

Lecture on Rhetorical Triangle, deductive and inductive reasoning, and fallacies; students take notes.

Write two examples each of deductive and inductive reasoning.

Find in newspaper/ magazine clippings, examples of appeals from different points of Rhetorical Triangle.

Quiz over twelve Academic language terms

In groups make posters illustrating different fallacies.

Close read and annotate selections from nonfiction.

On paper, identify and support with textual evidence type(s) of reasoning, organization, type(s) of appeal and any fallacies found in the reading selections.

Unit Four – Synthesizing Informational Text (3-4 weeks are allotted for each unit.)

Reading Selections: Nonfiction selections from textbook and other sources

Skills/ Power Standards:

Fig.1.9 Make complex inferences

1.9A Summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion.

1. 9B Explain how authors writing on the same issue reached different

conclusions because of differences in assumptions, evidence, reasoning,

and viewpoints.

1.9C Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns, including, but not limited to:

§ Textual evidence

§ Credible sources

§ Background knowledge and experience

1. 9D Synthesize ideas and make logical connections (e.g., thematic links,

author analysis) among multiple texts representing similar or different

genres and technical sources and support those findings with textual evidence

13A Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies, and developing a thesis

13C Revise to clarify meaning, achieve global purposes, and control language

8.13D Edit drafts for grammar, mechanics, and spelling

Activities (underlined are assignments to be graded)

Close read and annotate a selection using the following suggestions:

Make a three-column chart labeled with “Topic”, “Fascinating Facts”, and “My Thoughts”. Read an informational piece nonfictional selection. Think aloud and take notes on chart paper using the labeled columns. Be sure to include thoughts in the third column.

Read another selection together and elicit suggestions from the students for items to be placed on a second piece of labeled chart paper.

Students Close read and annotate a third selection that they each choose using the following suggestions:

Sketch a simple outline to organize and rank the thoughts. Craft a statement of generalization or realization from the topic sections of the charts. Then elaborate with information from the text. Finally, turn to the “thoughts” column for the concluding remarks to finish a summary that synthesizes the information.

Using the annotated charts from the selections, students write a short essay that synthesizes by seeing connections-- similarities and differences, varied arguments and evidence, common threads in the selections.

Unit Five – – Inquiry and Synthesis through Research (5-6 weeks are allotted for each unit.)

Reading Selections: Selected author and novel

Skills/ Power Standards:

Fig.1.9 Make complex inferences

10A Evaluate the merits of an argument, action, or policy by analyzing the

relationships (e.g., implication, necessity, sufficiency) among evidence,

inferences, assumptions, and claims in text.

10B Draw conclusions about the credibility of persuasive text by examining its

implicit and stated assumptions about an issue as conveyed by the

specific use of language

4. 13C Revise drafts to clarify meaning and achieve specific rhetorical purposes

8.13D Edit drafts for grammar, mechanics, and spelling

Activities (underlined are assignments to be graded)

Project: The fifth six weeks is devoted to reading a selected novel, formulating an acceptable topic for a research paper, researching information appropriate to the topic, and drafting the research paper. The following are suggestions for monitoring progress and providing students with opportunities to practice the skills associated with writing a research paper before actually writing it. The reading and practice activities will be averaged in with the Research Paper grade to obtain a final grade average. The following are requirements toward these ends:

After reading the novel, construct an appropriate test for the novel, incorporating short answer and essay items which reflect the Close Reading and literature analysis skills developed during the school year.

Using topic exploration techniques, formulate a research topic which connects some aspect of the novel—author’s biography, universal theme, organization, technique, language—that can be appropriately examined in a research paper of 1000- 1500 words.

Quiz over Academic Language terms

Without consulting any sources, other than the novel itself, create a list of related sub-topics; organize ideas into an outline; and write a one page proposal for the research paper. The proposal should suggest a critical approach, ask appropriate questions to be answered through research, appropriate rhetorical techniques such as classification and division and cause and effect, and comprise the plan for the process of research, as well as the finished Research Paper.

Using both EBSCO Academic Search Complete and Google Scholar, find an article appropriate to your topic. Using Son of Citation Machine, write in MLA style a bibliographic entry for the article.

Find three to five more appropriate articles in the same way. Complete at least one Note for three separate sources. Each note should be "doublesided,” with the bibliographic entry on one “side” and the note on the other. Notes must be in the student’s own words and should be in the form of a summary, paraphrase, or direct quotation. Properly crediting the source must be part of the note.

Continuing the research procedure, students will accomplish the following: 1)bibliographic entries for at least twenty sources 2) a minimum of twenty-five Notes in correct form. As students complete the notes, they will categorize them according to the research Proposal ,and label the Notes accordingly.. Most of the Notes should relate directly to the Proposal. At this point students may need to reconsider points in their proposal and identify lapses or problems in substantiating the major points of the Research paper.

Prepare a final Outline for the Research Paper in Sentence Outline form.

Following the outline, students complete a first draft of the Research Paper, starting with the fleshing out of the student’s ideas in the Proposal, and continuing with In Text Citations in correct MLA form.

Revise and write a Final Draft of the Research paper, including a Works Cited page in correct form. The averaged grade for the Final Draft and the Works Cited page will count as 50% of the grade for the fifth six weeks.

Unit six – Evaluating Merits of Argument (5-6 weeks are allotted for each unit.)

Reading Selections: Nonfiction selections from textbook and other sources

Skills/ Power Standards:

Fig.1.9 Make complex inferences

10A Evaluate the merits of an argument, action, or policy by analyzing the

relationships (e.g., implication, necessity, sufficiency) among evidence,

inferences, assumptions, and claims in text.

10B Draw conclusions about the credibility of persuasive text by examining its

implicit and stated assumptions about an issue as conveyed by the

specific use of language

4. 13C Revise drafts to clarify meaning and achieve specific rhetorical purposes

8.13D Edit drafts for grammar, mechanics, and spelling

Activities (underlined are assignments to be graded)

Study twenty Academic Language terms; expect quiz over terms.

Close read with annotation literary selections based on social issues

Discuss in a Socratic Seminar at least one cultural issue discussed in the selections

Quiz over twenty Academic Language terms

Identify and formulate a thesis for a documented report on a cultural issue.

Identify important sub-topics related to your thesis. Organize your ideas in an outline.

Write a first draft for your documented report that analyzes multiple perspectives on a cultural

Issue.

Find at least three sources to support your report. Write proper Notes for the sources, and

include them as in-text citations.

Revise the report to include the in-text citations and to make global changes.

Complete and edit a final draft. Document the cited sources in end notes, following MLA form.

Present the paper orally to the class.