ENGLISH 3A SYLLABUS & TIMELINE / MS. PATTERSON

Transcription

1 Name: Advisor: Entry Date: Completion Target Date: ENGLISH 3A SYLLABUS & TIMELINE / MS. PATTERSON Work at your own pace; however, you must complete certain assignments as part of a group, and you must turn in work regularly. You must have an account because your assignments should be turned in via to me at margaret.patterson@hcisd.org. Save your documents to your pen drive OR them to yourself OR use the pen drive on my desk; note that the mini laptops are cleared of all documents once a month. Read the assigned selections and follow the instructions. Follow the order of the syllabus; do not skip around. The text book is available in three formats: book, DVD, and online at Follow the guidelines for typed papers that is included in this packet. Even though you will be ing your documents, you still must follow these guidelines. You must have a heading and a title. Proofread and revise your documents prior to ing. You will be required to re-do documents that are not turned in correctly. Your grades will be calculated as follows: Technology skill 10%, Work Ethic 15%, Daily Challenge and Journals 10%, Projects 20%, Essays 15%, Assignments 15%, Tests 15%. An average of 90 exempts you from the final. Text books are on the small bookshelf by the filing cabinet your book is Glencoe American Literature, the blue book. Dictionaries and other supplies are on the work table by the door. Objectives and expectations are posted on the front white board. 3 A s for success: ATTITUDE, ATTENDANCE, ACHIEVEMENT! EXPECTATIONS: Follow school rules and dress code; any distractions will be removed; arrive on time and be prepared. RESPECT YOURSELF, RESPECT EACHOTHER, RESPECT THIS PLACE. Sleeping, gossiping, hugging, cuddling, complaining, whining, and grooming are all unacceptable behaviors. No exceptions. MATERIALS NEEDED: notebook paper, writing implements, flash drive COMPLETION GOAL: No more than 9 weeks from today.

2 AMERICAN LITERATURE Early America Beginnings-1800 Native America 1. Read from THE IROQUOIS CONSTITUTION p Research the Iroquois Nation. 3. Create a power point, speech, or book with illustrations and/or pictures that examines the culture, the history, and the mythology of the Iroquois Nation. Include how the Iroquois trace their ancestry and how the Nation is matriarchal. European America 1. Read pp & Go to 3. Click on the virtual field trips: TOUR THE PILGRIM VILLAGE; TOUR THE WAMPANOAG HOMESITE; TOUR THE PLIMOUTH PLANTATION. 4. Write a one paragraph summary of each of the three field trips and Read pp Research the Slave Ships and create a power point describing the kidnapped slaves experiences; include the European role in the process of selling slaves. 7. Read pp ; read closely p Make a collection of dichos and proverbs; you may collect them and put them in a scrapbook with pictures, put them in a word document with illustrations, or create a power point with one or two dichos per page and pictures. You need a total of 15 sayings in any combination of English, Spanish, and any other language. Provide a 1 to 2 sentence explanation and a picture about each one. American Romanticism Scan pp and ; read closely pp Go to the website and read about Angelina Grimke. 3. Write a summary of Angelina Grimke s life and explain what made her exceptional in her work as an abolitionist. 4. Complete the attached chart about your talents and strengths (I Am Exceptional).

3 The Civil War Era Read The True Story of the 3 Little Pigs by A. Wolf; discuss with teacher. 2. Read An Occurrence at Owl Creek Bridge p. 397 (Use Schmoop at for help). 3. Develop a chart about the surprise ending. One column should have quotes from the story with a page & paragraph number; another column should indicate what the quote illustrates; what do you expect to happen vs. what really happens. 4. Use your chart to write an 11 sentence paragraph (a guide for an 11 sentence paragraph is attached) answering: How does the author shift the point of view? How does the use of the 3 rd person limited point of view affect the portrayal of the plot and setting? Use textual evidence; put into a word document (make sure you have a correct heading on your document). Regionalism and Local Color Read pp to answer the following questions in a word document: a. Westward Expansion was a disaster for. b. Thousands of Americans and immigrants moved to cities in search of. c. In the 19 th Amendment guaranteed women voting rights. d. Realism tried to depict people as they. e. In THE ADVENTURES OF HUCKLEBERRY FINN, Huck travels with. f. Bret Harte told tales of the rude, lawless life of. g. Willa Cather celebrated the pioneer life for its and. h. Paul Laurence Dunbar was one of the earliest. i. Edith Wharton wrote about the. j. Jack London was sympathetic toward the. k. Naturalism shone a bright, harsh light on the. 2. Read pp. 551 and 553, I WILL FIGHT NO MORE FOREVER by Chief Joseph. 3. Research Write a speech that explains what Chief Joseph said in this speech, why he feels the way he does, his life, and how he felt at the end of his life about the injustice he and his people had suffered. Include your opinion as to what happened to him. 4. Create a power point or a poster to accompany this speech.

4 Realism and Naturalism Read The Story of an Hour p. 573 ( 2. Create a word document and write an analytical essay or create a power point with a chart that evaluates how the literary elements of irony (verbal, situational, dramatic) and epiphany contribute to the author s message (if you don t realize the message ( 3. the first draft to me and we will discuss revisions. 4. Final draft should be error free. Refer to the rubric for essays. Writing Short Fiction 1. Complete the chart entitled Short Fiction Planning Chart in this packet. 2. Using the chart, write a short story, in a word document & . POETRY 1. Read the following poems: a. Upon the Burning of Our House, p. 91 b. The Raven, p. 260 c. Emily Dickinson s poems p d. Richard Cory, p. 595 e. Miniver Cheevy, p. 596 f. Stopping by Woods on a Snowy Evening, p. 741 g. Acquainted with the Night, p Using the text book and internet sources, examine each poem. 3. For each poem, fill in the chart entitled Poetry Analysis included in this packet. Informational Text 1. Complete the Texas One college application at 2. Complete a job application on line and a copy to me. 3. Locate 3 current events, national or international; create a word document, paste the URL for each news item you find; write a 1 to 2 sentence summary of each; then to me.

5 Writing the STARR / EOC Essay 1. Using the attached practice essay template, write a STARR style essay. 2. Follow the instructions and work with your teacher or partner. 3. Ask questions and make sure you understand what you are doing. 4. to me, and then we will have a meeting about how well you understand the process of this essay. 5. We will work on this until you are comfortable and feel the STARR test essay will be easy for you to do. Modern Fiction 1. Read In Another Country p Answer Questions 1 through 8, p. 769; put in a word document. 3. Question 8 is the main question be sure to answer thoroughly; use textual evidence; your answer should be 5 to 8 sentences. 4. Read The Jilting of Granny Weatherall p Answer Questions 2 through 9, p. 803; put in a word document. 6. Write a paragraph in the Stream of Consciousness style. Strengths Quest 1. Using your chart from Your Talents & Strengths (I Am Exceptional), write a plan for development of your talents and strengths. 2. If you need help, or talk to the teacher. 3. Explain that plan. 4. Put the three parts together into a presentation format. 5. Present.

6 ENGLISH 3A FINAL EXAM CHOOSE ONE FROM EACH CATEGORY BELOW FOR A TOTAL OF THREE (3) OF THE FOLLOWING AND RESPOND IN WRITING. MAKE A HEADER THAT INCLUDES YOUR NAME, YOUR STUDENT ID #, THE WORDS ENGLISH 3A/MS. PATTERSON, AND THE DATE. YOUR ESSAY, ANALYSIS, OR FICTIONAL WRITING MUST BE DOUBLESPACED AND BE ABOUT ONE PAGE IN LENGTH. IF YOU USE SOURCES, INCLUDE A WORKS CITED PAGE. CATEGORY 1 STAAR STYLE WRITING 1. Write an essay explaining why all high school students should experience at least two service learning projects during high school. 2. Write an essay discussing the pros and cons of the activity known as Spring Break. CATEGORY 2 LITERATURE ANALYSIS 3. Write an essay that analyzes the poem, In Texas Grass by Quincy Troupe on page 366 of the text book, and the poem, Daisies by Louise Gluck on page 1263 of the text book. Include the analysis of the rhyme scheme, form, tone, speaker, and meter as well as what the poems bring into your mind. 4. Write an essay analyzing On the Eve of Historic Dandi March by Mohandas Ghandi on page 235 in the text book. Include literary devices, tone, mood, and characterization as well as your ideas about what Ghandi writes but also your perception of what life was like for people in India during that period of time. CREATIVE WRITING 5. Write a story that begins with I knew I should not have.. 6. Write a script for a story about a young woman or man who is part Cheyenne and part English trying to make a life for her/himself on the American frontier during the 1850s.

7 I AM EXCEPTIONAL: MY TALENT OR STRENGTH IS: HOW I CAN DEVELOP MY TALENT OR STRENGTH: HOW I CAN USE MY TALENT OR STRENGTH IN REAL LIFE:

8 SHORT FICTION PLANNING CHART PURPOSE AUDIENCE MEANS OF EXPRESSION TRAITS OF A GOOD STORY To entertain a reader who is a similar age to me High school students Short story Strong plot Characters who are interesting, believable Dialogue that advances the plot Action that reveals character Sensory details Satisfying resolution CHOOSE A PROMPT: 1. What if went to and did? 2. What if were lost at sea in a? 3. What if I turned into a and was? 4. What if became and? CREATE A MAIN CHARACTER: ACTS LIKE: LOOKS LIKE: CREATE A CONFLICT: CREATE DIALOGUE: CREATE INTEREST WITH ACTION WORDS LIKE: CREATE VISUAL IMAGES IN THE MIND OF THE READER: RE-READ YOUR STORY AND POLISH: REVISE AND STRENGTHEN SENTENCES.

9 POETRY ANALYSIS CHART NAME OF POEM Question Answer Examples Upon the Burning of Poet? Anne Bradstreet Took/look Our House Rhyme Scheme? AABB Noise/voice Figurative Language? Literary Devices? What is the poem about? What does it mean to you? Imagery Inversion When her house burned down The tragedies we all suffer during life Lines 8, 12, 22 I wakened was with thundering noise The Raven Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you? If You Were Coming in the Fall Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you?

10 My Life Closed Twice Before its Close Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you? My Soul Selects Her Own Society Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you? Richard Cory Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you? Miniver Cheevy Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you?

11 Stopping by Woods on a Snowy Evening Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you? Acquainted With the Night Poet? Rhyme Scheme? Figurative Language? Literary Devices? What is the poem about? What does it mean to you?

12 STARR / EOC ESSAY WRITING TEMPLATE Read the story that follows. Then write an essay answering this question: Does Alger s use of third person narration indicate any bias that affects who you perceive as the hero and the villain in the story? Defend your decision using specific text references to support your response. From Joe s Luck by Horatio Alger Joe Mason was alone in the world. A year previous he had lost his father, his only remaining parent, and when the father s affairs were settled and funeral expenses paid there was found to be just five dollars left, which was expended for clothing for Joe. In this emergency Major Norton, a farmer and capitalist, offered to provide Joe with board and clothes and three months schooling in the year in return for his services. As nothing else offered, Joe accepted, but would not bind himself for any length of time. He was free to go whenever he pleased. Now there were two disagreeable things in Joe s new place. The first was the parsimony of Major Norton, who was noted for his stingy disposition, and the seconde was the overbearing manners of his son Oscar, who lost no opportunity to humiliate Joe and tyrannize over him so far as Joe s independent spirit would allow. It happened, therefore, that Joe was compelled to work hard, while the promised clothing was of the cheapest and shabbiest description. He was compelled to go to school in patched shoes and a ragged suit, which hurt his pride as he compared himself with Oscar, who was carefully and even handsomely dressed. Parsimonious as his father was, he was anxious that his only boy should appear to advantage. On the very day on which our story begins Oscar had insulted Joe in a way which excited our hero s bitter indignation. This is the way it happened: Joe, who was a general favorite on account of his good looks and gentlemanly manners, and in spite of his shabby attire, was walking home with Annie Raymond, the daughter of the village physician, when Oscar came up. He was himself secretly an admirer of the young lady, but has never received the least encouragement from her. It made him angry to see his father s drudge walking on equal terms with his own favorite, and his coarse nature prompted him to insult his enemy. Miss Raymond, he said, lifting his hat mockingly, I congratulate you on the beau you have picked up.

13 Annie Raymond fully appreciated his meanness, and answered calmly: I accept your congratulations, Mr. Norton. This answer made Oscar angry and led him to go further than he otherwise would. You must be hard up for an escort, when you accept such a ragamuffin as Joe Mason. Joe flushed with anger. Oscar Norton, do you mean to insult Miss Raymond or me, he demanded. So you are on your high horse! said Oscar sneeringly. Will you answer my question? Yes, I will. I certainly don t mean to insult Miss Raymond, but I wonder at her taste in choosing my father s hired boy to walk with. I am not responsible to you for my choice, Oscar Norton, said Annie Raymond, with dignity. If my escort is poorly dressed, it is not his fault, nor do I think the less of him for it. If your father would dress me better, I should be very glad of it, said Joe, If I am a ragamuffin, it is his fault. I ll report that to him, said Oscar maliciously. I wish you would. It we save me the trouble of asking him for better clothes. Suppose we go on, said Annie Raymond. Certainly, said Joe politely. And they walked on, leaving Oscar discomfited and mortified. What a fool Annie Raymond makes of herself he muttered. I should think she d be ashamed to go round with Joe Mason. Oscar would have liked to despise Annie Raymond, but it was out of his power. She was undoubtedly the belle of the school, and he would have been proud to receive as much notice from her as she freely accorded to Joe. But the young lady had a mind and a will of her own, and she had seen too much to dislike in Oscar to regard him with favor, even if he were the son of a rich man, while she had the good sense and discrimination to see that Joe, despite his ragged garb, possessed sterling good qualities. When Oscar go home he sought his father. Father, said he, I heard Joe complaining to Annie Raymond that you didn t dress him decently. Major Norton looked annoyed. What does the boy mean? he said. What does he expect?

14 He should be dressed as well as I am said Oscar maliciously. Quite out of the question, said the Major hastily. Your clothes cost a mint of money. Of course, you want me to look well, father. I am your son, and he is only the hired boy. I don t want folks to talk, said the major, who was sensitive to public opinion. Don t you think his clothes are good enough? Of course they are; but I ll tell you what, father, said Oscar, with a sudden idea, You know that suit of mine that I got stained with acid? Yes, Oscar, said the Major gravely. I ought to remember it. It cost me 34 dollars, and you spoiled it by your carelessness. Suppose you give that to Joe. Suggested Oscar. He s a good deal larger than you. It wouldn t fit him; and besides it s stained. What right has a hired boy to object to a stain? No matter if it is too small, he has no right to be particular. You are right, Oscar, said the Major, who was glad to be saved the expense of a new suit for Joe. Even he had been unpleasantly conscious that Joe s appearance had become discreditable to him. You may bring it down, Oscar, he said. I dare say Joe won t like the idea of wearing it, but a boy in his position has no right to be proud. Of course not, returned the Major, his ruling passion gratified by the prospect of saving the price of a suit. When Joseph comes home at any rate, after he is through with his chores you may tell him to come into me. All right, sir.

15

16 HOW TO DO A CLOSE READING The skill called "close reading" is fundamental for interpreting literature. "Reading closely" means developing a deep understanding and a precise interpretation of a literary passage that is based first and foremost on the words themselves. But a close reading does not stop there; rather, it embraces larger themes and ideas evoked and/or implied by the passage itself. 1. Getting Started: Treat the passage as if it were complete in itself. Read it a few times, at least once aloud. Concentrate on all its details and assume that everything is significant. Determine what the passage is about and try to paraphrase it. 2. Word meaning: Determine the meanings of words and references. Also, note (and verify) interesting connotations of words. Look up any words you do not know. 3. Structure: Examine the structure of the passage. How does it develop its themes and ideas? How is the passage organized? Are there turning points? 4. Sound and Rhythm: Acquire a feel for the sound, meter, and rhythm; even punctuation may be significant. Be alert to devices such as alliteration, assonance, rhyme, consonance, euphony, cacophony, onomatopoeia. Determine whether the lines breaks compliment or complicate the meanings of the sentences. 5. Syntax: Examine the syntax and the arrangement of words in the sentences. Does the syntax call attention to itself? Are the sentences simple or complex? Does the syntax allow for ambiguity or double meanings? 6. Textual Context: In what specific and general dramatic and/or narrative contexts does the passage appear? How do these contexts modify the meaning of the passage? What role does the passage play in the overall movement/moment of the text? 7. Irony: How does irony operate in the passage, if at all? 8. Tone and Narrative Voice: What is the speaker s (as distinct from the narrator s and author s) attitude towards his or her subject and hearers? How is this reflected in the tone? What does the passage reveal about the speaker? Who is the narrator? 9. Imagery: What sort of imagery is invoked? How do the images relate to those in the rest of the text? How do the images work in the particular passage and throughout the text? What happens to the imagery over the course of the passage? Does the passage noticeably lack imagery? If so, why? 10. Rhetorical Devices: Note interesting metaphors, similes, images, or symbols especially ones that recur in the passage or that were important for the entire text. Are there any other notable rhetorical devices? Are there any classical, biblical or historical allusions? How do they work? 11. Themes: Relate all of these details to possible themes that are both explicitly and implicitly evoked by the passage. 12. Gender: How does the passage construct gender? What issues of gender identity does it evoke? How does it represent women s issues? 13. History: How does the passage narrate history? How does it present "facts" versus observations? 14. Construct a Thesis: Based on all of this information and observation, construct a thesis that ties the details together. Determine how the passage illuminates the concerns, themes, and issues of the entire text it is a part of.

17 ESSAY RUBRIC TEKS TASK PROGRESSING PROFICIENT PROFESSIONAL English/ELA 1, 13, 14, 18, 19, 20, 21, 23, -Use correct grammar, punctuation, & mechanics -Use literary devices -Write well thought out sentences & paragraphs -Content is creative, interesting, & original -Content causes a reaction by the reader -Content is well organized & easy to follow -Content has answered questions & accomplished the assignment -There are obvious errors in grammar, punctuation, mechanics. -There is limited or no use of literary devices to increase readability or interest. -There are fragments &/or run-on sentences. There are no or few paragraphs. -Content is lacking creativity, interest, or originality. -Content is uninteresting or difficult to understand. -There is little or no organization &/or it is difficult to follow. -Content answers the wrong question &/or does not accomplish the assignment. -There are few errors in grammar, punctuation, mechanics. -There is use of literary devices to increase readability & interest. -There are no fragments or run-on sentences. Paragraphs are appropriate. -Content is reasonably creative, interesting, & original. -Content is easy to follow & interesting. -Essay is organized & makes sense. -Content answers the question & accomplishes assignment. -There are little or no grammatical, mechanical, or punctuation errors. -There is liberal use of literary devices. -There are no fragments or run-on sentences. -Paragraphs are well constructed & appropriate. -Content is creative, original, & interesting. -Content is easy to understand but also complex & mature. -Content interests the reader. -Essay is well organized. -Content answers the question & accomplishes the assignment. -Essay as a whole is well done, mature, & professional.

18 Guide for 11-Sentence Paragraph An 11-Sentence paragraph is a paragraph that analyzes a selection with quotes/examples and commentaries per each quote/example. It is a good start for writing analytical essays. Try to follow the format as closely as you can, but it is okay to deviate a little. This is a springboard to writing about literature. The idea is to help you write concise paragraphs using quotes or examples from literature and commenting on them. Sentence #1: Topic Sentence Should include title, author, and focus of paragraph. Sentence #2: Concrete Detail #1 Use a transitional device or a phrase that leads into this first concrete detail which may be a quote or example from the selection supporting the focus of the paragraph. Sentence #3: Commentary 1 A commentary is commenting on a point you have made. You may discuss, explain, interpret, or analyze the quote or example you just provided, but you cannot paraphrase. Sentence #4: Commentary 2 Continue the discussion, explanation, interpretation, or analysis of the quote or example. Sentence #5: Concrete Detail #2 Use a transitional device or a phrase that leads into this concrete detail which may be a quote or example from the selection supporting the focus of the paragraph. Sentence #6: Commentary 1 You may discuss, explain, interpret, or analyze the quote or example you just provided, but you cannot paraphrase. Sentence #7: Commentary 2 Continue the discussion, explanation, interpretation, or analysis of the quote or example. Sentence #8:Concrete Detail #3 Use a transitional device or a phrase that leads into this concrete detail which may be a quote or example from the selection supporting the focus of the paragraph. Sentence #9: Commentary 1 You may discuss, explain, interpret, or analyze the quote or example you just provided, but you cannot paraphrase. Sentence #10: Commentary 2 Continue the discussion, explanation, interpretation, or analysis of the quote or example. Sentence #11: Closing sentence must briefly summarize the paragraph. *Please use transitional words or phrases to help this essay flow smoothly. Example of 11-Sentence Paragraph: This is an example of a paragraph following this format: In Animal Farm, by George Orwell, Clover represents a mother figure to the other animals. She talks to Mollie the horse, when others won t. She shows she cares about keeping the animals together. She is not mean to Mollie but wants her to understand how serious her leaving the farm is to the whole community. Later, Clover warns Boxer to slow down and nurses him when he collapses. Her motherly concern for him makes the reader feel sorry for the old, true horse and through her eyes can be seen the injustice of the system. She understands the punishment of hard work, and although she could have broken away, she believes in Animal Farm. In addition, she sees the changes in the Seven Commandments and in the pigs at the end of the story. Her instinctive knowledge leads her to sense that things are wrong. She is the character who makes the reader want to say, Yes, you are right: do something. Clover works hard to help the other animals, regardless of what might happen to her.