Gore High School



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Gore High School

English IV Course Syllabus

2013—2014

Mrs. Kunsman

Conference Period:

Email: nkunsman@gore.k12.ok.us

Blog: http://globalawakenings.blogspot.com/
Objectives:

Students will be able to

Apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and

respond to a variety of texts

Express ideas effectively in written modes for a variety of purposes and audiences

Demonstrate thinking skills in listening and speaking

This syllabus is a detailed overview of what you, the student and parent, can expect this year. It is intended to be a useful and informative tool for you. So please read over it carefully and refer to it if you have questions.
Materials:

Three ring binder (This is a MUST HAVE)

Research Materials

index cards (3x5, 4x6), paper clips, manila envelope

Other supplies may be needed as the year develops.

Scrapbook materials list will be forthcoming.


Evaluation:

Students will be evaluated on English notebook, completion of daily/weekly assignments using Glencoe’s Literature text.


Notebooks—An English notebook (three ring binder with loose leaf paper) is required for this class. You will be taught note taking skills. Please keep notes and other class assignments throughout the semester. Tests will be given over notes, handouts, and assignments. In addition, semester tests will be made from notes and other work in your notebook.

Grading system:

Each assignment in this class will be worth a given number of points. All grades for this class will be based on the total point system.

90—100 = A 80—89 = B 70—79 = C 60—69 = D 0—59 = F

Extra credit—Extra credit may be given occasionally throughout the semester. However, the only students who will have opportunity to obtain extra credit points are those who have been completing assignments throughout the semester. You may not make up a zero with extra credit work.

Absentee make up work—It is the student’s responsibility to find out what assignments he/she has missed and to make these up as soon as possible. If you were absent the day an assignment is due but were present the day an assignment was announced, you will be expected to have it when you return.

Late work—I will follow the policy in the student handbook. However, work that was announced before the absence will not be accepted late

Paper Heading—All essay papers handed in must have your full name, date, and class period in the upper left hand corner (MLA format). All assignments must be titled with the assignment name and page number or with a creative title.

John Smith

Mrs. Kunsman

1st period

Problem-Solution Essay

September 2, 2012

Title: Two Parts

Behavior:

Students need to be aware of many aspects of behavior. These include, but may not be limited to,


  1. Social behavior—Students will show me proper respect at all times in class or out. Students will receive the same. Students will show their classmates respect in class and, hopefully, out. Students should receive the same from classmates. If this respect is not shown to me or classmates, I will not hesitate to take it into my hands and control the situation. Again, do not make me contact a guardian or write a referral.

  2. Academic behavior—Students will behave in a manner that befits my classroom. This means that students, unless told otherwise, are expected to do their own work independently. Students who share work, copy, or in any other way, misuse their work or another student’s work will receive a zero and/or discipline.

  3. Work habits—High school is a training ground for life. In life, one must take on responsibilities in a professional manner. Even if a person takes a job requiring manual labor rather than a college education, work habits come into play. Good work habits include being on time, being prepared, working well with others. Being on time is self—explanatory, being prepared means having the supplies needed to complete the job (pencil, paper, text, homework or other assignments, permission slips, etc.) and working well with others means being courteous, polite and respectful of all opinions, even those you disagree with.

Regarding being on time--Students will be in class on time. If students are tardy, the high school tardy policy will be enacted.

Students who leave the room for any purpose during the class period must sign the log book. They must write their name clearly and include time in and out and where they are going. This is because, as a teacher, I am responsible for you in and out of class for the entire period.

Literary works to be read/viewed and studied
Unit 1: The Anglo—Saxon Period and the Middle Ages 449—1485 Informational text 10—23

ESSENTIAL QUESTION: Who are you and where are you from?

Anonymous From Beowulf Epic 22

Tristram Hunt “A Brief History of Heroes” Feature Article 69--72

Geoffrey Chaucer “The Pardoner’s Tale” or “The Wife of Bath” Poem 116, 124

Anonymous From Sir Gawain and the Green Knight Romance 172



13th Warrior film

Unit 2: The English Renaissance 1485—1650 informational text 236—244

ESSENTIAL QUESTION: Have you seized the day?


Christopher Marlow “The Passionate Shepherd to his Love” Poem 275

Sir Walter Raleigh “Nymph’s Reply to the Shepherd” Poem 279

William Shakespeare “To Be or Not to Be” speech Soliloquy 308

Macbeth or Hamlet Drama/text 316

Robert Herrick “To the Virgins, to Make Much of Time” Poem 455

Horace “Carpe Diem” Poem 459

Pierre de Ronsard “To Helene” Poem 460

Omar Khayyam from the Rubaiyat Poems 461

Dead Poet’s Society
Unit 3: from Puritanism to Enlightenment 1640—1780 Informational text 500--508

ESSENTIAL QUESTION: What do you believe?


Aphra Behn “On Her Loving Two Equally” Poem 542

Jonathan Swift “A Modest Proposal” Essay 563

Alexander Pope Epigrams Epigrams 586

Lady Mary Wortley Montague Letter to Her Daughter Letter 602

The Princess Bride Film/soundtrack

Richard Preston from “The Demon in the Freezer” Magazine article 629

Albert Camus from The Plague Novel 639

Unit 4: The Triumph of Romanticism 1750—1837 Informational text 692—700

ESSENTIAL QUESTIONS: What can people learn from nature?

What is a woman’s role in public life?
Thomas Gray “Elegy Written in a Country Churchyard” Poem 710

Robert Burns “Auld Lang Syne” Poem 722

Mary Wollstonecraft “Vindication of the Rights of Women” Essay 727

William Wordsworth “The World is Too Much with Us” Poem 780

Samuel Taylor Coleridge “Kubla Kahn” Poem 799

“The Rime of the Ancient Mariner” Poem 804

Percy Bysshe Shelley “Ozymandias” Poem 850

John Keats “When I Have Fears that I May Cease to Be” Poem 869


Unit 5: The Victorian Age Informational text 906—914

ESSENTIAL QUESTIONS: Is emotion stronger than reason?

Why do people fear change?

How does war change our values?
Matthew Arnold “Dover Beach” Poem 994

A. E. Houseman “To an Athlete Dying Young” Poem 998

“When I was One and Twenty” Poem 1001

Thomas Hardy “The Man He Killed” Poem 1006

“Ah, Are You Digging on My Grave?” Poem 1007
Unit 6: The Modern Age Informational text 1028--1036

ESSENTIAL QUESTIONS: How does war change our values?

How important is culture?
George Orwell “Shooting an Elephant” Essay 1077

Wilfred Owen “Dulce et Decorum Est” Poem 1097

W. H. Auden “Funeral Blues” Poem handout

Dylan Thomas “Do Not Go Gentle into That Good Night” Poem 1204

Unit 1: Write either a 1,500-word memoir about a childhood event which reveals your

personality or a 1,500 word personal essay about a loss, examining the loss in detail. (narrative)

Unit 2: To Be or Not To Be poem

Write an analysis essay discussing the symbols in a major work and showing how the symbols contribute to the meaning of the work as a whole. (informative/explanatory)

Using one of the major works, write an essay examining the difference between appearance and reality. (expository)

Unit 3: Epigrams

This I Believe essay (informative/expository)

Unit 4: Write a personal essay in which you interpret the meaning of a poem, explore its significance, and

connect its significance to a broader audience.

Unit 5: Write an essay discussing war’s effect on our values. (argument)



Unit 6: Write an essay discussing the importance of culture on a community. (informative/expository)

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