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Mrs. McDermott-Sipe CLASSROOM POLICIES Respecting one another as well as your teacher will make this class a very positive and fun learning experience. To create this kind of positive environment, and to insure that we are using our minds well and improving the quality of our lives, there are things that I, as the teacher, as well as you, as the student, must do to make this happen. Supplies needed every day: *Loose leaf paper with binder / notebook (specifically for English class) *Pen (blue or black ink ONLY please) or pencil *Textbook /book we are currently using Grading All grades are online and are updated every two to three weeks. Parents and students can access these grades at any time online and if there are any concerns, please contact me as soon as possible. If students fail to keep their assignments in their class binder or throw them away, the teacher is not responsible for fixing any situation where the grade is in question. Points will be accumulated through the two grading periods and a final exam. The trimester grade will be based on your points for each grading period (worth 90%) plus the final examination, which is worth 10% of the total. Grading Scale: Follows BHSS grading scale. See Panther Planner. Absences: It is the responsibility of the student to obtain and complete all make up work. Assignments missed must be requested on the first school day that follows the absence. Students absent two or more days will be given one day for each day missed to complete the assigned make up work. Work turned in late due to absences will be accepted (given that you followed #1-3), but points may be deducted for the tardiness of the work. The option to make up work missed does not apply for cases of habitual truancy or continued excessive absences of any kind. If the student has been determined to be a habitual truant, or if the student has excessive absences to the extent that a physician’s statement of incapacity is not required, the student may not be allowed to make up the work that was missed. These guidelines do not apply to work done in advance of a prearranged absence. Passes: Students are given a Student Handbook at the beginning of the school year. Located at the back of the handbook are 2 pages of hall passes. The student must have their Student Handbook in order to go to the restroom, locker, office, etc. during class time. Only for extreme cases will a student be allowed to leave class without their handbook (i.e. medical emergency). If a student comes late to class without a pass from another teacher, the student will be counted as tardy. If the handbook is lost/stolen, please contact a guidance counselor or a vice-principal to obtain a new one. Make-Up Work: It is your responsibility to tell the teacher that you need to make up a quiz, test or homework. All work will be in the make-up binder in the classroom. You need to schedule any make-up tests with the teacher the day you return to class. Please ask the teacher if you have questions about the make-up work. Expectations in my classroom: Respect yourself and others. No insults - PERIOD. Any insults (especially those based on ethnic background, skin color, gender, sexual preference, or religion) will be dealt with swiftly and seriously. We all have the right to our human dignity and self-respect. Please sleep at night and not in my class. The students are required to be in class when the bell rings. Any attempts to enter the class after the bell results in a tardy or an unexcused absence (See BHSS tardy policy). Bringing the correct materials to class every day is vital. No book bags in class. If you bring a bag to class, you will need to put it in the hallway where someone from the main office will pick it up. No food or drinks in the classroom (with the exception of water). No use of electronic devices in my class (e.g. cell phones, MP3 players, PSPs, etc.). If your cell phone, MP3 player, etc. is a disruption to me or my class, it will go to the main office. Cheating is unacceptable – this includes, but is not limited to copying, plagiarism, sharing answers, and other forms that are outlined on the plagiarism policy. Students caught cheating on ANY work will receive a ZERO for that assignment and will have no opportunity to make up the work. Parents/Guardians will be notified and the incident will be documented with your principal, counselor, and the English Department. Absolutely no hoods or hats may be worn in class. Breaking this code of conduct may result in one or more of the following 1) student warning, 2) teacher-student meeting, 3)call to parent/guardian, 4)referral. Reminder, a student who fails to bring the assigned textbook /materials to class repeatedly may be issued a referral for coming unprepared to class. Teacher: Ms. Sheila McDermott-Sipe Room A212 Course Outline for English 9-1 Language Arts Department Description: During the course, students will focus on major language arts skills including: reading comprehension, vocabulary, spelling, study and test-taking skills, library use, grammar/usage/mechanics, writing, speech, and analyzing literature. Assessment: Grading will be based on the student’s earned percentage of possible points at the end of the grading period. Points will run cumulatively throughout the trimester. The trimester grade will be based on the student’s earned percentage of the total points possible for the entire trimester plus a comprehensive final examination which is worth ten percent of the total. (90 A-, 80 B-, 70 C-, 60 D-, 59 and below is failing) Required Textbooks: McDougall Littell Literature Book and Interactive Reader McDougall Littell Grammar for Writing Other Required Reading: To Kill a Mockingbird All Students Must Have a 3 Ring Binder for English 9-1 only with the following clearly labeled sections: Daily writing Class Notes Vocabulary Literary Terms Grammar Exercises Reflections on Learning Optional: teacher-selected material not on this list with the approval of the department chairperson. Audio/Visual --all optional—Teachers may show a video to supplement a text in the course provided it conforms with the school’s video policy. Course of Study The following units will be covered throughout the first trimester. Not all readings listed may be read throughout the course of the trimester. I.) Narrative Structure Literature: "The Sound of Thunder," "The Most Dangerous Game," "Daughter of Invention" and "Gift of the Magi" Nonfiction/Informational Text: "Seabiscuit," "Four Good Legs Between Us," from Seabiscuit, "Races on Radio" Writing: Personal Narrative II.) Characterization & Point of View Literature: "Pancakes," "I Know Why the Caged Bird Sings," "The Necklace," "Rosa Parks/Rosa" Nonfiction & Informational Text: "A Different Kind of Competition" Writing: Comparison-Contrast III.) Setting, Mood, & Imagery Literature: "A Christmas Memory," "Through the Tunnel," "The Cask of Amontillado" Nonfiction & Informational Text: "Wilderness Letter" IV.) Theme & Symbol Literature: "The Scarlet Ibis," "Poem on Returning to Dwell in the Country/My Heart Leaps UP," "The Sun," "Two Kinds," "Rice & Rose Bowl Blues" Novel: To Kill a Mockingbird Writing: Literary Analysis – Focus: Developing independent research questions V.) Note-Taking Strategies, Study Skills, Research Skills, Grammar, Vocabulary Throughout each unit, grammar, vocabulary, and spelling will be stressed and practiced in accordance with the writing assignments students will complete throughout each unit theme/topic. Grammar Outline - Grammar will be taught directly on an "as needed" basis while the remaining requirements will be completed individually. 1st 6-Weeks: 2nd 6-Weeks: Unit 1: Parts of Speech Unit 5 Test: Subject-Verb Agreement Section Test 1.1: Nouns and Pronouns Section Test 1.2: Verbs, Adverbs, Adjectives Section Test 1.3: Prepositions, Conjunctions, and Unit 6 Test: Capitalization Interjections Unit 2: Parts of the Sentence Unit 7: Punctuation, Abbreviations, Section Test 2.1: Subjects and Predicates and Numbers Section Test 2.2: Complements Section 7.1 Test: Colon and Semicolon Section 7.2 Test: Comma Unit 3 Test: Prepositional and Appositive Phrases Section 7.3 Test: Quotation Marks and Italics/Underlining Unit 4 Test: Main and Subordinate Clauses Section 7.4 Test: Dash and Hyphen Mrs. McDermott-Sipe CLASSROOM POLICIES Respecting one another as well as your teacher will make this class a very positive and fun learning experience. To create this kind of positive environment, and to insure that we are using our minds well and improving the quality of our lives, there are things that I, as the teacher, as well as you, as the student, must do to make this happen. Supplies needed every day: *Loose leaf paper with binder / notebook (specifically for English class) *Pen (blue or black ink ONLY please) or pencil *Textbook /book we are currently using Grading All grades are online and are updated every two to three weeks. Parents and students can access these grades at any time online and if there are any concerns, please contact me as soon as possible. If students fail to keep their assignments in their class binder or throw them away, the teacher is not responsible for fixing any situation where the grade is in question. Points will be accumulated through the two grading periods and a final exam. The trimester grade will be based on your points for each grading period (worth 75%) plus the final examination, which is worth 25% of the total. Grading Scale: Follows BHSS grading scale. See Panther Planner. Absences: It is the responsibility of the student to obtain and complete all make up work. Assignments missed must be requested on the first school day that follows the absence. Students absent two or more days will be given one day for each day missed to complete the assigned make up work. Work turned in late due to absences will be accepted (given that you followed #1-3), but points may be deducted for the tardiness of the work. The option to make up work missed does not apply for cases of habitual truancy or continued excessive absences of any kind. If the student has been determined to be a habitual truant, or if the student has excessive absences to the extent that a physician’s statement of incapacity is not required, the student may not be allowed to make up the work that was missed. These guidelines do not apply to work done in advance of a prearranged absence. Passes: Students are given a Student Handbook at the beginning of the school year. Located at the back of the handbook are 2 pages of hall passes. The student must have their Student Handbook in order to go to the restroom, locker, office, etc. during class time. Only for extreme cases will a student be allowed to leave class without their handbook (i.e. medical emergency). If a student comes late to class without a pass from another teacher, the student will be counted as tardy. If the handbook is lost/stolen, please contact a guidance counselor or a vice-principal to obtain a new one. Make-Up Work: It is your responsibility to tell the teacher that you need to make up a quiz, test or homework. All work will be in the make-up binder in the classroom. You need to schedule any make-up tests with the teacher the day you return to class. Please ask the teacher if you have questions about the make-up work. Expectations in my classroom: Respect yourself and others. No insults - PERIOD. Any insults (especially those based on ethnic background, skin color, gender, sexual preference, or religion) will be dealt with swiftly and seriously. We all have the right to our human dignity and self-respect. Please sleep at night and not in my class. The students are required to be in class when the bell rings. Any attempts to enter the class after the bell results in a tardy or an unexcused absence (See BHSS tardy policy). Bringing the correct materials to class every day is vital. Society says that you are responsible enough to operate a vehicle, so you should also be able to remember a pencil and your book. No book bags in class. If you bring a bag to class, you will need to put it in the hallway where someone from the main office will pick it up. No food or drinks in the classroom (with the exception of water). No use of electronic devices in my class (e.g. cell phones, MP3 players, PSPs, etc.). If your cell phone, MP3 player, etc. is a disruption to me or my class, it will go to the main office. Cheating is unacceptable – this includes, but is not limited to copying, plagiarism, sharing answers, and other forms that are outlined on the plagiarism policy. Students caught cheating on ANY work will receive a ZERO for that assignment and will have no opportunity to make up the work. Parents/Guardians will be notified and the incident will be documented with your principal, counselor, and the English Department. Absolutely no hoods or hats may be worn in class. Breaking this code of conduct may result in one or more of the following 1) student warning, 2) teacher-student meeting, 3)call to parent/guardian, 4)referral. Reminder, a student who fails to bring the assigned textbook /materials to class repeatedly may be issued a referral for coming unprepared to class. Course Syllabus – English 12-2 Bloomington High School South 2008-09 Mrs. Sheila McDermott-Sipe 330-7714 ext. 51102 smcdermo@mccsc.edu Course Description: As seniors, students are about to launch into a world much bigger than that of high school; English 12-2 is designed to focus on reading, writing, and analyzing texts through the exploration of central social issues presented in the class texts. This course will examine these issues through reading various essays, stories and poetry. Skills related to critical thinking, analytical writing, and presenting are essential to all of us as productive, literate citizens. Students in 12-2 will be required to use these skills to develop their own views on a variety of issues as well as to clearly articulate their own ideas. Ultimately, the goal of English 12-2 is to help the student gain a better understanding of him/herself, and his/her goals, values, perspectives, etc. as well as the world around him/her through a variety of mediums while providing students the necessary skills to succeed in the post-secondary world. Student Translation: You will be reading a lot of different types of material about social issues and writing about your ideas on these topics! This will be really important for you to know when you leave high school. Trust me! Adopted Textbooks: Houghton Mifflin’s The Riverside Reader, Eighth Edition, 2005 McDougall Littell’s Grammar for Writing, 2008 Course Activities: Vocabulary Weekly vocabulary assignments and quizzes will be included to build student vocabulary and communication skills. Major Writing Assignments English 12-2 focuses on the common writing strategies as highlighted in The Riverside Reader: narration/description, cause and effect, process analysis, comparison and contrast, and persuasion. A minimum of three major writing assignments will be assigned: a personal narrative, a research paper, and a final paper encompassing the central writing strategies. In addition to these, smaller and more frequent writings over class readings will also be required. Literary Study English 12-2 uses literature as a means of discovering different points of view on a wide variety of issues. The major genres and literary terms and devices will also be reviewed. Assignments and assessments may include: Annotation of texts Projects and /or presentations Written responses in the form of journal and/or analytical writing over readings Expression of ideas and opinions drawn from the readings Tests and quizzes over readings Outside Reading Outside Reading will also be required over the course of the trimester. Students are required to read two books of his or her own choosing over the next 12 weeks (one book each 6 weeks). This should not be a book that you are reading for another class or have read before. These books can be fiction, nonfiction, historical, instructional, etc. Although the choice is up to the individual student, teacher approval must be granted. The teacher will designate specific days where students will be required to bring their reading book to class and will be allotted time to read. However, it is suggested that students always bring their reading book to class in case extra time is available. Reading logs and other assignments will be distributed and explained at a later date. Current Events As a means to encourage students to become more aware citizens of the world and to demonstrate the relevancy of the class material, students are expected to read the newspaper and listen to the news in search of current events that connect to social issues. Assignments will most likely include a summary, opinion, and an explanation of how the news article relates to class material. Finally, students will be expected to sign up for a class day to share their article with the class. (Guidelines will be given later.) Resume & Cover Letter As seniors, students will be soon entering the work force (some sooner than others). Thus, students are required to compose a resume and cover letter, write a self-assessment of strengths and weaknesses, and evaluate his or her personality traits. Grammar The student will demonstrate through various assignments a clear understanding of the English language that includes competency in spelling, punctuation, agreement, usage and vocabulary. ADVANCED PLACEMENT (AP) LITERATURE AND COMPOSITION McDermott-Sipe Room A212 GOALS OF PROGRAM The AP program provides secondary school students a curriculum that will prepare them for the advanced placement English test and the opportunity to earn college credit upon exemplary AP exam performance. The amount of credit and the score required differs from university to university. It is expected that students in this class will take the AP literature and composition exam in May. The curriculum of this course is designed to give students the necessary tools, skills, and background needed for that success. The ultimate success of such a course depends upon YOU, the student, and your willingness to invest time and brainpower to such an endeavor. GENERAL DESCRIPTION OF THE COURSE In this two-trimester long course, we will read primarily canonical literature and become discerning readers, "discoursers," and writers. We hope to learn to pick out the subtleties of each writer who may stimulate your intellect in new ways. We will discover meaning in literature by being attentive to language, image, character, action, argument, as well as explore the various techniques and strategies used by authors to evoke emotional and intellectual responses from readers. We will justify our interpretations through conversation, informal written responses, formal analytical essays, timed writings, and oral presentations. We will close our first and second trimesters with a final exam or project (20-25% of semester grade). We will experience both objective and subjective analyses of literary works. These terms obviously imply a difference between facts and interpretation. Facts are the indisputable characteristics of a text, about which everyone with common sense and unimpaired eyesight would surely agree. Interpretation, however, allows for differences of opinion; it involves inference, argument, preference, and personal feelings—all of these contribute to our enjoyment and understanding of literary pieces. In preparation for the literary essays written over the course of this two trimester course, you will use both approaches to generate ideas for your analyses. The close reading technique will help students identify the "objective" elements of the piece as we work through interpretation of literary texts. Several essays, guided by AP prompts, will be written in class under conditions similar to those experienced during the AP test. Other essays will be developed both in and outside of class, with opportunities for different forms of revision. Teacher feedback will focus on each student’s ability to 1) use a wide ranging vocabulary effectively including appropriate identification and interpretation of literary and poetic devices 2) use a variety of sentence structures including appropriate use of subordination and coordination 3) use logical organization enhanced by specific techniques to increase coherence such as transitions, repetition, and emphasis 4) use effective rhetoric including tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure Student and teacher feedback will occur with regularity and depth, and students will learn from several AP models how rigorous and helpful criticism aides their development both as astute readers and as articulate analysts. CLASS CLIMATE The climate of an AP class is important to its success; talking, thinking, and writing are essential to the course. This means that discussion is a priority and one that is controlled by students, not merely the instructor. Once we have established the "tools" of literary discourse and writing, the tempo of the class should be in student hands. No "interpretation" should be seen as "wrong" unless it is proven so by the literature; indeed, there may be several "right" opinions based on one’s ability to defend through close reading of the text. The process of creative and supportable speculation about the possible meanings of a text is one of the many intellectual pleasures of the course. SELECTED TEXTS This syllabus contains the works of writers recommended by Advanced Placement for AP Exam preparation. We will not attempt to cover all the writers on the AP lists; however, it is hoped that students have already read (or will read) several of these works. Most of the readings listed in the syllabus are from John E. Schwiebert’s Reading and Writing from Literature ( Boston: Houghton Mifflin Company, 2005) which we have adopted as our class textbook. MISCELLANEOUS Daily Homework (30 points or less) will not be accepted late. Assignments worth 30 points or more will be accepted late with a 10% deduction for each day the assignment is late. Absences, if numerous, will affect your grade Make-up work will follow the school policy; it is your responsibility to find out what you need to make up. Please consult the absent folder in the classroom to find out what you missed. Tardies will follow the school policy. Please sign in if you are tardy; if you are more than five minutes late, this is considered an absence. Students are expected to take one of the AP English examinations in May. Contact the university or college of your choice to find out what score is required and what type of credit is granted to you for the various scores. The point values for assignments follows. Some assignments may be added when deemed necessary and reasonable by instructor. *See the schedule of assignments/readings that follows for due dates, etc. Trimester One Summer Reading/ In Class Writing 50 points This in class writing will be on___________ Summary/Response to "The Sacred Arts of Life" 30 points Summary/Response "What is Literature?" 30 points Summary/Response " What Good is a Short Story" 30 points Literary Analysis One (Short Story) 100 points Literary Analysis Two (Short Story) 100 points Revised Summer Reading In Class 50 Socratic Seminar TBA points Literary Analysis Three (Poetry) 100 Outside Reading/Writing One: 50 Informal Responses/Rough Drafts +/- 100 (generally worth 10-20 points each) Other (Discussion leader, Participation, Literary Terms Dictionary) +/-100 Literary Analysis Four (Novel) 100 _________ *Detailed annotations mandatory on all assignments (points vary based on type of annotated text) +/-840 points total Final Exam/Project 20-25% of final grade in AP Lit One SUGGESTED OUTSIDE READING LIST FOR Trimester 1 ** Their Eyes Were Watching God Zora Neale Hurston Wide Saragosso Sea Jean Rhys The Awakening Kate Chopin Portrait of the Artist as a Young Man James Joyce Mrs. Dalloway Virginia Woolf Ethan Frome Edith Wharton Lord Jim Joseph Conrad A Passage to India E. M. Forster The Plague Albert Camus Beloved Toni Morrison The Age of Innocence Edith Wharton The Kite Runner Khaled Hosseini White Noise Don DeLillo **YOU MAY CHOOSE OTHER AUTHORS/BOOKS NOT LISTED, BUT THEY MUST BE APPROVED BY ME AND AT LEAST ONE-TWO OTHER STUDENTS IN THE CLASS MUST BE READING THE SAME BOOK AT THE SAME TIME IN ORDER TO PARTICIPATE IN A DISCUSSION GROUP. Other Suggested Novelists Jonathan Swift Saul Bellow George Eliot Emily Bronte Raymond Carver Thomas Hardy Kate Chopin William Faulkner Alice Walker Henry Fielding F. Scott Fitzgerald Kurt Vonnegut Henry James James Joyce Charles Dickens D. H. Lawrence Gabriel Garcia Marquez Richard Wright Vladimir Nabokov Mark Twain George Bernard Shaw John Updike John Steinbeck Ernest Hemingway Virginia Woolf Margaret Atwood Course Syllabus TRIMESTER ONE Advanced Placement Literature Unit One: Reading and Interpreting the Short Story and Novella* *Short Stories listed may be substituted with other appropriate short stories selected by instructor from textbook or AP "canon" Week One: Introduce Course – Theme, Objectives, Etc. Hand-outs on Annotating/ Discussion of AP prompt responses Week Two: In-class Timed Writing on summer reading (AP prompt from previous AP test): Anna Karenina or The Quiet American (students will receive detailed feedback from instructor on this writing to aid with revision of this essay during Week Six of the semester) Discuss Requirements for summary and response Written Summary and Response Due to Thomas Moore’s essay "The Sacred Arts of Life" p.1046-1058 "Introduction: What is Literature?" (handout) / from Terry Eagleton’s Literary Theory Continue Discussion of "What is Literature?" essay Written Summary and Response Due "What is Literature?" Written Summary and Response Due "What Good is a Short Story?" Week Three: Introduce "The Method" and Guide to Writing and Thinking Analytically Rosenwasser and Stephen Begin reading "The Use of Force" by William Carlos Williams in class/discuss "The Other Wife" p. 237-239 "Keeping Company" p. 257-261; "Eveline" p.340-342; and "Araby"(handout) by James Joyce "From Innocence to Insight…." By David Ratinov, Essay by Crane/Discuss requirements of literary analysis paper (hand-outs) Week Four In class work time for Literary Analysis One * (see handout) Rough Draft due: Literary Analysis One (two pages, typed, double spaced) Please bring two copies!! One copy will be for peer review the other will be for your instructor to read and provide feedback for revision. Flannery O’Connor, "Everything that Rises Must Converge;" p.632-643 Alice Walker, "A South Without Myths" (Handout) "The Rich Brother" p. 349-362 "Kiswana Browne" p.362-371 Other short stories selected from textbook Week Five Final Draft Due Literary Analysis One Continue Discussion of Short Stories/Work on Literary Analysis Two Rough Draft Literary Analysis Two Due over any story from week four or five.(three- four pages, typed, double spaced) Please bring two copies!! One copy will be for peer review the other will be for your instructor to read and provide feedback for revision. Week Six: Final Draft Due Literary Analysis Two Begin Joseph Conrad’s Heart of Darkness or comparable novella In class writing/revised summer reading essay Week Seven Continue reading/discussion of Conrad’s Heart of Darkness Week Eight: Begin viewing Apocalypse Now Continue viewing Apocalypse Now/Reading on "Intertextuality" (handout) Discussion of film, Conrad, Vietnam War background, etc. Optional: View Hearts of Darkness – documentary about the making of Apocalypse Now Socratic Seminar Reading and Interpreting Poetry Week Nine and Ten Typical poetry selections from Schwiebert and other sources which may include: Christopher Marlowe, "The Passionate Shepherd to His Love," Sir Walter Raleigh "The Nymph’s Reply to the Shepherd," William Wordsworth, "Strange Fits of Passion Have I Known" Andrew Marvell "To His Coy Mistress" T.S. Eliot, "Love Song of J. Alfred Prufrock;" Eavan Boland, "Love;" Alan Dugan "Love Song: I and Thou;" William Shakespeare "Sonnet CXVI;" Elizabeth Barrett Browning "Sonnet XLII;" Sylvia Plath, "Morning Song;" Donald Hall, "My Son, My Executioner;" Robert Browning, "My Last Duchess"—or other appropriate poems from the textbook. Rough Draft Literary Analysis Three: Poetry Due over any poem from week nine or ten.(two to three pages, typed, double spaced) Please bring two copies!! One copy will be for peer review the other will be for your instructor to read and provide feedback for revision. Novel Week Eleven: Literary Terms Dictionary Due Final Draft Due Literary Analysis Three: Poetry Optional: View interview with Toni Morrison Begin reading Toni Morrison’s Song of Solomon. NOTE: Teacher may substitute Jane Austen’s Pride and Prejudice or Edith Wharton’s The Age of Innocence.
Week Twelve: Work on engaged analysis of Song of Solomon using secondary sources during the last two weeks Rough Draft Literary Analysis Four Song of Solomon Due (5-6 pages, typed, double spaced) Please bring two copies!! One copy will be for peer review the other will be for your instructor to read and provide feedback for revision. Week Thirteen: Final Draft Due Song of Solomon analysis Writing on Outside Reading Book (AP prompt) Final Exam – literary terms and AP test questions/ prompt
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