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Jeffries and Rakic
ENGLISH 10.1 HD SYLLABUS TRIMESTER ONE 1. OBJECTIVE. "Realizing that the US is truly a multi-cultural society, we believe that our students should have the opportunity to develop an awareness of and appreciation for the beliefs, attitudes and customs of many ethnic groups which comprise American culture. Using literature to develop their understanding of the universality of human experience, students will read and think critically about the ideas and literary movements represented. Students will strengthen their language art skills in vocabulary, reading, listening, speaking, and writing. Students will also learn about the differences that translation can make in material" (BHSS Curriculum Guide for World Literature). 2. TEXTS. Language of Liuterature: World Literature, McDougal Littell, 2008 3. GRADING. Points will accumulate throughout the trimester. Your final grade will be a total accumulation of all the points you have earned for the trimester. Your notebook, tests, and major papers will count 70% of your grade whereas daily assignments, vocabulary and other quizzes will count 30% of your grade. 4. TESTS. Unit tests will be given at the completion of the unit, chapter, or grading period. Quizzes may occur at any time. Vocabulary words come from the literature as well as from vocabulary building exercises.
6 weeks
3 weeks 1. Sophocles, Oedipus the King
3 weeks
Grammar and composition will be an integral part of the curriculum. During the first trimester, we shall review the sentence and its parts, apply the writing process to writing tasks, review spelling rules, paragraph structure, types of paragraphs, use of verbs and pronouns. CLASSROOM RULES AND POLICIES Dr. Rakic My classroom rules are simple: Students are to not disrupt instruction or learning. Students are required to bring notebooks, pocket folders, pencils or pens, their textbook, and assigned books to class every day. All rules in the student handbook apply in my classroom. Respect is the key; respect for other people and their property and self respect. I am particularly intolerant of students putting down and harassing other students. A safe classroom environment is an absolute necessity in education. I will only give one warning in these infractions. Language/behavior/clothes deemed inappropriate by the teacher/school policy will not be tolerated. My classroom is a PUBLIC place, so civil language and actions are expected. No food, drink, gum or backpacks in class. A bag is considered to be a backpack if the teacher handbook can fit inside of it and close. Attendance: It is essential to attend class in order to perform well. For further information on the attendance policy, consult your student handbook. Please call the attendance office within 24 hours of an absence. Procedures: Missed assignments. Students will be allowed to complete assignments for missed days which were excused absences. Tests will be given before or after school only. All work must be completed in the number of days the student missed (2 days out = 2 days to make up work). It is the student’s responsibility to find out what work was missed. Late work. The late work will be accepted if it is one day late; it will receive 50% of the regular credit. If the late assignment is turned in at the end of the day, it will receive 75%. Participation. Students can gain success in the classroom only if they work towards goals set by themselves and the teacher. Working with others is an important aspect in reaching these goals (this includes listening to others). Punctuality. Time is something that we don’t have enough of in school. So, it is important for everyone to be ready to work when the bell rings. If tardy, the student needs to knock on the door and go quietly to his/her seat. A tardy is defined as late to class less than 5 minutes (South Planner, p. 19). The teacher will call home after the third tardy. On the fourth tardy, the teacher will assign Saturday school. Organization. Students are expected to adhere to certain policies regarding organization in the class, such as seating arrangements, maintaining a course portfolio of work, keeping the classroom in perfect order, following guidelines for assignments and bringing materials to class. Three yes’s Three no’s Be ready for work 1. No talking or walking Be on time 2. No disrespect Participate 3. No food, drink, gum, CD/game Players, backpacks, cell phones Sign and detach along the dotted line……………………………………………………………………………………… I have read and understood the class rules and agree to work toward fulfilling them.
Student’s signature Parent’s signature Date
Dr. Bogdan Raki ćADVANCED PLACEMENT (AP) LITERATURE AND COMPOSITION Room A211 GENERAL DESCRIPTION OF THE COURSE In this two-trimester long course, we will read "great" 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 the various techniques and strategies used by authors to evoke emotional and intellectual responses from readers. We will justify our interpretations through conversation, notebook responses, formal analytical essays , timed writings, and oral presentations. We will close the trimester with a final exam (25% of semester grade). We will experience both objective and subjective analyses of literary works. These terms obviously infer 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 of literary pieces. In literary essays, you will use both of these terms. The close reading technique will help us to identify the "objective" elements of the work as we work through the interpretation of the piece. 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 YOU, the students, not ME, the instructor. Once we have established the "tools" of literary talking and writing, the tempo of the class should be in your hands. No "interpretation" opinion should be seen as "wrong" unless it is proven so by the literature; on the other hand, there may be several "right" opinions—it is not teacher discretion as to right or wrong answers! If it bothers you not to be told "Yes, you’re right!" or "No, you’re wrong!"—you will need to adjust. SELECTED TEXTS This syllabus contains the works of writers recommended by Advanced Placement as the writers whom you should be familiar with—both for preparing for the AP exam and for boasting of your literary experience. We will in NO WAY attempt to cover ALL the writers AP lists; however, in your previous three to five years, it is hoped that you have read several each year. A survey will be done of your previous reading. Specific readings are listed separately.
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.
READING LIST—FIRST SEMESTER "Use of Force" William Carlos Williams "Japanese Quince" John Galsworthy "Young Goodman Brown" Nathaniel Hawthorne "Soft Voice of the Serpent" Nadine Gordimer "Araby" James Joyce Heart of Darkness Joseph Conrad Hamlet William Shakespeare Poetry anthology handouts OUTSIDE READING LIST FOR THE FIRST SIX WEEKS The Adventures of Huckleberry Finn The Scarlet Letter Anna Karenina Wuthering Heights Antigone Jane Eyre Light in August The Awakening A Portrait of the Artist as a Young Man A Farewell to Arms Beloved Dr. Faustus OUTSIDE READING FOR THE SECOND WEEKS Jude the Obscure King Lear Great Expectations Hedda Gabler The Natural Oedipus Rex Things Fall Apart Crime and Punishment Lord Jim Moby Dick The Glass Menagerie Invisible Man DIRECTIONS: Choose one of the following prompts to direct your analysis of your outside reading novel/play/collection of poems. Your essay should be double spaced (font size 12 pts.) and should range between 750 and 1000 words in length (3 to 4 pages). 1. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. If the novel that you read contains such a character who plays a significant role, show how that character's alienation reveals the surrounding society's assumptions and moral values. 2. The British novelist Fay Weldon offers this observation about happy endings: "The writers, I do believe, who get the best and most lasting response from readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events-a marriage or a last minute rescue from death- but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death. " If the novel that you read has the kind o f ending that Weldon describes, in a well-organized essay identify the "spiritual reassessment or moral reconciliation" evident in the ending and explain its significance in the work as a whole. 3. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. If you selected a novel or play that includes such a scene, in a focused essay discuss the contribution the scene makes to the meaning of the work as a whole. 4. Novelists and playwrights frequently introduce supernatural creatures or elements in their works-oracles, witches, fairies, ghosts; symbolic characters or places or objects-to perform various functions such as the following: to create dramatic irony and arouse thereby the sense of tragic fear or comic expectation in the audience; to serve as a stimulus to set the protagonist's nature in motion without determining whether the direction of the motion will be right or wrong; to point out, often in clear and impressive language, the course of the story. If your chosen novel or play contains supernatural elements, in a carefully organized essay show how these fulfill anyone of the functions enumerated above.
AP Literature and Composition The list of authors to consider for the outside reading essay: Novelists Jane Austen Saul Bellow Emily Bronte Raymond Carver Kate Chopin William Faulkner Henry Fielding F. Scott Fitzgerald Henry James James Joyce D. H. Lawrence Gabriel Garcia Marquez Vladimi\r Nabokov Mark Twain John Updike Alice Walker Virginia Woolf Playwrights Samuel Beckett Anton Chekhov Eugene O’Neill Harold Pinter Luigi Pirandello Sam Shepard Sohocles Tennessee Williams Poets W. H. Auden William Blake Geoffrey Chaucer Emily Dickinson Langston Hughes John Keats Sylvia Plath Walt Whitman William Butler Yeats Dr. Rakic AP Literature and Composition OUTSIDE READING DIRECTIONS: Choose one of the following prompts to direct your analysis of your outside reading novel/play/collection of poems. Your essay should be double spaced (font size 12 pts.) and should range between 750 and 1000 words in length (3 to 4 pages). 1. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. If the novel that you read contains such a character who plays a significant role, show how that character's alienation reveals the surrounding society's assumptions and moral values. 2. The British novelist Fay Weldon offers this observation about happy endings: "The writers, I do believe, who get the best and most lasting response from readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events-a marriage or a last minute rescue from death- but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death. " If the novel that you read has the kind o f ending that Weldon describes, in a well-organized essay identify the "spiritual reassessment or moral reconciliation" evident in the ending and explain its significance in the work as a whole. 3. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. If you selected a novel or play that includes such a scene, in a focused essay discuss the contribution the scene makes to the meaning of the work as a whole. 4. Novelists and playwrights frequently introduce supernatural creatures or elements in their works-oracles, witches, fairies, ghosts; symbolic characters or places or objects-to perform various functions such as the following: to create dramatic irony and arouse thereby the sense of tragic fear or comic expectation in the audience; to serve as a stimulus to set the protagonist's nature in motion without determining whether the direction of the motion will be right or wrong; to point out, often in clear and impressive language, the course of the story. If your chosen novel or play contains supernatural elements, in a carefully organized essay show how these fulfill anyone of the functions enumerated above.
CLASSROOM RULES AND POLICIES Dr. Rakic My classroom rules are simple: Students are to not disrupt instruction or learning. Students are required to bring notebooks, pocket folders, pencils or pens, their textbook, and assigned books to class every day. All rules in the student handbook apply in my classroom. Respect is the key; respect for other people and their property and self respect. I am particularly intolerant of students putting down and harassing other students. A safe classroom environment is an absolute necessity in education. I will only give one warning in these infractions. Language/behavior/clothes deemed inappropriate by the teacher/school policy will not be tolerated. My classroom is a PUBLIC place, so civil language and actions are expected. No food, drink, gum or backpacks in class. A bag is considered to be a backpack if the teacher handbook can fit inside of it and close. Attendance: It is essential to attend class in order to perform well. For further information on the attendance policy, consult your student handbook. Please call the attendance office within 24 hours of an absence. Procedures: Missed assignments. Students will be allowed to complete assignments for missed days which were excused absences. Tests will be given before or after school only. All work must be completed in the number of days the student missed (2 days out = 2 days to make up work). It is the student’s responsibility to find out what work was missed. Late work. The late work will be accepted if it is one day late; it will receive 50% of the regular credit. If the late assignment is turned in at the end of the day, it will receive 75%. Participation. Students can gain success in the classroom only if they work towards goals set by themselves and the teacher. Working with others is an important aspect in reaching these goals (this includes listening to others). Punctuality. Time is something that we don’t have enough of in school. So, it is important for everyone to be ready to work when the bell rings. If tardy, the student needs to knock on the door and go quietly to his/her seat. A tardy is defined as late to class less than 5 minutes (South Planner, p. 19). The teacher will call home after the third tardy. On the fourth tardy, the teacher will assign Saturday school. Organization. Students are expected to adhere to certain policies regarding organization in the class, such as seating arrangements, maintaining a course portfolio of work, keeping the classroom in perfect order, following guidelines for assignments and bringing materials to class. Three yes’s Three no’s Be ready for work 1. No talking or walking Be on time 2. No disrespect Participate 3. No food, drink, gum, CD/game Players, backpacks, cell phones Sign and detach along the dotted line……………………………………………………………………………………… I have read and understood the class rules and agree to work toward fulfilling them.
Student’s signature Parent’s signature Date |