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MRS. SCRUGGS HONORS ENGLISH III SYLLABUS Pinecrest High School Instructor: Mrs. Wendy Scruggs, AP Certified, AIG Endorsed Room Number: 2201 Tutoring Schedule: Daily before school; afternoons by appointment Phone: (910)302-8412 Email: [email protected] WEBSITE: https://sites.google.com/site/mrsscruggssenglish/ COURSE DESCRIPTION: This course provides an in-depth study of U.S. literature and U.S. literary nonfiction especially foundation works and documents from the 17th century through the early 20th century. Deep contextual analysis will occur with students analyzing literary and non-literary texts using several critical lenses to produce written responses that demonstrate a high level of comprehension and extensive knowledge of how American literature reflects the American experience and at least one Shakespearean play will be included. A strong emphasis on research writing and analyzing argumentative/persuasive devices in non-fiction texts will occur, using self- directed and reflective learning. Higher level thinking and analysis skills will be emphasized through interdisciplinary and critical perspectives. Textbooks: Prentice Hall Literature: The American Experience online; Holt: Elements of Literature 5th Course; Crafting Expository Argument; Patterns of Composition Policies Attendance: Please refer to student handbook for additional policy information about absences. Students will receive a zero for all work on assignment dates for unexcused absences. Make-up Work It is the student’s responsibility to coordinate arrangements with the teacher(s) and complete make up work and tests within 3 school days upon the student’s return to school. If the absence is unlawful, the student may not receive credit for work missed. Make-up work may not be completed during class time. All make-up work must be completed before or after school. Tardy: Please see Student Handbook on tardy policies. You are considered tardy if you are not in your seat when the bell rings. Failure to comply will result in the following consequences: 1st tardy-Teacher detention before or after school 2nd tardy-Teacher detention before or after school 3rd tardy-Teacher detention before or after school 4th tardy-Disciplinary write-up All Pinecrest High School and Moore County School rules, regulations and policies stated in the student handbook and code of conduct apply. Percentages & Grading Scale Homework/Classwork/Quizzes/Reading/Participation-25% Formal Essays/Longer papers/Essay Blogs-30% Tests/Major Projects-25% Short blogs/Discussion Boards/Notebooks-20% State Final Exam- 25% of the course A B C D F 90-100 80-89 70-79 60-69 0 -59 Classroom Procedures and Expectations: ● ● ● ● ● ● ● ● ● ● All students must be in their seats before the tardy bell rings to not be counted tardy. Students should begin bell work assignment immediately. This is not time to socialize; it’s time to learn. This will be checked. Students must bring all required materials to every class meeting. Failure to do so will result in lost points in your classwork grade. No personal grooming, food, or drink other than water in class. Also, no electronic devices (i.e. ipods, mp3s, cell phones, etc.). If you use it in class, you lose it to the discipline clerk. All such devices must be cut off and put away during class, or they will be confiscated. After an absence, it is your responsibility to find out missed work. Assignments will be posted on the calendar in the room, on Edmodo, and on our class website. Treat yourself and others with respect for a great year. You will need to send me an email address to access our class password-protected website. It is your responsibility to post required assignments online by the deadline. Follow all classroom rules posted and all school rules. HOMEWORK IS DUE ON TIME. FAILURE TO TURN IN WILL RESULT IN A 0. PARTICIPATE! Supplies: School-assigned laptop, one 2-inch or larger three-ring binder, LOTS of notebook paper, USB flash drive, packs of highlighters, several packs of post-it or similar sticky notes, blue pens, black pens, other colored pens for editing such as green/aqua/purple (no light, hardto-read pastels), #2 pencils, 4 pack of pocket dividers, an email for students to use **Project covers may be required later in the year, but most are electronic projects. Wish List: Glue sticks, facial tissues, hand sanitizer, post-its (or similar "sticky" notes) Students may receive 3 points of extra credit towards an assignment for each tutoring session attended. You must come with questions/goals and work during the tutoring session for extra credit. First Grading Period Unit 1: Pre-colonial Literature Rhetoric (Patterns) Mode: Introduction Chapter 1 pp. 1-7: Reading to Write Chapters 2-5 pp.13-78: The Writing Process Diagnostic essay: Explain your writing process (Reflection) Mode: Narration and Description Chapters 6-7 pp.83-201 Narrative essay and descriptive essay Focus: Voice, logical progression of ideas, purpose, narrowing a personal topic, reflective introspection Research/Technology: model narratives, accessing web-based activities, effective webbased searching Revision: Peer-editing, conferencing, student/teacher-generated rubrics Conventions/Grammar: Grammar review with focus on clear sentence structure, verb tense, pronoun antecedent, and effective use of phrases Reading (Prentice Hall: The American Tradition) Strategies: author’s purpose, visual, cultural details, connect (self-text, text-text, and text-world), paraphrasing Literature: creation myth, oral traditions, journals, sermons, explorative narratives, Puritan Plain Style (poetry) Literary Terms: apostrophe, metaphor, point of view, imagery, oral tradition, plot, setting Sample Readings: “The Earth on Turtle’s Back”, “When Grizzlies Walk Upright”, “Journal of the First Voyage to America”, “Of Plymouth Plantation”, “Housewifery”, “To My Dear and Loving Husband”, “Sinners in the Hands of An Angry God” Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues (synonyms/antonyms), integrated (literature-connected) vocabulary, content specific vocabulary Technology: Art transparencies, Web search, Native American music Unit 2: Revolutionary and Early National Literature /Enlightenment Rhetoric (Patterns) Mode: Exemplification Chapter 8 pp.203-266: Introduction, Readings Exemplification Essay Mode: Process Chapter 9 pp.267-326: Introduction, Readings Process essay Focus/Organization: purpose, audience, context, rhetorical devices, syntax, diction Research/Technology: web-based search, online-textbook, research propaganda Revision: peer-editing, student-teacher conferencing, sufficient detail, clear objectives, word choice, 6 traits of writing (ideas, organization, voice, word choice, sentence fluency, conventions) Conventions/Grammar: usage and mechanics (sentence fluency, sentence fragments, run-ons, active and passive voice, parallelism, double negatives, subject-verb agreement) Reading (Prentice Hall: The American Tradition) Strategies: fact/opinion, author’s purpose, main points, rhetorical devices, interpreting formal diction, context clues Literature: speeches, autobiographies, historical documents, news, propaganda, private and public letters Literary Terms: imagery, formal colloquial, diction, rhetorical devices (repetition, alliteration, rhetorical questions, parallelism, similes, metaphors, hyperbole, etc.), aphorisms, personification Suggested Reading: “The Declaration of Independence”, “The Autobiography of Benjamin Franklin”, “Poor Richard’s Alamanck”, “The Interesting Narrative of the Life of Olaudah, Equiano” “The Crisis”, “Hymn to the Evening”, “From Letters from an American Farmer”, “The Speech in the Virginia Convention”, “To His Excellency, General Washington Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues (synonyms/antonyms), integrated (literature-connected) vocabulary, content specific vocabulary, etymologies, SAT word lists Technology: audio/CD (music from 1776), resource CD, music (The Star Spangled Banner), projector/PowerPoint, videos of famous speeches Unit 3: Romanticism Rhetoric (Patterns) Mode: literary analysis (research-based) Mode: Cause and Effect Chapter 10 pp. 327-386: Introduction, Readings Cause-and-Effect Essay Mode: Comparison and Contrast Chapter 11 pp.387-450: Introduction, Readings Comparison-and-contrast Essay Content (Prewriting/Creating/Revising): Focus/Organization: figurative language, point of view, style, poetry forms, sound devices Style: compare/contrast, formal Research/Technology: web-based research, effective search, literary web searching, fluency of search engines Revision (content only): extraneous information, textual support and evidence, elements of literary period Conventions/Grammar: Sentence variation: varying sentence openers, participial phrases, subordinating clauses, compound, complex, and compound-complex sentences Verbal Phrases: infinitives, gerunds, participles, prepositions and their phrases Clauses: adjectival, adverbial, noun Reading (Prentice Hall: The American Tradition) Strategies: visual, compare, contrast, inferences, sensory details Literature: poetry, short story, novel Literary Terms: internal rhyme, meter, free verse, allusion, alliteration, rhyme scheme, slant rhyme, irony, foreshadowing, symbolism, indirect and direct characterization, round, flat, and dynamic characters, omniscient point of view Suggested Reading: “The Fall of the House of Usher”, “Thanatopsis”, “The Devil and Tom Walker”, “Old Ironsides”, “Crossing the Great Divide”, excerpts from Moby Dick, “ The Minister’s Black Veil” Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues (synonyms/antonyms), integrated (literature-connected) vocabulary, content specific vocabulary, etymologies, SAT word lists Technology: art transparencies, online author bios, online text videos, interactive self-assessment, videos, PowerPoint Unit 4 Transcendentalism Rhetoric (Patterns) Mode: Classification and Division Chapter 12 pp.451-508: Introduction and Readings Classification-and-division Essay Content (Prewriting/Creating/Revising): Focus/Organization: introspection, purpose, style, voice, diction Style: descriptive, preCivil War, elaborate, long sentences Research/Technology: model group draft, Internet for bio information Revision: elaboration and details; inferences and conclusions; respond respectfully to viewpoints and biases; details reflecting Transcendentalist values, beliefs, and elements. Conventions/Grammar: Run-ons, pronoun-antecedent agreement, split infinitives, gerunds, participles, sentence parts, and predicate nominatives and predicate adjectives. Reading (Prentice Hall: The American Tradition) Strategies: drawing inferences about meaning, analyzing imagery, challenging the text Literature: essay, narrative fiction, poetry and nonfiction modes Literary Terms: Transcendentalism, stream-of-consciousness, free verse, extended metaphor, lyric, slant rhymes, parallelism, alliteration, consonance, assonance, repetition Suggested Reading: “From Nature”, “Civil Disobedience”, “Walden”, poems by Whitman and Dickinson Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues (synonyms/antonyms), integrated (literature-connected) vocabulary, content specific vocabulary, etymologies, SAT word lists Second Grading Period Unit 5 Realism/Naturalism/Regionalism Rhetoric (Patterns) Mode: research paper (Graduation Project) Mode: Definition Chapter 13 509-554: Introduction and Readings Definition Essay Mode: Argumentation Chapter 14 pp.555698: Introduction and Readings Induction and Deduction Fallacies Refuting Others Short Refutation Essay Content (Prewriting/Creating/Revising): Focus/Organization: purpose, audience, thesis development, supporting details, unity, coherence, logical sequence Style: formal, diction suited to purpose and audience, mature vocabulary Research/Technology: citation cites such as: Word, Son of Citation Machine, NCLive, WiseOwl, MLA.org, Purdue Owl, www.grammar.commnet.edu Revision: develop a working thesis, clear topic sentences, effective transitions, strong introductions and conclusions, elaboration and detail Conventions/Grammar: consistent verb tense, comma splices, sentence variety, correct MLA citations and quotations, coherence, grammar mechanics and usage. Reading (Prentice Hall: The American Tradition) Strategies: reading aloud, textual analysis, predictions, recognizing historical details, establishing a purpose Literature: journals, narrative fiction, spirituals, letters, speeches, autobiographies Literary Terms: Realism, Naturalism, Regionalism, local color, irony, humor, colloquialism, idioms, dialect, stream-of-consciousness, allegory, hyperbole, diction, tone, mood, conflict, dramatic irony, archetypal themes, allusion , and parallel structure Suggested Reading: “An Episode of War”, “short stories by Mark Twain, “An Occurrence at Owl Creek Bridge”, “My Bondage and my Freedom”, “Gettysburg Address”, “I will Fight no More”, “To Build a Fire”, “Douglass”, “We Wear a Mask”, “The Awakening”, “The Story of an Hour” Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues (synonyms/antonyms), integrated (l literature-connected) vocabulary, content specific vocabulary, etymologies, SAT word lists Technology: online essay scorer, interactive textbook, DVDs, audio books, computer assessment, online research paper assistance, Word, music CDs/downloads Unit 6 Novel & Shakespeare Unit 7 Modernism Rhetoric (Patterns) Mode: expository, informational, research paper) Content (Prewriting/Creating/Revising): Focus/Organization: purpose, audience, thesis development, supporting details, unity, coherence, logical sequence Style: formal, diction suited to purpose and audience, mature vocabulary Research/Technology: citation cites such as: Word, Son of Citation Machine, NCLive, WiseOwl, MLA.org, Purdue Owl, www.grammar.commnet.edu Revision: develop a working thesis, clear topic sentences, effective transitions, strong introductions and conclusions, elaboration and detail Conventions/Grammar: consistent verb tense, comma splices, sentence variety, correct MLA citations and quotations, coherence, grammar mechanics and usage. Reading (Prentice Hall: The American Tradition; Novel excerpts) Strategies: conceptualizing, drawing conclusions, making inferences, Existentialist influences, relating structure to meaning Literature: narrative fiction, poetry, imagists, speeches Literary Terms: Imagists, Modernism, Roaring Twenties, satire, symbol, dialogue, narrative poetry, characterization, apostrophe, stream-of-consciousness, conflict and resolution, changing points of view (limited, blank verse, speaker, flashback, foreshadowing, theme, dramatic monologue, pastorals, simile, personification Suggested Reading: The Great Gatsby, “Winter Dreams”, poems by Frost and Cummings, Dust Tracks on a Road, “Chicago”, “Grass”, The Jilting of Granny Weatherall”, “A Rose for Emily”, “Acceptance Speech”, “The Night the Ghost Got In” Langston Hughes’s poetry, music by Louis Armstrong, visuals by Bessie Smith, Grant Wood’s “American Gothic,” Steinbeck’s Of Mice and Men or Grapes of Wrath and “The Pearl,” Richard Wright’s Native Son and Black Boy, Ralph Ellison’s Invisible Man, McKay “The Tropics in New York,” Toomer “Storm Ending.” Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues (synonyms/antonyms), integrated (literature-connected) vocabulary, content specific vocabulary, etymologies, SAT word lists Technology: audio CDs, online author biographies, online self-assessments, DVDs, PowerPoint, Word, Internet Conventions/Grammar: consistent verb tense, comma splices, sentence variety, correct MLA citations and quotations, coherence, grammar mechanics and usage. Third Grading Period Unit 8:Contemporary Mode: reflective essay and review of aims and modes Content (Prewriting/Creating/Revising): Focus/Organization: influences of post-industrialization, antidisestablishmentarianism, Cold War influences, cultural influences on writing Style: informal and reflective Research/Technology: PowerPoint, video, web quests Revision: linguistic evolution, integration of foreign words into lexicon Convention/Grammars: elliptical clauses, nonessential and essential clauses and phrases, superlative and comparative modifiers, commonly confused words, varying sentence structure, transitive and intransitive verbs, transitions and transitional phrases, parallel structure. Reading (Prentice Hall: The American Tradition and excerpts) Strategies: making broader connections, hypothesis, drawing conclusions, inference, identifying main ideas and supporting details, applying themes to contemporary events. Literature: short stories, speech, novels, fiction, nonfiction, Webpage, drama Literary Terms: objective and subjective, satire, parody, rhetorical devices, anecdote, simple setting, symbol, onomatopoeia, dialogue, stage directions, allusions, all drama terms, all poetry terms. Suggested Reading: Death of a Salesman, A Raisin in the Sun, “Coyote vs. Acme,” Glass Menagerie, and teacher/student selected texts. Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues (synonyms/antonyms), integrated (literature-connected) vocabulary, content specific vocabulary, etymologies, SAT word lists Technology: audio CDs, videos, web quests Textbooks/Course Materials Primary Texts: Author: Mandell, Stephen R. Second Author: Kirszner, Laurie G. Title: Patterns for College Writing: A Rhetorical Reader Publisher: Bedford/St. Martin's Published Date:2003-07-14 Description: Foundational documents including Magna Carta, the Declaration of Independence, and the Universal Declaration of Human Rights. Speeches, memoirs, letters, essays, fiction, and poetry illuminate important events and themes in the history of the individual in relationship to society. Introductory essays and appendixes help make connections among different periods and places. Stimulating discussion questions are included for each selection. Title:Prentice Hall Literature: The American Experience Publisher: Pearson Education, Inc. Published Date:2007 Description: Survey anthology of American literature representative of various genres, authors, and literary periods. Additional Texts: Author: Burnett, Dawn Title: Daily Grammar Practice: Junior Level Publisher: DGP Publishing Published Date:2004 Author: Gibaldi, Joseph Title:MLA Handbook for Writers of Research Papers Publisher: The Modern Language Association of America Published Date:2003 Author: Barnet, Sylvan Second Author: Bedau, Hugo Title: Current Issues and Enduring Questions: A Guide to Publisher:Bedford/St. Martin's Published Date:2004-06-24 Author: DiYanni, Robert J. Title: One Hundred Great Essays (Penguin Academics Series) Publisher: Longman Published Date:2007-03-1 Author: Lunsford, Ronald F. Second Author: Bridges, Bill Title: Longwood Guide to Writing, The (4th Edition) Publisher: Longman Published Date:2007-11-16 Other Course Materials: A Pocket Style Manual; A Guide to MLA Documentation; The Bedford Glossary of Critical and Literary Terms; The Riverside Reader; Everyday Use (AP Edition); The Language of Composition, and handouts. Novels: The Great Gatsby, Their Eyes Were Watching God, The Scarlet Letter, The Red Badge of Courage, Of Mice and Men, Into the Wild. Powernotes (Holt) for English III, Language Network Power Presentations, and Kaplan Essential Review Writing and Vocabulary. I have read and understand Mrs. Scruggs’s English III course syllabus. Parent Name (Print): _______________________________________ Parent Signature___________________________________________ Date _______ Phone # ____________________ Email address ___________________________________________