Download Wartnik E.4 Documented Syllabus

Wartnik E.4 Documented Syllabus
1
Syllabus
***English IV***Neil Wartnik*** (Revised 12/28/14)
Mr. Wartnik’s Goal: To build a community of goodwill, where everyone strives to become great
readers, great thinkers and great communicators.
Classroom Expectations:
Respect
Honesty
Dependability
Growth Mindset
Resources & Tools:
*Black + Dark Blue Ball Point Pens
*Pencils
*Notebook Paper
*Spiral Notebook (For Warm-ups)
*3-Ring Binder
*Text book/Reading Materials
* Highlighters, Colored Pencils and Rulers are optional
What Do Grades Mean in Mr. Wartnik’s Class?
Proficiency Scale
A-5/6 (100-120%)
B-4 (80-89%)
C-3 (70-79%)
D-2 (60-69%)
I-1 (0-59%)
Exemplary Work; Exceeds Mastery
Solid Work; Strong Evidence of Mastery
Sufficient; Evidence of Adequate, not Advanced Mastery
Mediocre; Evidence of Partial Mastery
Incomplete: Little or No Evidence of Mastery
AP Grade Scale
9-Exemplary (100%)
8-Outstanding (92%)
7-Very Good (86%)
6-Good (82%)
5-Okay (76%)
4-Close (72%)
3-Floundering (64% Semester 1 and 20% Semester 2)
2-Lost (10%)
1-No Development (5%)
0-No Understanding (0%)
*Because the state has defined proficiency as the goal of public education, I give students
multiple opportunities to demonstrate skill. When a student shows significant growth on
summative assessments, his/her higher score(s) will replace previous scores on equivalent
assessments.
Class Policies & Procedures:
1. Required Assignments? You must complete all summative assessments to a minimum
acceptable standard. Summative assessments include tests and major essays.
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2. Passes? a privilege that can be lost. Get them before school, after school, or after class.
3. Groom and dress: Neither hats nor distracting apparel may be worn in class.
4. Technology use? With instructor permission, technology is allowed. Game Over: The
Carmen rule!
5. Bathroom Use?
*Is it okay with Mrs. Tatum and Mr. Franklin? Some students lose the privilege
*Are you abusing the privilege?
*Have you made a scene?
*Have you asked respectfully at an appropriate time?
6. Water only; no other food or drink may be consumed in the classroom without my OK.
7. Deadlines? Composition is a creative act. Not everyone creates in the same way or at the
same rate. Therefore my composition deadlines have some flexibility. However, you
must complete all major compositions to receive credit for the class! If you get stuck on
a composition, come to office hours before or after school so you can get you un-stuck.
Daily assignments are time sensitive. I expect you to come ready for class discussions or
peer editing day-by-day. Bring what you have—even if not finished. Accept and deal with
your reality. Make improvements and grow as a student. Never feel stupid because you are
struggling on an assignment. Be a problem-solver; overcome fears.
8. Tardy Policy? Be in your seat ready and able to work when the bell rings, or you may be marked
tardy.
9. Attendance Policy? Bring a note or have your parent/guardian call within twenty-four (24)
hours after an absence. Deal with absences before class! Notes need the date of and reason
for the absence. Remember, not all absences are excused by the office and UA’s affect your
grade. Refer to the handbook for clarification. Work missed during an excused absence
receives full credit if turned in according to the student handbook guidelines.
10. Cheating/Plagiarism? Major essays and tests, must be redone and resubmitted for you to
pass the class. A second offense results in automatic loss of semester credit.
Learning Targets/Standards in Brief:
1. Students will be able to write coherent, fluent paragraphs & essays with all TRIAC elements,
according to MLA conventions.
2. Students will be able to write essays in the narrative, expository, and argumentative modes,
providing an introduction, body and conclusion, using Standard Written English.
3. Students will learn how to build vocabulary knowledge independently.
4. Students will be able to competently analyze themes, characters, irony, symbolism, figurative
language, and other major literary devices and elements.
5. Students will be able to analyze and articulate the purpose, organization, development, and
style of informational & literary texts.
6. Students will be able to analyze and interpret information presented in a variety of
forms/modalities.
7. Students will be able to interpret information and explain its significance.
8. Students will be able to research a topic effectively and express findings ethically.
9. Students will be able to compare, contrast, and synthesize information from a variety of
sources.
10. Students will be able to explain how works of literature, art, music, and other rhetorically
significant communication forms relate to them personally.
11. Students will be able to express their ideas and understanding in a variety of
formsmultimedia.
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Parent(s):
If you would like to examine the scope and sequence of my English 4 class, you will find the
document on my page of the school web site: www.siuslaw.k12.or.us , Neil Wartnik.
If you or your child have any questions or need assistance, I am available 7:45-8:20 most
mornings and 3:10-4:00 most afternoons. During wrestling season I leave for practice by 3:30 most days,
but can stay later if necessary. I truly enjoy getting to know the people I serve and doing all I can to make
their experience positive. To contact me, you may call 541-997-3448 or email me at
[email protected], and I will get back to you as promptly as possible.
Please print your full name(s) and your e-mail address.
----------------------------------------------------------------------------------------------------------------------------- -Full Name(s): ________________________________________________________________________
E-Mail Address: ______________________________________________________________________
Question/Comment:
We the undersigned fully understand the expectations of this course as outlined above. It is
important to have an environment conducive to the educational process, and the expectations above are
designed to help accomplish these educational goals.
X____________________________________________Date_______
Student signature
X____________________________________________Date_______
Parent(s) signature
Wartnik E.4 Documented Syllabus
Learning Targets/Standards Expanded:
A. Composition:
1. Standard Written English: Following conventions:
*Grammar/Syntax
*Punctuation
*Capitalization
*Paragraphing (TRIAC)
2. Argumentative
a. Claim>Support>Warrant
~Synthesis of the Comprehensive Comments, Claims, and
Evidence Made on an issue; All Sides Considered
~Resolution of Contradictions Where Possible
~Determination of Additional Info needed to Further Analysis
b. Introduction—>Body—>Conclusion/Synthesis
~Topic Sentences
~Sequencing for Effect
~Transitions
~Balanced Development
c. Stylistic Considerations:
~Clear/Coherent: Reads Well; Easy to Understand
~Writes to a Diverse Audience: Rhetorical Considerations
-Thoughtful Concession and Rebuttal
-Considers all Positions’ Weaknesses, Strengths, and
Reasons.
~Effective Voice, Tone for WriterReader Relationship
~Clearly Defined, Meaningful Purpose
~Effective Development & Structure
~Effective Use of Technology/Multimedia
d. SWE (Meeting the Conventions of Standard Written English)
3. Informative:
a. Assertive Thesis>Support>Analysis>Conclusion/Synthesis
~Selecting premium support
-Best Sources, Content, Analogies, Anecdotes
~Justifying and explaining support where appropriate
b. Introduction—>Body—>Conclusion
~Topic Sentences
~Sequencing for Effect
~Transitions
~Balanced Development
c. Stylistic Considerations:
~Clear/Coherent
~Writes to a Diverse Audience: Rhetorical Considerations
~Effective Voice, Tone for WriterReader Relationship
~Clearly Defined, Meaningful Purpose
~Effective Development & Structure
~Effective Use of Technology/Multimedia
d. SWE (Meeting the Conventions of Standard Written English)
4. Narrative:
a. Based on class reading(s)—writing reflectively.
b. Developing Real or Realistic Experiences/Events
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Wartnik E.4 Documented Syllabus
~Well chosen Details
~Effectively Sequenced: Beginning>Middle>End
~Highlighting Life Change and/or Insight
c. Organized:
~Intro>Body>Conclusion
~Logically Sequenced, using Chronology as appropriate
-Flashback and foreshadow are acceptable variations
~Transitions & Unifiers
d. Incorporating Effective Techniques:
~Narrator POV/Voice that engages the reader
~Multiple Plotlines? (Enrichment for those wanting a challenge)
~Characterization: Description, Action, and Dialogue
~Setting: Description
~Plot Devices: Foreshadow, Flashback, Advancing Conflict
~Language Devices: Imagery, Symbolism, Figurative Language
~Intricacy of Tone: Suspense, Intrigue, Irony
e. SWE (Meeting the Conventions of Standard Written English)
B. Literature:
1. Vocabulary Analysis: (Ongoing)
a. Context
b. Dictionary: Print/Online
c. Frayer Analyses
d. RPS (Root, Prefix, Suffix Analysis)
e. Word Analysis: Using Write-in Readers
~Part(s) of Speech
~Origin
~Pronunciation
~Word Meaning(s)
f. Additional Considerations:
i. ambiguity/multiple meanings
ii. symbolism
iii. Nuance: connotation vs. denotation
iv. abstract concepts
2. Objective Summary of a Complex Text: King Lear, The Scarlet Pimpernel
Endurance, Lord of the Flies, and/or Animal Farm
3. Structural Analysis:
a. The effects of Beginnings and Endings on:
i. Structure
ii. Aesthetic Value
iii. Meaning
b. Impact of Structure on Clarity, Engagement, and Persuasiveness
4. Analyze Development of a Complex Set of Ideas or sequence of events over
the Course of a Text (King Lear, Lord of the Flies, & The Scarlet Pimpernel)
a. Impact on Characters, Themes, Conflict, and Plot
5. Literary Analysis Essays:
a. Impact of Author’s Developmental/Stylistic Choices
i. Literary Elements (Novel, Drama, Poetry)
ii. Literary Devices
Specific Analyses:
a. Narrator’s Voice: Satire, Irony, Sarcasm, and/or Hyperbole
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Consider the difference between explicit and implicit meaning.
*The Scarlet Pimpernel or Lord of the Flies
b. Symbolism: *The Lord of the Flies
c. Theme: King Lear or Lord of the Flies
d. Setting: *The Scarlet Pimpernel or Lord of the Flies
e. Character/Conflict: *The Scarlet Pimpernel; King Lear; The L o t F
6. Analysis of Interpretations:
a. Analyze works interpreted by multiple authors and/or in
multiple mediums: eg. King Lear, King Arthur, or The Scarlet Pimpernel
7. Rhetorical Effectiveness (Literary & Informational Text):
~ POV
~Purpose
~Language
~Tone
~ Evidence
~Points of Emphasis
~Logic: Premises + Reasoning
*Bacon’s Essays “Of Riches” & “Of Studies”; Shakespeare’s Sonnets,
Psalm 23, Ecclesiastes 3, I Corinthians 13, from The Pilgrim’s Progress,
From Gulliver’s Travels, Lord of the Flies, King Lear; A Vindication to
the Rights of Women, et al
8. Interpreting Diverse Media: Use the Rhetorical Triangle as a lense
~Visual: Pictures, Displays, Art, Cartoons, Ads, Videos, Programs
-Amazing Grace &/or Pride and Prejudice
~Auditory: Music, Speech, Debate
9. Research Essay:
a. Self-initiated (At least once)
b. Formatted according to MLA Conventions:
~Annotated Bibliography
~Works Cited
~In-text Citations
~Quotation, Paraphrase, and Summary
c. Advanced Analysis of Textual Support
d. Synthesis of Multiple Sources (Primary/Secondary Sources)
i. Source Selection: Authoritative (Annotated Bibliography)
-Using Advanced Searches
ii. Literary and Informational Texts
- Literary Texts with Multiple Themes (L of the F, KL, The SP)
e. Analysis of Support Is the Basis of Valid, Insightful Conclusions
*Students will develop a research essay around a focal issue, era, or author
~Issue: Women’s Rights, Abolition of the Slave Trade, Literacy, et al
~Era: The Renaissance, The Victorian Age, The Reformation, et al
~Author: Look at the syllabus. Where applicable there are lists of famous authors.
**Students will present their research to the class using a Powerpoint document.
D. Speech:
1. Panel Discussion:
~Integrating and/or Responding to the ideas of others
~Articulating Personal Views Clearly and Convincingly
~Ability to Interact Effectively with Diverse Partners.
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*Topics will be derived from The Scarlet Pimpernel, King Lear, The Lord of the Flies, The
Areopagitica, and other compelling works of literature
**Goal: Internalization of a Perspective and the ability to React Thoughtfully and Articulately to
Alternative and Opposing views.
2. Oral Presentation:
~Of Findings
~Rich in Meaning/Value
~Compelling Evidence/Development/Support
~Effective Organization
~Style Appropriate to the Task>>Delivery + Tone + Language
~Connects with the Audience
~Uses Media Effectively
*Multiple Contexts and/or Tasks
*Short presentation early, Long presentation later in the year
**Assign students to period analyses—based on background information in the LiteratureText.
***Use of Powerpoint or Other Multimedia Resource Is Mandatory.
3. Speech Analysis: Rhetorical Triangle
~ POV: Assessing Stance/Bias
~Purpose
~Organization: Links among Ideas
~Language
~Tone
~Use of Evidence + Rhetoric
~Points of Emphasis
~Logic: Premises + Reasoning
*Use Queen Elizabeth’s “Speech to the Troops at Tilbury” and/or William Wilberforce’s May 12,
1789 Speech to Parliament.
4. Inquiry-based Discussion (Based on Interpretive Questions):
~Allow for Full Range of Positions
~Verification and Clarification of Ideas and Positions
~Challenges to Ideas and Positions
~Conclusions (Based on the Discussion)
*Goal: Help Students Understand, Internalize, Synthesize and Apply Techniques and Skills.
*Assignments will be based on in-class discussions.
Ongoing Learning Activities:
*Vocabulary Development
*Grammar Development/SWE
*Self-Reflective Journaling
Overarching Theme: British Literature
Progression:
1. Introduction-Growth Mindset Unit
2. Pretest-Establish Baseline
3. Overview of the Periods (Open with a Ppt. Presentation of the Anglo-Saxon Period)
4. The Anglo-Saxon Unit (Ballads, Historical Narratives + Beowulf)
5. The Medieval Period (Le Morte d’Arthur, Gawain + Canterbury Tales)
6. The Renaissance Period (Shakespeare; Milton)
7. The Enlightenment Period (Bunyan, Swift + Defoe)
8. The Romantic Period (Wilberforce; Jane Austen)
9. The Victorian Age (The Scarlet Pimpernel)
Wartnik E.4 Documented Syllabus
10. The 20th Century to Contemporary Period (Endurance, L of the Flies, Animal Farm)
Unit 1: “The Importance of Mind Set”
Goals:
1. Analyzing text to gain understanding and using knowledge of text in written and oral
explanations.
2. Knowledge of Oregon Standards for Assessing Comprehension of Informational Text .
Readings:
“Think You’re Smart?” (Kevin Cool) & “Effort Effect” (Marina Krakovsky)
Formative Assignment: Analyze main points: Quotation, Paraphrase & Comment
Formative Assignments: 1. Analyze the structure of the article;
2. Write a summary of “Effort Effect”
Activities:
1. Formative TRIAC: [What is Marina Krakovsky’s goal in her article about Carol Dweck’s
research?]
11-12.RI.1
11-12.W.2
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
b. Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
c. Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
3. FRAYER AnalysisTRIAC Explanation of PRIDE acronym
11-12.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
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a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
11-12.W.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Unit 2: The Anglo-Saxon Period (449-1066 AD)
Unit Goals:
1. Strengthen ability to analyze text and demonstrate understanding in a variety of ways,
written, oral and multi-media.
2. Student Understanding of Life & Literature in Anglo-Saxon Britain.
3. Accurate Self and Peer Assessment of written explanations and products using Score
Guides.
*Option: Break the Class into three groups. Each group will focus on one of the three
short narratives and report back to the class, reviewing their Findings/Revelations.
Activities:
1. Read Unit Background (84 HB): Provide Scaffolding for Unit Readings
~ Top 7 List of most important things to know about Britain at this time
~Class comparison and debrief
~Lecture to fill in gaps
Word Puzzles/Riddles
*from the Exeter Book: “Anglo-Saxon Riddles” (238 SB/107 HB)
~Answer Analysis Question after the selection
~Write a succinct explanation of the riddle-solving process for one of the riddles studied.
Period Narratives:
“The Conversion of King Edwin” (90 HB): QPC’s + Timeline
~Answer text questions; document and cite as necessary
~Formative Assessment: TRIAC interpretation of the reading
*What do readers learn about Edwin and his people by St. Bede’s account?
“The Story of Caedmon” (95 HB): QPC’s + Timeline
~Answer text questions; document and cite as necessary
~Formative Assessment: TRIAC interpretation of the reading
11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
11-12.RI.10 By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11–CCR text complexity band independently and
proficiently.
11-12.W.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
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Elegiac Lyric
“The Wife’s Lament” (101 HB)
~Answer text questions; document and cite as necessary
~Formative Assignment: Answer Box Questions, Take QPC Notes + Stanza Summaries
~Formative Assessment: TRIAC interpretation of the reading
*Consider multiple interpretations
11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
11-12.RL.10 By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity
band independently and proficiently.
11-12.W.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Narrative Heroic Epic; Alliterative Verse (Most Famous OLD ENGLISH Literature)
From Beowulf (245 SB/112 HB)
~Formative Assessment: Complete Box Questions + Questions at end of selection
~QPC Notes
~Summative Assessment: Essay:
Prompt 1: “A symbol is an object, action, or event that represents something or that
creates a range of associations beyond itself. In literary works a symbol can express an
idea, clarify meaning or enlarge literal meaning. In a well written TRIAC essay, explain
the use of symbolism in Beowulf. Discuss how it functions in the work and what it
reveals about Beowulf, the Geats and the Danes. Do not merely summarize the plot.”
Prompt 2: “The most important themes in literature are sometimes developed in scenes
in which a death or deaths take place. Such is the case in the epic Beowulf. In a wellorganized essay explain how Beowulf’s final battle (which ends in Beowulf’s death) helps
to illuminate the meaning of the work as a whole. Avoid mere plot summary.
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
11-12.W.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Unit 3: The Medieval Period (1066-1485 AD)
Unit Goals:
1. Develop an Understanding of the Life & Literature of Medieval Britain.
2. Increasing mastery of TRIAC in Paragraphs and Essays
3. Increasing mastery of self and peer assessment
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Readings:
Unit Background (160 HB)
~Formative Discussion & Assignment: Identifying Main Points
*Top 7 most important point to remember about the Period
Ballads
“Sir Patrick Spens” (Preview 275: 276 SB/Preview 168: 169 HB)
~Formative Assignment: Summarize Stanzas + 1a-5b
“The Great Silke of Shule Skerrie” (278 SB/171 HB)
~ Formative Assignment: Summarize Stanzas + 1a-5b
TRIAC Analysis of either SPS or tGSoSS:
~Analyze how the writer of “SPS” or “tGSoSS” has created a vivid
mood/atmosphere through the use of concrete details in their ballad.
11-12.RL.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
11-12.W.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
“Robin Hood and Allen a Dale” (283 SB/6 HB)
~Formative Assignment: Summarization—“Main Idea Chart” + SB Questions
*Option: Break the Class into three groups. Each group will focus on one of the three
Ballads and report back to the class, reviewing their Findings/Revelations. Explain how
using the main idea chart affected the analysis.
The Courtly Tradition
Mythology
From Sir Gawain and the Green Knight (44 SB/187 HB)
~Formative Discussion & Assignment:
*Thematic Analysis: The Chivalric Code/Mark & Chart
*Narrative timeline
*Complete Box Questions + Questions at end of selection
*QPC Notes
~Formative Assessment: Students will compose a Thesis based in Sir Gawain and the
Green Knight and write a TRIAC explanation supporting their interpretation.
11-12.W.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
b. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
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c. Provide a concluding statement or section that follows from and supports
the argument presented.
Legend/Myth
From Le Morte d’Arthur (291 SB/200 HB)>>PROSE NOT POETRY!
~Background:
*Sir Thomas Malory
*The Social-Political landscape of Arthur’s England
~Formative Discussions & Assignments:
*Vocabulary Development: “Word Study Chart”
*Class Discussion:
-Explain the Significance of the Arthurian Legend to the People of
Medieval Britain and to us today. (Develop an Interpretation)
Narrative Poetry (Most Famous MIDDLE ENGLISH Literature)
From The Canterbury Tales (216 HB): Selections from “The Prologue” + “The Pardoner’s Tale
~Formative Discussions & Assignments:
*Who was Geoffrey Chaucer? Read About the Author.
*Chaucer’s England: Provide Context: The Politics of Church and State
*Chaucer’s Canterbury Tales: Read About the Selection.
*What is Irony?
*Demonstrate Understanding: “Getting the Gist”
-Write a narration of the excerpts
*Documented Character Trait Lists (choose 3 characters)
*Characterization Cluster Chart of “The Pardoner”
*Demonstrate Understanding: Short Essay
~Formative Assignment: Chaucer’s ability to develop characters in his stories:
*Concrete details/description, dialogue, action
-----------------------------------------------------------------------------------------------------------Unit 4: The English Renaissance (1485-1660 AD)
Unit Goals:
1. Strengthen ability to analyze text and demonstrate understanding through a variety of
mediums, written, oral and multi-media.
2. Develop an Understanding of Life & Literature in Britain during the Renaissance
period.
>>Survey literary forms, figures & masterpieces
>>Identify novel ideas associated with the period
3. Accurate self-assessment of written explanations and arguments
Unit Background (366 HB and 490 HB)
~Formative Assignment: Top 10 things to know about the period
Songs and Sonnets
Edmund Spenser : “The Faerie Queen” ( 296 HB); Sonnet 75 (348 HB)
Christopher Marlowe : “The Passionate Shepherd to His Love” (301 HB)
Sir Walter Raleigh: “The Nymph’s Reply to the Shepherd” (306 HB)
William Shakespeare (169 SB/318 HB); add Sonnet 116
Petrarch (342-345)
~Analyze the form: Blank Verse; end rhyme; organization of content; total meaning
~Pick one sonnet to analyze in depth: Write a TRIAC explanation of how the poet has
used techniques and elements to enhance the total meaning.
Wartnik E.4 Documented Syllabus
11-12.W.2
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Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
Long Narrative Poetry
John Milton: from Paradise Lost (176 SB/511 HB); quick reference; do not study
Non-Fiction:
John Milton: From The Areopagitica: Speech to Parliament (Show Full Text on-line)
>>(Use short version, a Handout)
~QPC Analysis
11-12.RI.6
Determine an author’s point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the
power, persuasiveness, or beauty of the text.
11-12.RI.10 By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11–CCR text complexity band independently and
proficiently.
Sir Francis Bacon: Essays: “Of Studies”
~Summarize sentence by Sentence
11-12.RI.6
Determine an author’s point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the
power, persuasiveness, or beauty of the text.
11-12.RI.10 By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11–CCR text complexity band independently and
proficiently.
From Thomas More’s Utopia: (P. 334 HB)
~QPC Notes
11-12.RI.6
Determine an author’s point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the
power, persuasiveness, or beauty of the text.
11-12.RI.10 By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11–CCR text complexity band independently and
proficiently.
Summative Assessment: Select one of the three works above. Write a TRIAC in which you
explain how the author uses literary elements and techniques to increase the rhetorical power of
his composition.
William Harvey: Scientific Discovery: De Motu Cordis et Sanguinis (Written in Latin)
http://www.fordham.edu/halsall/mod/1628harvey-blood.asp (Modern English
Translation)
Wartnik E.4 Documented Syllabus
The Bible (Translated from Hebrew, Greek and Aramaic)
http://www.ligonier.org/learn/articles/the-original-genevabible/?gclid=CKzg6rD0mb0CFYhaMgod7DMAyQ
*Poetry:
Ecclesiastes 3 (308 SB/330 HB)
Psalm 23 (350 HB)
*Doctrine
~Old Testament Law: Exodus 20
~Parables: Matthew 13
~Epistles: I Corinthians 13 (351 HB)
*History:
~Genesis
~Joshua
*Prophesy:
~Isaiah 9 & 51
~Revelation
Famous Quotes
Queen Elizabeth: http://www.luminarium.org/renlit/elizaquotes.htm
Oliver Cromwell: http://en.wikiquote.org/wiki/Oliver_Cromwell
Drama:
King Lear (374 HB)
~Narrative Timeline
~Character Profile Notes
~Character Relationship Web
~Quote Analysis: Contextual Significance; Character Conflict & Theme
Development;
~Significance of language (elements/techniques)
~Summative Testing
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective
summary of the text.
11-12.RL.3 Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
11-12.RL.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of
a text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning
as well as its aesthetic impact.
14
Wartnik E.4 Documented Syllabus
15
11-12.RL.6 Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
11-12.RL.10 By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity
band independently and proficiently.
Modern Adaptations
King Lear with Ian McKellan and Romola Garai
King Lear with Laurence Olivier
Summative Assessment: TRIAC 5 Paragraph Essay: “The British Renaissance”
11-12.W.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
11-12.W.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
Unit 5: The Enlightenment (1660-1785 AD)
Unit Goals:
1. Develop an Understanding of the Life & Literature during the Enlightenment Period.
2. Survey a variety of genres and authors from the time period
Unit Background (566 HB)
~Formative Assignment: Top 10 things to know about the period
~Formative Essay 5: The Life and Literature of Great Britain at this Time
Poetry
Alexander Pope: Epistle 2: “Of the Nature and State of Man” (Excerpt: 643 HB)
>> http://www.bartleby.com/203/140.html
Allegorical Narrative Prose
John Bunyan: from The Pilgrim’s Progress (524 HB)
Satirical Prose
Jonathan Swift: from Gulliver’s Travels (598 HB)
Early Novels
Daniel Defoe: Robinson Crusoe
Jonathan Swift: Gulliver’s Travels
Modern Film Adaptation
Gulliver’s Travels (With Richard Harris (1977)—youtube: 116 minutes)
Unit 6: The Romantic Period (1785-1832 AD)
Unit Background (660)
~Formative Assignment: Top 10 things to know about the period
Romantic Lyric Poetry from the Period
Wartnik E.4 Documented Syllabus
16
Blake (Pre-Romantic): “The Lamb” and “The Tiger” (188 SB/680 HB)
Byron: “She Walks in Beauty” (720 HB)
Coleridge: “Kubla Khan” (704 HB)
Keats: “When I Have Fears” (728 HB) “Ode to a Grecian Urn” (731 HB)
Shelly: “Ozymandias” (710 HB)
Wordsworth: “The World Is Too Much with Us” (694 HB)
Essay
Mary Wollstonecraft Shelley: from “A Vindication to the Rights of Women”
http://www.bartleby.com/144/
Famous Speakers/Quotable
William Wilberforce: http://en.wikiquote.org/wiki/William_Wilberforce; http://www.famousspeeches-and-speech-topics.info/famous-speeches/william-wilberforce-speech-horrors-of-theslave-trade.htm
Unit 7: The Victorian Age: (1832-1900)
Unit Background: (768 HB)
~Formative Assignment: Top 10 things to know about the period
Selected Poetry from the Period
Elizabeth Barrett Browning: (Sonnet 43) “How do I love thee. . .” (828)
Robert Browning: “My Last Duchess (195 SB/799 HB)
Gerald Manley Hopkins: “God’s Grandeur” (835)
Thomas Hardy: “The Man He Killed” (819), “The Darkling Thrush” (824)
A. E. Housman: “To an Athlete Dying
Christina Rossetti: “A Birthday” (843)
Alfred, Lord Tennyson: “The Lady of Shalott” (776), “Ulysses” (784)
Unit 8: Twentieth-Century to Contemporary Literature: Skepticism?
(1900-Present):
Unit Background: (894)
Selected Poetry from the Period
W. H. Auden: “Who’s Who” (945) , “Musee des Beaux Arts” (948)
T. S. Eliot: “Preludes” (213 SB/921 HB)
Rudyard Kipling: “If” http://www.poetryfoundation.org/poem/175772
D. H. Lawrence: “Snake” (921)
Dylan Thomas: “Do Not Go Gentle into That Good Night” (219 SB/941 HB)
William Butler Yeats: “Adam’s Curse” (909), “The Second Coming” (207 SB/912 HB)
William Golding: Lord of the Flies, et al
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and
Wartnik E.4 Documented Syllabus
build on one another to produce a complex account; provide an objective
summary of the text.
11-12.RL.3 Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of
a text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning
as well as its aesthetic impact.
11-12.RL.6 Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
11-12.RL.10 By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity
band independently and proficiently.
Baroness Emmuska Orczy: The Scarlet Pimpernel Series
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective
summary of the text.
11-12.RL.3 Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of
a text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning
as well as its aesthetic impact.
11-12.RL.6 Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
11-12.RL.10 By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity
band independently and proficiently.
Activity:
*Research Paper based on The Scarlet Pimpernel or The Lord of the Flies
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