Download Vocabulary 11 - Coweta County Schools

EAST COWETA HIGH SCHOOL
ENGLISH DEPARTMENT
Course Title: English III, American Literature and Composition A/B 2009-2010
Instructors: Ms. Kirsten L. Geter and Mr. Chad Haskins
Georgia Performance Standards—11th English and Language Arts and Reading American Lit./Comp. General
A.
Writing: (1) produces writing that establishes an appropriate organizational structure; sets a context and engages the reader; maintains
a coherent focus throughout; and signals closure; (2) demonstrates competence in a variety of genres; (3) uses research and technology
to support writing; and (4) practices both times and process writing and, when applicable, uses the writing process to develop, revise,
and evaluate writing.
B.
Conventions: (1) demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats; and (2) demonstrates understanding of
manuscript form, realizing that different forms of writing require different formats.
C.
Listening, Speaking, and Viewing: (1) participates in student-to-teacher, student-to-student, and group verbal interactions; (2)
formulates reasoned judgments about written and oral communication in various media genres, delivering focused, coherent, and
polished presentations that convey: a clear and distinct perspective; demonstrate solid reasoning; and combine traditional rhetorical
strategies of narration, exposition, persuasion, and description.
D.
Reading and American Literature: (1) demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view,
figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation; (2) identifies,
analyzes, and applies knowledge of theme in literary works from various genres and provides evidence from the works to support
understanding; (3) deepens understanding of literary works by relating them to contemporary context or historical background; (4)
employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works,
composing essays, narratives, poems, or technical documents; and (5) understands and acquires new vocabulary and uses it correctly
in reading and writing.
E.
Reading Across the Curriculum: (1) reads a minimum of 25 grade-level appropriate books or book equivalents (approximately
1,000,000 words) per year from a variety of subject disciplines, reading both informational and fictional texts in a variety of genres
and modes of discourse, including technical texts related to various subject areas; (2) participates in discussions related to curricular
learning in all subject areas; (3) acquires new vocabulary in each content area and uses it correctly; and (4) establishes a context for
information acquired by reading across subject areas.
F.
Speaking/Listening: (1) Speaks clearly and expressively, adapting language to the audience and situation. (2) Engages in discussion
critically, interprets, analyzes, and summarizes information. (3) Recognizes speaker’s intentions and techniques used, taking notes in
outline form. (4) Presents information in an orderly and convincing manner.
G.
Language/Writing: (1) Learns how the English language has developed, changed, and survived. Understands that the English
language has several different levels of usage, developing from a variety of influences. (2) Learns that English operates according to
grammatical systems and patterns of usage. (3) Participates in the writing process. Writes for a variety of purposes, using creativity
and various styles. (4) Organizes, selects, and relates ideas and develops them into coherent compositions.
H.
Reading/Literature: (1) Uses literal and inferential comprehension skills. (2) Reads critically and gains insight into human behavior
from the study of literature. (3) Reads, discusses, and analyzes American literature representing diverse cultures. (4) Understands
major cultural, religious, philosophical, and political influences on the literature of a given period or culture. (5) Understands the
effect of history on American literature.
I.
Critical Thinking: (1) Distinguishes between fact and opinion. (2) Comprehends, develops, and uses concepts and generalizations.
(3) Invents solutions to problems using non-linear thinking skills. (4) Detects fallacies in reasoning. (5) Tests the validity of
assertions by examining the evidence.
Methods of Instruction:
Lecture
Active Learning
Reader Response
Class Discussions
Student
Presentations
Evaluation Plan:
*Remember, your final semester average will count as 85% of your grade, and your End of Course Test will count as
15% of your grade.
_____Assignment
Daily Grades
(Homework, class work, quizzes, projects, etc.)
Participation
Tests/Assessments
Vocabulary Quizzes
Research/Compositions
Total
Approximate Percentage_______
25%
10%
25%
15%
25%
100%
NOTE: Below is a list of units to be covered during the 2009-2010 year. Items not incorporated that will also be a part of the
course are test taking skills, computer programs to practice and prepare for EOCT and GHSGT.
Vocabulary 1
Basic Grammar Review
Introduction of Daily Grammar
Selection of primary text for
research paper
Native American Literature & Creation Myths of North American Colonies
-“How the World Was Made” (GC)
- “The Creation and Fall of Man, from Genesis” (HO)
- “The Golden Chain” (HO)
- from The Iroquois Constitution
Vocabulary 2
Continue Grammar Review
Composition Review
Early American Explorers and Early Colonial Settlers
-William Bradford’s Of Plymouth Plantation (GC)
-Jonathan Edwards’ “Sinners in the Hand of an Angry
God” (GC)
-Anne Bradstreet’s “Upon the Burning of Our House”
and “To My Dear and Loving Husband” (GC)
Vocabulary 3
Composition
Viewing film as literature
Unit 1 Test:
Native American Literature – Early
Colonial Settler
Vocabulary 4
Nine Weeks’ Review
Nine Weeks’ Exam
Vocabulary 5
Unit 2 Test: Early Minority Writers
- The Scarlet Letter—film version
Early Minority Writers
- “To His Excellency, General Washington” (GC)
- “from The Life of Olaudah Equiano” (GC)
- View Tom Feeling’s “The Middle Passage”
Week Nine
Revolutionary Literature
-from The Autobiography of Benjamin Franklin (GC)
-from Poor Richard’s Almanack (GC)
-Patrick Henry’s “Speech to the Second Virginia
Convention” (GC)
-The Declaration of Independence (GC)
Vocabulary 6
Vocabulary 7
Unit 3 Test:
-Revolutionary Literature- Romanticism
Vocabulary 8
Benchmark Test
Transcendentalism quiz
Nine Weeks’ Review
Vocabulary 10
Daily Grammar Practice
Directions for Note Cards and Source
Cards
Vocabulary 11
Daily Grammar Practice
Notes on Writing Rough Drafts
Vocabulary 12
Daily Grammar Practice
Research Paper Drafting
Vocabulary 13
Daily Grammar Practice
Research Paper Drafting
Civil War Unit Test
Nine Weeks Review
Nine Week’s Final
Vocabulary 14
Daily Grammar Practice
Research Paper Proofreading
Vocabulary 15
Daily Grammar Practice
Research Papers Due
Vocabulary 16
Daily Grammar Practice
Modernism-Harlem Renaissance Test
Vocabulary 17
Daily Grammar Practice
The Crucible Quiz
Final Review
Final Exam
Romanticism
-Washington Irving’s “The Devil and Tom Walker” (GC)
-Nathaniel Hawthorne’s “The Minister’s Black Veil” (GC)
-Edgar Allan Poe’s “The Raven” (GC) and
“The Pit and the Pendulum” (GC)
The Fireside Poets
-William Cullen Bryant’s “Thanatopsis” (GC)
-Henry Wadsworth Longfellow’s “The Tide Rises, The
Tide Falls” (GC)
-James Russell Lowell’s “The First Snowfall” (GC)
-Oliver Wendell Holmes’ “Old Ironsides” (GC)
-Ralph Waldo Emerson’s “Concord Hymn” (GC)
Transcendentalism
-Emily Dickinson, “I Heard a Fly buzz when I died”,
“Success is counted sweetest,” “Because I could not
stop for Death”(GC)
-from Walt Whitman’s Song of Myself (GC)
Transcendentalism
-from Ralph Waldo Emerson’s Self-Reliance (GC) and
Nature (GC)
-from Henry David Thoreau’s Walden (GC) and Civil
Disobedience (GC)
Nine Weeks’ Exam
Research Paper Notes and Discussion
Research Paper Topic Discussion
Review on MLA Process
Realism and Naturalism/Civil War Literature
- Notes on Time Period, Realism, and Naturalism
- Frederick Douglass’s from My Bondage and My Freedom
- Sojourner Truth’s “And Ain’t I a Woman?”
- Abraham Lincoln’s “The Gettysburg Address”
Realism and Naturalism/Civil War Literature
- Ambrose Bierce’s “An Occurrence at Owl Creek Bridge”
- Video “An Occurrence at Owl Creek Bridge”
- Walt Witman’s “I Hear America Singing,” “A Sight in Camp in the Daybreak
Gray and Dim,”
- Mark Twain’s “The Celebrated Jumping Frog
of Calaveras County”
Realism and Naturalism/Civil War Literature
- Kate Chopin’s “The Story of an Hour” (GC)
“Desiree’s Baby” (HO)
- Paul Laurence Dunbar’s “Douglass” and “We Wear the
Mask”
Modernism
- Ezra Pound’s “In a Station of the Metro”
- T.S. Eliot’s “The Love Song of J. Alfred Prufrock”
- William Carlos Williams’s “The Red Wheelbarrow”
- ee cummings’s “anyone lived in a pretty how town”
Harlem Renaissance
- James Weldon Johnson’s “My City”
- Claude McKay’s “If We Must Die”
- Langston Hughes’s “I, Too”
- Countee Cullen “Any Human to Another”
- Lorraine Hansberry’s A Raisin in the Sun