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SYLLABUS: AMERICAN LITERATURE INSTRUCTOR: KIM MCGUIRT ROOM: 214 PHONE: 706-778-7161 EMAIL: [email protected] Course Objectives: The objectives of this course include developing students’ understanding of the history and cultural progress of America through literature conveying the perceptions and experiences of American authors. Students will analyze the evolution of literature reflective of American literary periods from the Puritan era through Modern times. Students will also continue building their vocabulary, grammar, and writing skills as well as understand that diction, syntax, voice, and coherence must be aligned with their audience and purpose for writing. Note: The assignments listed below are aligned with the Georgia Dept. of Education’s standards and frameworks for 11th grade literature and reflect the variety of skills that students will need to be successful on the GHSGT and EOCT for this class. Materials: 1 ½ “ binder, loose-leaf paper, pack of subject dividers, blue or black pens, pencils, one 5-pack of highlighters. Flash drive optional. Policies: All students should be prepared for class, on time and with materials Respect should always be shown to teacher and classmates No electronic devices are permitted. If visible, they will be taken up and given to the appropriate administrator The school tardy and attendance policies will be enforced. Note that excessive absences and tardies will in all probability negatively impact your grade. Make-up work must be completed within 5 DAYS on an EXCUSED absence to avoid earning a zero for missed assignments Late work will be accepted with a 20 point deduction for each day the assignment is overdue Notebooks will be turned in at the end of the semester for a test grade There will only be ONE extra credit opportunity for the semester… listed below. Any attempt at cheating, copying, or plagiarism will result in automatic zeroes and the assignments can not be made up ** one-and-only extra credit opportunity: Read The Adventures of Tom Sawyer and complete anecdotal scripting of entire novel. You will turn these in immediately prior to starting the unit on Huckleberry Finn. Student signature: _____________________ Parent/Guardian signature: __________________ American Literature Course Guide Unit 1: The Colonial Period through Revolutionary Period (5 weeks) Standards: ELAALRL1: Demonstrates comprehension by identifying evidence and main ideas in a variety of texts representative of different genres ELAALRL2: Identifies, analyzes and applies knowledge of theme in a work of American literature ELAALRL3: Deepens understanding of literary works by relating them to their contemporary context or historical background ELAALRL5: understands and acquires new vocabulary ELA11W1: produces writing that establishes an appropriate structure, sets a context, engages the reader, and maintains a coherent focus ELA11W2: demonstrates competence in a variety of genres ELA11W3: uses research and technology to support writing ELA11W4: practices both timed and process writing and uses the writing process to develop, revise, and evaluate writing ELA11RC1: reads a minimum of 25 grade-level appropriate books of book equivalents ELA11RC2: participates in discussions related to curricular learning ELA11RC3: acquires new vocabulary in each content area ELA11RC4: establishes a context for information acquired by reading across subject areas ELA11C1: demonstrates understanding and control of the rules of the English language ELA11C2: demonstrates understanding of manuscript form, realizing that different forms of writing require different formats ELA11LSV1: participates in student, teach, and group verbal interactions ELA11LSV2: formulates reasoned judgments about written and oral communication in various media genres Introduction of characteristics of Colonial and Revolutionary Periods/ power points Colonial Journal: William Bradford from Of Plymouth Plantation: purpose, context, diction, point of view, tone and theme Colonial Poetry: Anne Bradstreet “To My Dear and Loving Husband”: discussion of “How to Read Poetry”; purpose, context, diction, point of view, tone, theme, anaphora, couplets/end rhyme, internal rhyme, hyperbole, paradox, alliteration, assonance “Upon the Burning of Our House”: context, diction, point of view, tone, anaphora, couplets/end rhyme, alliteration, assonance, imagery, allusion, theme, narrative poetry Colonial Speech: Jonathan Edwards “Sinners in the Hands of An Angry God”: context, diction, point of view, tone, repetition, imagery, metaphor, simile, theme Film: The Crucible analyze the aesthetic effects of background, camera angle, color, layout, and lighting of the first few minutes of the film as well as aural techniques (music/volume); periodic discussions of events/themes as movie plays Writing Activity: analytical essay: MLA format and Works Cited, thesis statements, first and third person voice, outlines, static v. dynamic characters/ peer edits will address the above and use appropriate diction, having an engaging voice, using active voice action verbs **Read Washington Irving’s “Rip Van Winkle”: background notes, study guide, quiz, satire of The Odyssey, allegory, frame story Paper Discussions: notes during writing, overall notes on papers Revolutionary Speech: Patrick Henry “Speech at the Virginia Convention”: purpose, context, tone, ethos, logos, bandwagon appeal, rhetorical questions, allusions Revolutionary Speech: Thomas Paine “The American Crisis”: purpose, context, tone, aphorisms, allusions, imagery, analogies, metaphor, rhetorical questions Writing Activity: persuasive letters “Introducing Pathos, Ethos, and Logos”: self and peer edits. Peer edits will address writing voice, sentence structure, diction, maintaining verb tense Group activity: Debates from Scholastics Upfront magazines each group will read both sides of a contemporary issue determining the persuasive strategies used for each side: claims, big names, logos, pathos, ethos, kairos, and research (one turned in per group)/ discussion “How do you make a presentation as effective as possible?” Group presentations: propaganda techniques used to persuade study of “How to Detect Propaganda”/ media research into political ads or current, controversial issues, groups will present video clips to class analyzing the propaganda techniques used to persuade AND analyze the visual images that contribute to the message. Each group must turn in a MLA Works Cited with written work. Peer evaluations of each group member’s contribution PRACTICE TIMED WRITING FOR UPCOMING GHSGWT BENCHMARK TEST #1 Unit 2: The Romantic Period (4 ½ weeks) Standards: ELAALRL1: Demonstrates comprehension by identifying evidence and main ideas in a variety of texts representative of different genres ELAALRL3: Deepens understanding of literary works by relating them to their contemporary context or historical background ELAALRL4: employs a variety of writing genres to demonstrate a grasp of significant ides in sophisticated literary works ELAALRL5: understands and acquires new vocabulary ELA11W1: produces writing that establishes an appropriate structure, sets a context, engages the reader, and maintains a coherent focus ELA11W2: demonstrates competence in a variety of genres ELA11W3: uses research and technology to support writing ELA11W4: practices both timed and process writing and uses the writing process to develop, revise, and evaluate writing ELA11RC1: reads a minimum of 25 grade-level appropriate books of book equivalents ELA11RC2: participates in discussions related to curricular learning ELA11RC3: acquires new vocabulary in each content area ELA11RC4: establishes a context for information acquired by reading across subject areas ELA11C1: demonstrates understanding and control of the rules of the English language ELA11LSV1 : participates in student, teach, and group verbal interactions Introduction of characteristics of American Romanticism powerpoint and handout Romantic Poetry: Henry Wadsworth Longfellow, James Russell Lowell, Oliver Wendell Holmes Group activity: poetry analysis read “The Tide Rises, the Tide Falls”, “The First Snowfall”, and “Old Ironsides”/ analyze each poem by identifying the context, purpose, and tone of each as well as examples of personification, extended metaphor, end rhyme, assonance, alliteration, consonance, simile, synecdoche, symbolism and allusion. Must also identify the Romantic characteristics each poem expresses; one will serve as a test grade Romantic Short Stories: Nathaniel Hawthorne “Rappaccini’s Daughter”: context, reading guide (character, setting, symbolism, simile, irony, allusions, plot events); differentiated lesson plan allows for more advanced activities that earn students more test points. Also, a discussion of Romantic characteristics in story Romantic Short Stories: Edgar Allan Poe “The Fall of the House of Usher”: context, reading guide (setting, mood, symbolism, irony, plot events) and discussion of Romantic characteristics present in story Writing Activity: analytical essay w/ MLA format, in-text citations, embedding quotations, and Works Cited Vampirism in “The Fall of the House of Usher”/ power point Peer edits: writing voice, diction, sentence structure, parallelism Paper Discussions: notes taken while writing; overall notes on papers Transcendentalism: Ralph Waldo Emerson “Self Reliance”: discuss American Romantic characteristics and Transcendentalism; read work and divide questions among rows/ everyone completes vocabulary; regroup rows and complete questions; discuss arguable topic sentences and paraphrasing Transcendentalism: Henry David Thoreau “Resistance to Civil Government”: read work and divide questions among rows; regroup rows and complete questions; discuss the three sections of essay and ethos, logos, and pathos ** Read Martin Luther King, Jr.’s “Letter from Birmingham Jail”)/ complete questions by rows/ discuss (analogy, allusions, ethos, logos, pathos); illustrate similarities and differences between Thoreau and King BENCHMARK TEST #2 Unit 3: Realism (6 weeks) Standards: ELAALRL1: Demonstrates comprehension by identifying evidence and main ideas in a variety of texts representative of different genres ELAALRL2: Identifies, analyzes and applies knowledge of theme in a work of American literature ELAALRL3: Deepens understanding of literary works by relating them to their contemporary context or historical background ELAALRL5: understands and acquires new vocabulary ELA11W1: produces writing that establishes an appropriate structure, sets a context, engages the reader, and maintains a coherent focus ELA11W2: demonstrates competence in a variety of genres ELA11W4: practices both timed and process writing and uses the writing process to develop, revise, and evaluate writing ELA11RC1: reads a minimum of 25 grade-level appropriate books of book equivalents ELA11RC2: participates in discussions related to curricular learning ELA11RC3: acquires new vocabulary in each content area ELA11RC4: establishes a context for information acquired by reading across subject areas ELA11C1: demonstrates understanding and control of the rules of the English language ELA11LSV1 : participates in student, teach, and group verbal interactions Introduction of characteristics of Realism Realist short story: Kate Chopin “The Story of An Hour”: context, purpose, audience, theme, and verbal, situational, and dramatic irony Film: The Twilight Zone o Episode: “Occurrence at Owl Creek Bridge” (suspense, flashback, imagery) Regional novel: Mark Twain students watch A & E biography of Mark Twain and complete background guide students complete Huck Finn work stations: analyzing Countee Cullen’s “Incident”, political cartoons, the prologue to the novel, and mapping the Mississippi. discussion of advantages/disadvantages of living without adult supervision Writing Activity: expository: Group definition of Racism and discussion/ post all responses on walls Peer Evaluations of contribution of group members Film: PBS Born to Trouble about the controversy of Huck Finn and the impending lawsuit one parent from Tempe, Arizona brings forth read the novel, complete study questions, take quizzes literary devices: symbolism, river as controlling image, irony, various forms of freedom, stereotyping, satire, vernacular language, understatement, underlying meaning, multiple themes: the deformed conscience, freedom v. slavery, friendship, religion v. hypocrisy, the gullibility of man, coming-of-age story, episodic novel read articles and complete questionnaire about “Huck Finn’s Controversial End”/discuss archetypes: Trace the hero’s journey in Huck Finn Unit test Naturalism-short story: Stephen Crane “The Open Boat”: annotating a text, theme, primary and secondary themes, how motifs, imagery, diction, syntax are used to express mood, context vocabulary, third person omniscient and third person limited narrative styles, personification, how stereotypes devitalize humankind, irony, redundancy to achieve a narrative purpose, compare/contrast fictional and non-fictional accounts of same event, metaphor, simile, symbolism read “The Sinking of the Commodore”- the journalistic account of the event that inspired his short story Writing activity: Reflective Expository Essay (forerunner to college application essay) A focused essay revealing the significance of an event in their lives. Peer edits: spelling, grammatical structure, diction, voice, level of engagement Paper discussions: notes taken while writing; overall comments about papers BENCHMARK TEST #3 Unit 4: Modernism/ The Harlem Renaissance (2 weeks) Standards: ELAALRL1: Demonstrates comprehension by identifying evidence and main ideas in a variety of texts representative of different genres ELAALRL2: Identifies, analyzes and applies knowledge of theme in a work of American literature ELAALRL3: Deepens understanding of literary works by relating them to their contemporary context or historical background ELAALRL5: understands and acquires new vocabulary ELA11RC1: reads a minimum of 25 grade-level appropriate books of book equivalents ELA11RC2: participates in discussions related to curricular learning ELA11RC3: acquires new vocabulary in each content area ELA11RC4: establishes a context for information acquired by reading across subject areas ELA11LSV1: participates in student, teach, and group verbal interactions Introduction of characteristics of Modernism and Harlem Renaissance/ power point Harlem Renaissance novel: Zora Neale Hurston background notes read novel, complete study guide questions, take quizzes literary devices: frame story, folk tradition, feminism, vernacular language, setting, characterization, point of view, imagery foreshadowing, irony, symbolism, metaphor, chronological order complete visual graphs characterizing the main characters cross-cultural references: similarities between Chopin and Hurston; similarities and differences between Jim and male characters in this novel Unit test Film: Their Eyes Were Watching God **Review of literary periods power point prior to EOCT ** Practice EOCT test prior to EXAM BENCHMARK #4: EOCT