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TenGradeCommunication Arts Syllabus.docx - Wiki Home


									                        Tenth Grade Communication Arts Syllabus
                               Mrs. Taremae McCaskey East High School A123
                    396-6810 ext. 31123

In this course students are expected to refine and extend the skills and strategies in reading, writing, and
language acquisition learned during the first year of Communication Arts. World literature is the focus of the
course and a wide variety of genres are explored and critically analyzed for enhanced understand of ancient and
modern world cultures and issues. Students will extend writing abilities developed in the first year of high
school as well as deepen the ability to be active, critical and analytical readers and thinkers. Students will
analyze, synthesize, and evaluate various modes of writing and genres of text through the course in both oral
and written presentations. Students develop formal and informal research skills with emphasis on using the
MLA style.


    Unit 1      Content/Focus to be Attained                         Resource/Lesson/Pages
  Fiction and   Reading Skills:                     Memoir: Night
  Nonfiction:   Make predictions using prior
                knowledge and asking                Short Selections:
   Is there a
                questions                           From I Know Why the Caged Bird Sings: “Occupation:
                Reread and Reflect on key           Conductorette” by Maya Angelou
between reality
                details through cause and           “Tepeyac” by Sandra Cisneros
  and truth?
                effect lens                         “Making History with Vitamin C” by Penny Le Couteur
                Reading for Information:            “The Open Window” by Saki(H.H. Munro)
                Analyze structure and format        “Magdelena Looking” by Susan Vreeland
                Evaluate sources                    “Like the Sun” by R.K. Narayan
                Literary Analysis:
                Theme/ Central Idea/ Irony/
                Paradox/ Foreshadowing/ Plot/
                Author’s Perspective and
                Purpose/ Conflict and
                Teacher Selected Words/
                Prefixes/Roots/Suffixes/ Using
                a dictionary and thesaurus
                Collins Writing Types (Daily)/
                Autobiographical Phase
                (Memoir, Persona Poem)/
                Journaling/ I-Search/ Response
                to Literature/ Biographical
     Unit 2     Content/Focus to be Attained                         Resource/Lesson/Pages
Short Stories:    Reading Skills:
                  Make inferences using prior       Short Selections:
Can progress
                                                    “A Visit to Grandmother” by William Melvin Kelley
  be made         knowledge and experience
                                                    “One Thousand Dollars” by O’Henry
  without         Using key details to draw
                                                    “How Much Land Does a Man Need?” Leo Tolstoy
  conflict?    Identifying patterns to draw      “Editorial on the Anniversary of the Fall of the Berlin
               conclusions                       Wall”
               Reading for Information:          “Early Autumn” by Langston Hughes
               Analyze text to extend ideas      “Masque of the Red Death” by Edgar Allan Poe
               Paraphrase to connect ideas
               Literary Analysis:
               Character/ Characterization/
               Plot Devices/ Setting/
               Comparing Points of View/
               Theme/ Symbolism/ Allegory/
               Comparing Tone
               Teacher Selected Words/
               Collins Writing Types (Daily)
               Literary Analysis(Comparison
               of Multiple Works or Genres/
               Literary Elements
   Unit 3      Content/Focus to be Attained                     Resource/Lesson/Pages
  Types of      Reading Skills:                  Novel: Things Fall Apart
Nonfiction:     Summarizing main idea
                Asking questions                 Short Selections:
What kind of
                Evaluating persuasive            “How to Use a Compass”
               techniques                        “GPS Quick-Start Guide”
changes our
                Distinguishing between fact      “The Dog That Bit People” by Jame Thurber
               and opinion                       “Keep Memory Alive” by Elie Wiesel
               Reading for Information:
               Follow and critique technical     Student Choice
               directions                        “From Nobel Lecture” by Alexander Solzhenitsyn
               Analyze text structures           “From Desert Exile: The Uprising of a Japanese-American
               Literary Analysis                 Family” by Yoshiko Uchida
               Author’s point of view and        “From The Way to Rainy Mountain” by N. Scott
               purpose/ Rhetorical mode/         Momaday
               Word choice and tone/             “The Danger of a Single Story” by Chimamanda Adichie
               Expository essay Reflective       (online speech on
               essay/ Comparing humorous
               writing/ Persuasive writing /
               Rhetorical devices
               Teacher Selected Words/
               Collins Writing Types (Daily)/
               Compare/Contrast Essay/
               Character Sketch/ Fable/ News
               Report/ Review/ Process
               Essay/ Research Paper

               Literary Analysis(Interpretive/
               Comparing Author’s Purpose)
    Unit 4       Content/Focus to be Attained                    Resource/Lesson/Pages
 Poetry: Does Reading Skills:                    Research Paper (6-10 pages)
       all       Read fluently
communication Paraphrase                         Poetry Selections:
serve a positive Reading for Information:
   purpose?      Make predictions                Poetry Selection Collection 1 & 2
                 Synthesize                      “I Am Offering This Poem”
                 Literary Analysis:              “Making a Fist” Naomi Shihab Nye
                 Figurative language/ Imagery/   “The Fish” by Elizabeth Bishop
                 Diction and Syntax/ Meaning     The Guitar” Frederico Garcia Lorca
                 and Tone/ Speaker/ Poetic       “Spring and All” by William Carlos Williams
                 form/ Mood/ Sound Devices/
                 Theme                           Poetry Selection Collection 3 & 4
                 Vocabulary:                     “Do Not Go Gentle into That Good Night” by Dylan
                 Teacher Selected Words/         Thomas
                 Prefixes/Roots/Suffixes         “My City” by James Weldon Johnson
                 Collins Writing Types (Daily)   “Sonnet 18” by William Shakespeare
                 Research Paper                  “The Waking” by William Roethke
                                                 Poetry Selection Collection 5 & 6
                                                 “Pride” by Dahlia Ravikiovitch
                                                 “Conscientious Objector” by Edna St. Vincent Milley

                                                 Poetry Selection Collection 7 & 8
                                                 “Jazz Fantasia” By Carl Sandburg
                                                 “The Weary Blues” by Langston Hughes

                                                 “Meeting At Night” by Robert Browning
                                                 “The Kraken” by Alfred, Lord Tennyson

    Unit 5       Content/Focus to be Attained                     Resource/Lesson/Pages
    Drama:       Reading Skills:                 Drama: Julius Caesar
To what extent
                 Reading Shakespearean Drama Short Selections:
                 Paraphrase                      “Preparing to Read The Tragedy of Julius Caesar”
                 Reading for Information:        “Theater in Elizabethan England”
   what we       Synthesize: Connect Ideas
   perceive?     Analyze
                 Literary Analysis:
                 Conflict/ Character
                 Development/ Protagonist and
                 Antagonist/ Comparing
                 Universal and Culturally
                 Specific Themes/
                 Shakespeare’s Tragedies /
                 Blank verse/ Dramatic
                 speeches/ External and Internal
                 Conflict/ Tragic Heroes/
                   Character Motivation
                   Teacher Selected Words/
                   Borrowed and Foreign Words
                   Collins Writing Types (Daily)
                   Social Issue Essay/ Personal
                   Credo/ Position Paper/ Speech
     Unit 6        Content/Focus to be Attained                       Resource/Lesson/Pages
                            to be Attained
 Themes in         Reading Skills:                   Novel: The Odyssey
 Literature:       Analyze Cultural Context
  Heroism          Compare Worldviews                Short Selections:
                   Reading for Information:          “Prometheus and the First People” by Olivia E. Coolidge
Can anyone be
                   Generate Questions                “The Orphan Boy and the Elk Dog” by Native American
   a hero?
                   Critique Generalizations and      (Blackfeet)
                   Evidence                          “Cupid and Psyche” by Sally Benson
                   Literary Analysis:                “Author of Sundiata: An Epic of Old Mali” D.T. Niane
                   Universal Theme/ Archetypes/      “Rama’s Initiation” R.K. Narayan
                   Cultural Perspectives/ Myths/
                   Epic and Epic Hero/
                   Comparing Archetypal
                   Narrative Patterns/ Legends
                   and Legendary Heroes/
                   Parody/ Comparing Themes
                   and Worldviews
                   Teacher Selected Words/
                   Idioms, Jargon, and Technical
                   Collins Writing Types (Daily)
                   Award Nomination/ Character
                   Profile/ Problem Solution
                   Essay/ Satire or
                   Parody/Newspaper Report/
                   Proposal/ Narrative Essay-
                   Alternate Ending/ Compare
                   Contrast Essay/ Position Paper

Students are expected to positively contribute to a positive learning environment. They will be given after
school detentions, parent calls will be made, parent conferences will be scheduled, and disciplinary referrals
will be written if misbehavior occurs.

Students are expected to…
                come to class with a pencil/pen, their notebook, notebook paper, and the correct text each
                  treat everyone with respect (this includes all teachers, not only your own, principals, hall
                   monitors, secretaries, and cafeteria workers)
                  maintain academic honesty when completing assignments.
                  turn in all assignments on time and show his/her best effort
                  contribute positively to their learning environment through discussion and participation.

Assignments missed during a student’s absence can only be made up with an excused absence note within three
days of the absence. Tests and quizzes can only be made up after school or during lunch. After an absence, it is
the student’s responsibility to get his/her make-up work.

Do Now: At the beginning of each class students will find a task written on the board. This task is to be started
before at beginning of class. Students should NOT wait to be prompted by the teacher to start the assignment
but should instead proceed directly to their seats and work silently on the Do Now assignment. All of the
DoNows for the week should be handed in on Friday on one sheet of paper. Late DoNows will not be
accepted unless due to absence.

Expect homework every night. Students are expected to keep track of their assignments in their agenda. Late
homework will not be accepted without an excuse note. Larger projects and papers will be docked 10 points for
each day late.

Plagiarism in any form will not be tolerated. If plagiarism is suspected, the student and their parents will be
notified immediately. If there is evidence to confirm plagiarism, the student will receive a zero for the assignment
and may face disciplinary action. Your writing must be your creation. When you use another person’s work, be
sure to cite what you use according the MLA Handbook For Writers of Research Papers Fifth Edition. The
following plagiarism definition was taken directly from the MLA Handbook:
               Plagiarism is “the false assumption of authorship; the wrongful act of taking the
               product of another person’s mind, and presenting it as one’s own” . . .To use
               another person’s ideas or expressions in your writing without acknowledging the
               source is to plagiarize. Plagiarism, then, constitutes intellectual theft . . . At all
               times during research and writing, guard against the possibility of inadvertent
               plagiarism by keeping careful notes that distinguish between your own musings and
               the thoughts and the material you gather from others . . . You may certainly use
               other person’s words and thoughts in your research paper, but the borrowed
               material must not seem your creation. (30 -31)

The state of Pennsylvania writing rubric will be used as the basis for assessing student writing. Additionally
tests and quizzes as well as midterms and finals will be used to measure a student’s progress.
Each assignment will be weighted as follows:
DoNows: 5 percent
Homework/ Reading Quizzes: 10 percent
Classwork/ Participation: 35 percent
Tests/ Papers/Projects: 50 percent
The best way to communicate with me is through email because I am unable to take calls during the day. My
email address is If email isn’t convenient for you, please feel free to call me at
396-6810 ext. 31123, and I will return your call as soon as possible.
I have read and had ample opportunity to discuss and understand the information and policies stated in the
syllabus for this year. I will abide by those policies and work to the fullest measure of my abilities to meet the
expectations and deadlines. I will also seek active assistance and advice from Mrs. Taremae in the event I need

(Print Student Name)

(Student Signature)                   (Student Number)               (Home Room)

(Print Parent/Guardian Name)                                                                (Date)

(Parent/Guardian Signature)
The teacher reserves the right to alter, edit, or amend this syllabus if circumstances so warrant it in his/her
professional judgment.

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