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Tenth Grade Communication Arts Syllabus Mrs. Taremae McCaskey East High School A123 firstname.lastname@example.org 396-6810 ext. 31123 COURSE DESCRIPTION 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. COURSE OVERVIEW 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: difference 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 Resolution Vocabulary: Teacher Selected Words/ Prefixes/Roots/Suffixes/ Using a dictionary and thesaurus Writing: Collins Writing Types (Daily)/ Autobiographical Phase (Memoir, Persona Poem)/ Journaling/ I-Search/ Response to Literature/ Biographical Report 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 conclusions 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 Vocabulary: Teacher Selected Words/ Prefixes/Roots/Suffixes Writing: 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” knowledge techniques “GPS Quick-Start Guide” changes our Distinguishing between fact “The Dog That Bit People” by Jame Thurber lives? 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 www.ted.com) essay/ Comparing humorous writing/ Persuasive writing / Rhetorical devices Vocabulary: Teacher Selected Words/ Prefixes/Roots/Suffixes Writing: 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 Writing: Collins Writing Types (Daily) “Sonnet 18” by William Shakespeare Research Paper “The Waking” by William Roethke Poem 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 Summarize To what extent Reading Shakespearean Drama Short Selections: does Paraphrase “Preparing to Read The Tragedy of Julius Caesar” experience Reading for Information: “Theater in Elizabethan England” determine 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 Vocabulary: Teacher Selected Words/ Prefixes/Roots/Suffixes/ Borrowed and Foreign Words Writing: 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 Vocabulary: Teacher Selected Words/ Prefixes/Roots/Suffixes/ Idioms, Jargon, and Technical Terms Writing: 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 BEHAVIOR EXPECTATIONS: 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 day. 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. Absences: 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. Homework: 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 POLICY/HONOR POLICY: 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) ASSESSMENT INSTRUMENTS: 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. GRADES: Each assignment will be weighted as follows: DoNows: 5 percent Homework/ Reading Quizzes: 10 percent Classwork/ Participation: 35 percent Tests/ Papers/Projects: 50 percent TEACHER CONTACT: The best way to communicate with me is through email because I am unable to take calls during the day. My email address is email@example.com 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. CONTRACT 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 help. (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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