English 400 Syllabus _ Objective

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					                                                                    English 400 Syllabus & Objectives
                                                                        British Literature Survey

                  Content                             Li tera ry Skills Emphasized            Sa mple Assignments, Projects                                    Sta te Standa rds
WRITING (throughout yea r):                        Introducti on, body, concl usion,        Compa re / contras t Ma cbeth          Writing: The students write effectively for a variety of audiences,
       Expository (a nalysis , compa rison /       transi tions , thesis, topi c             wi th another tra gedy                 purposes, and contexts.
        contrast, short research)                   sentences                                Compa re / contras t two               Reading, Benchmark 3:
                                                                                                                                     2. locates and uses ref erence materials av ailable in the classroom school, and
       Reflecti ve (for s cholarshi p essa ys)    Internal documenta tion                   exa mples of sati re                   public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are
                                                   Voi ce, point of view                    Wri te personal reflection as a        appropriate to the task.
                                                                                              response to another essay
LANGUAGE (fi rs t qua rter)                          Etymology of words                     Crea te timeline of English            Reading : The student reads and comprehends text across the
      His tory of English langua ge                 Connotati on, denota tion               language his tory                      curriculum.
      Usa ge review (as ACT review)                 Comma usage                            Pre- and pos t-tes t using ACT’s       Benchmark 3: The students expands his vocabulary.
                                                                                                                                     ▲ det ermines meanin g of wo rds through structural an alysis, using kno wl edge of ▲Greek,
                                                     Sentencing                                                                     ▲Latin, and Anglo-Saxon ▲ roots, ▲prefix es, and ▲suffixes to understand compl ex
                                                     Tone, s tyle                                                                   words, including words in scienc e, math ematics, and social studies.
                                                                                                                                     Writing: The student uses effective word choice, clear & fluent
                                                                                                                                     sentences, and standard American English conventions.
LITERATURE: Bri tish lit survey                    Epi c, epi c hero, tone,                 Compa re / contras t on cha rts        ALL LITERATURE STUDY REQUIRES THE FOLLOWING SKILLS:
     I. Anglo-Sa xon through Mi ddle                foreshadowing, allitera tion,             Beowulf wi th exa mple of more
        English                                     caesura , assonance, consonance           modern fi ctional hero, using          Reading: The student expands vocabulary.
                   Beowulf                                                                   defini tions / explana tions in        Benchmark 3: The students expands his vocabulary.
                                                                                                                                     4. ▲ identif ies, interprets, and analy zes the use of figurativ e language, including
                                                                                              video “The Epi c Hero.”                similes, metaphors, analogies, hy perbole, onomatopoeia, personif ication, idioms,
                                                                                                                                     imagery , and sy mbolism.
                                                                                                                                     5. discriminates between connotative and denotative meanings and interprets the
                                                                                                                                     connotative power of words.

                                                                                                                                     Benchmark 4: The student comprehends a variety of texts
                                                                                                                                     2. ▲ understands the purpose of text f eatures (e.g., title, graphs/charts and maps,
                    Ballads                       Ballad form & subjects , feet            Bri ng exa mples of modern             table of contents, pictures/illustrations, boldf ace ty pe, italics, glossary , index,
                                                                                                                                     headings, subheadings, topic and summary sentences, captions, sidebars,
                                                   Si milar themes / different               ballads to class to assess             underlinin g,
                                                    cul tures                                                                        numbered or bulleted lists, f ootnotes, annotations) and uses such features to locate
                                                                                                                                     inf ormation in and to gain meaning f rom appropriate-lev el texts.
                    Cha ucer’s Canterbury         Fra me story, sa ti re (both             Resea rch an a rea of Medieval         3. uses prior knowledge, content, and text ty pe features to make, to
                     Tales (Prologue or one         Hora tian and Juvenalian), di rect        life and put together a two-page       rev ise, and to conf irm predictions.
                                                                                                                                     4. generates and responds logically to literal, inf erential, ev aluativ e, synthesizing,
                     tale)                          & indi rect cha ra cteri za tion          spread for a textbook on tha t         and critical thinking questions bef ore, during, and af ter reading the text.
                                                   Text fea tures                            subject                                5. ▲ uses inf ormation f rom the text to make inf erences and draw conclusions
     II.   Renaissance through Eliza bethan        Sca nsion, rhyme scheme, Italian         Sca n poems, wri te iambic             6. ▲ analy zes and ev aluates how authors use text structure (e.g., sequence,
                                                                                                                                     problem-solution, comparison-contrast, description, cause-eff ect) to help achiev e
           times                                    & English sonnets, octa ve,                pentameter (i n groups); wri te a     their purposes
                   Sonnets (second                 sestet, quatrain, vol ta                   sonnet.                               7. ▲ compares and contrasts v ary ing aspects (e.g., characters' traits and motiv es,
                    qua rter)                                                                Wa tch excerpt from Yes, a             themes, problem-solution, cause-eff ect relationships, ideas and concepts,
                                                                                                                                     procedures, v iewpoints, authors' purposes, persuasiv e techniques, use of literary
                                                                                               movie wri tten in iambic              dev ices, thoroughness of
                                                                                               pentamenter                           supporting ev idence) in one or more appropriate-lev el texts.
                                                                                                                                     8. ▲ explains and analy zes cause-effect relationships in appropriate lev el narrativ e,
               o     Shakespea re (Ma cbeth)       Tragedy, tragi c hero, elements of       Show A Face in the Crowd,              expository, technical, and persuasiv e texts.
                                                    plot (exposition, rising a ction,         ha vi ng s tudents kee p a cha rt of   9. ▲ uses paraphrasing and organizational skills to summarize inf ormation (stated
                                                    clima x, falling a ction, resoluti on     elements of tragedy as they            and implied main ideas, main ev ents, important details, underly ing meaning) f rom
                                                                                                                                     appropriate-l ev el narrativ e, expository , technical, and persuasiv e texts in logical or
                                                    / denouement), epipha ny,                 wa tch.                                sequential order, clearly preserv ing the author's intent.
                                                    ha ma rtia, ca tha rsis, s ymbolism,     Wri te c/c essay compa ring            10. ▲ identif ies the topic, main idea(s), supporting details, and theme(s ) in text
                                                                                                                                     across the content areas and f rom a v ariety of sources in appropriate-lev el texts.
                                                    motif, i rony, metaphor, blank            Lonesome Rhodes to Ma cbeth &          11. ▲ analy zes and ev aluates how an author’s sty le (e.g., word choice, sentence
                                                    verse, heroi c couplet                    deciding whi ch is better tra gic      structure) and use of literary dev ices (e.g., f oreshadowing, f lashback, irony,
                                                                                              hero / tragedy.                        sy mbolism, tone, mood, satire, imagery , point of v iew, allusion, ov erstatement,
III. Res torati on                              Dia ries, journals                     Turn Pepys excerpt into Twitter         paradox) work together to achiev e his or her purpose f or writing text.
                                                                                                                                 14. ▲ identif ies the author's position in a persuasiv e text, describes techniques the
                Sa muel Pepys ’ Diary          Sa ti re (review from fi rs t           entries .                               author uses to support that position (e.g., bandwago n approach, glittering
                Swi ft – Gulliver’s Travels     semes ter)                             Dis cuss i mporta nce of pri va te      generalities, testimonials, citing authority, statistics, other techniques that appeal to
                                                                                                                                 reason or emotion), and ev aluates the effectiv eness of these techniques and the
                                                Age of Reason / Ra tionalism            wri ting in public a rena (blogging,    credibility of the inf ormation prov ided.
                                                                                         texting, email, etc.)
                                                                                        Wa tch two exa mples of modern          Literature: The student responds to a variety of text.
                                                                                         sati re; wri te compa rison contras t
                                                                                         essa y                                  Benchmark 1: The student uses literary concepts to interpret and
IV. Romanti cs (poetry) (fourth                 Cha ra cteris ti cs of romanti cism    Do s toryboa rd for graphi c novel      respond to text.
    qua rter)                                   Ballad form (review from fi rs t        of Ri me of the Ancient Ma riner        1. ▲ identifies and d escrib es different typ es of characters (e.g., pro tagonist, antagonist,
             Blake, Gra y, Burns                semes ter)                              excerpt                                 round, flat, static, dyn amic) and analyz es the develop ment of characters.
                                                                                                                                 2. ▲ analyzes th e historical, social, and cultural cont extual aspects of the setting and
             Wordsworth, Coleridge,            Allitera tion, caesura , assonance,    Dis cuss / wri te about use of ti tle   their influ ence on ch aract ers and ev ents in th e story or literary t ext.
              Byron, Keats                       consonance, ima gery, metaphor,         from Burns poem for Of Mi ce            3. ▲ analyzes and ev aluat es how the author uses v arious plot el ements (e.g., prob lem or
                                                 simile, onoma topoeia, di ction         and Men                                 conflict, climax, resolution , risin g action, falling action, subplots , parallel episodes ) to
                                                                                                                                 advanc e the plot and make connections between ev ents.
V.   Vi ctorian Age                             Dra ma ti c monologue                  Dra ma ti c readi ngs                   4. analyz es themes, tone, and th e autho r’s point-of-view ac ross a variet y of lit erary
      Poetry: Tennyson “Ul ysses,”             Review of plot structure,              Group compa rison / contrast of              works and genres using t extual ev idenc e and considering audienc e and purpose.
          Robert Browning “My Last               epiphany,                               one of the excerpts wi th modern        5. identifi es, analyzes, and evalu ates th e use of lit erary d evic es (e.g., foreshadowing,
                                                                                                                                      flashback, irony, figurative language, imagery, symbolism, satire, allusion, parado x,
          Duchess,” Thomas Ha rdy “Ah,          Cha ra cteris ti cs of Vi ctorian       Ameri can educa tion
                                                                                                                                      dialogue, poin t of view, o verstatemen t) in a t ext .
          Are You Di ggi ng on My                wri ting                                                                        6.
          Gra ve?”                                                                                                              Benchmark 2: The student understands the significance of literature
      Di ckens , C. Bronte (excerpts                                                                                            and its contributions to various cultures.
          from Hard Times, Jane Eyre)                                                                                             1.   recogniz es ways that li terature fro m different cultu res presents similar themes
                                                                                                                                       differentl y across genres.
                                                                                                                                  2.   compares and contrasts wo rks of literature th at d eal with similar topics and
                                                                                                                                  3.   evalu ates distinctive and shared charact eristics of cultures th rough a vari ety of texts.

VI. 20 Century Short Story                      Cha ra cteris ti cs of modernism       Indi vidual short story anal ysis
      Orwell “Shooti ng an                     Review of plot elements                 over chosen s tory / present to
       Elephant”                                Review of epiphany i n short            group
      Wm Trevor “The Distant                    s tory
       Pas t”                                   Focus on point of view, di ction,
      Conrad “The Lagoon”                       tone, and themes of va rious
      Nadine Gordimer “The Train                cul tures
       from Rhodesia”
      Ani ta Desai “A Devoted Son”

VII. VOCABULARY                                                                        Wri te original sentences on            Reading, Benchmark 3: The students expands his vocabulary.
       Study of prefi xes , suffi xes                                                   gi ven topi c                           1. ▲determines meaning of words or phrases using context clues (e.g.,
        from Pl ug-In                                                                   Invent new words from word              defini tions , resta tements , examples , des criptions , compa rison -
       Study of root words                                                              pa rts ; define and wri te complete     contrast, clue words , cause-effect) from sentences or pa ragraphs.
       Word s tudy through text                                                         di ctionary entry                       3. ▲ determines meaning of words through s tructural anal ysis, using
        ma terials                                                                                                               knowledge of ▲Greek, ▲La tin, and Anglo-Sa xon ▲roots , ▲prefixes,
                                                                                                                                 and ▲suffixes to unders tand complex words, including words in
                                                                                                                                 s cience, ma thema tics , and social s tudies .
VIII. INDEPENDENT READING:                   Take AR pra cti ce qui zzes over   Reading, Benchmark 4: The student comprehends a variety of texts
      Accelera ted Reader (1 per                                                 12. establishes purposes f or both assigned and self -selected reading (e.g., to be
                                              free novels                        inf ormed, to f ollow directions, to be entertained, to solv e problems).
      qua rter; must pass wi th 70%)         Take AR litera ry qui zzes over
                Two novels of choi ce,       classics
                 appropria te grade level
                Two classic Ameri can or
                 Bri tish novels / pla ys