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Syllabus PG Eng IV H 10-11

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Syllabus PG Eng IV H 10-11 Powered By Docstoc
					English IV Honors World Literature
Wade Hampton High School
Greenville, S.C.

Course Description
World Literature IVH engages students in the careful reading and critical analysis of imaginative
literature. Coming at the end of a series of intensive honors classes, World Literature is a semester
long (90 days/block schedule) course taken during the senior year. The prerequisites include
English I Honors, II Honors, and III Honors. Through the close reading of selected texts, students
deepen their understanding of the ways writers use language to provide both meaning and
pleasure for their readers. As they read, students consider a work’s structure, style, and themes as
well as such smaller scale elements as the use of figurative language, imagery, symbolism and tone.
The course includes intensive study of representative works from various genres and periods,
concentrating on works of recognized literary merit.

Instructional Philosophy
This course will prepare students to be life-long learners by building communication skills required
in every walk of life. The course will be organized around best practices in English language arts
instruction, including literature circles, performance, reading and writing process, strategies to
improve writing, student presentations, and the Socratic Seminar. Students will be expected to
complete all assignments both those assigned in class and out of class. These assignments will
include extended projects requiring research and reading over a period of time. Being a part of the
classroom community means participating in discussion and sharing insights and interpretations
with classmates and the teacher. Most classes will begin with a short opening activity, followed by
class discussion, intensive writing practice, and/or performance activities. There will be substantial
out-of-class reading. Both teacher and students will strive to build community, comprehend and
create text, then reflect on that process.

Course Goals/Power Standards
All units of study will address the South Carolina English Language Arts Standards revised June
2008. For a complete list of strategies please visit http://ed.sc.gov/agency/Standards-and-
Learning/Academic Standards/old/cso/standards/ela/. Upon completion of Advanced Placement
Literature and Composition IV, the student will be able to

      read and comprehend a variety of literary and informational texts in print and nonprint
       formats;
      use word analysis and vocabulary strategies to read fluently;
      create work that has a clear focus, sufficient detail, coherent organization, effective use of
       voice, and correct use of the conventions of written standard American English;
      write for a variety of purpose and audiences;
      access and use information from a variety of sources


Major Assignments and Projects
Students will write essays and responses, generally two, 3-5 page papers every four weeks, and
complete presentations and participate in class discussions regularly. They are required to
complete a major research project on world religions including the preparation of a food dish from
a country practicing the chosen religion. They will be required to read several full-length books
during the course of the class. Reading schedules and dates for assignments, as well as reminders,
will be noted in class and posted on the teacher’s website. In addition, if students have created
quality work, the final exam canl be the creation of a portfolio of completed work with additional
reflection exercises.

Assessment and Grading
Assessment of work completed in English IVH will most often reflect the use of a modified AP
rubric. Rubrics will be made available to student prior to beginning an assignment, especially a
long-term project. Objective tests will be graded on a 100 point scale. Writing assignments will be
graded primarily for content; however, grammatical correctness and style will certainly count in the
overall assessment. These products will be kept in the on-line writing portfolio. Literary knowledge
will not only be assessed by objective tests on selections, but also by genre tests and by written
responses to selections. If a student needs to rewrite a paper or fails a major test, he/she may
attend a tutorial session prior to the retake/rewrite. Work must be turned in by the rewrite date or
no credit will be awarded. I use the grading scale provided by The School District of Greenville
County to determine grades for each student.

Categories                                                    % of Grade
Essays, presentations, performances, tests                    60%
Quizzes, journals, notebook checks, class discussion          40%
Exam                                                          20%

Grading Scale
93 – 100..................................A
85 – 92....................................B
77 – 84....................................C
70 – 76....................................D
69 and below..........................F

Please see the District website for more information concerning the grading scale.
(http://www.greenville.k12.sc.us/district/parents/grades.asp)


Pacing Guide (unless otherwise noted, page numbers refer to the textbook)
Weeks One through Three
Target Standard: E4-1.1. Compare/contrast ideas within and across literary texts to make inferences.
Unit 1—The Epic
Introductions & Syllabus
Note: Distribute copies of Dracula for outside reading
Literature Focus: Special study: Ancient Epics
     Introduction to Ancient Middle East Literature, pp 1-17
     from Gilgamesh, pp 20-36
     Introduction to Ancient Roman and Greek literature, pp 101-118
     from Homer’s Iliad, pp 120-173
     from Virgil’s Aeneid, pp 268-296
     Introduction to Africa and the Middle East
     from Sundiata, pp 518-536
Writing Focus (Writer’s Workshop)
     Writing the Reflective Essay, pp 88-93
Unit Test: Multiple Choice test on the four epics


Week Four
Target Standard:     E4-1.4. Evaluate the relationship among character, plot, and theme in a given
                              literary text.
                     E4-1.3. Evaluate devices of figurative language (including extended metaphor,
                              oxymoron, and paradox).
Unit 2—Hebrew Literature
Literature Focus
     The Hebrew Bible, p 50-81
     The New Testament, p 82-86
Grammar Link: Using Adjectives and Adverb Clauses, p 75
Writing Focus: Updating a Parable, p 86
Unit Test: Skills Review, pp 94-99


Weeks five through six
Target Standards: E4-1.2 Evaluate the impact of point of view on literary texts.
                     E4-5.4 Create persuasive writings such as editorials, essays, speeches, or reports that
                               address a specific audience and use logical arguments supported by facts or
                               expert opinions.
Unit 3—Ancient Greek & Roman Literature
Literature Focus: Greek drama; writings of Ovid
      Oedipus Rex, p 198
      Metamorphoses, p 306 (and separate text)
Grammar Link: Subject-Verb Agreement, p 266
Vocabulary Development: Words with Greek and Latin Roots, p 173
Writing Focus: The College Application Essay (& scholarship essays)
Listening and Speaking Workshop: Presenting and Evaluating a Persuasive Speech
Unit Test: Collection 2: Skills Review, pp 338-343; also reading test on Dracula
Weeks seven through eight
Target Standards: E4.2.3 Analyze informational texts for indicators of author bias such as word choice,
                             the exclusion and inclusion of particular information, and unsupported opinion.
                    E4-1.5 Analyze the effect of the author’s craft on the meaning of literary texts.
Unit 4—Literature of India, China, and Japan
Note: Distribute copies of The Stranger along with reading guide.
Literature Focus:
     from Rig Veda, p 366
     from Bhaghvad-Gita, p 370
     from Panchatantra, p 382
     from Ramayana, p 388
     from The Book of Songs, p 402
     from Analects, p 408
     from Taoist Writings, p 412
     Tanka, p 440
     Haiku, p 448
Grammar Link: Agreement of Pronoun and Antecedent, p 400
Writing Focus
     Comparing and Contrasting Two Folk Songs
     Writing an original tanka and haiku
Unit Test: Skills Review, p 480


Week nine
Target Standard: E4-1.5 Analyze the effect of the author’s craft on the meaning of literary texts.
Unit 5—African & Arabic Literature
Literature Focus:
     The African oral tradition, p 506f
     African proverbs, p 514
     from The Koran, p 542
     from The Thousand and One Nights
Grammar Link: Keeping Verb Tenses Consistent, p 536
Writing Focus: The Research Paper (World Religions)
Unit Test: Skills Review, p 576


Weeks ten through thirteen
Target Standard:      E4-1.6 Create responses to literary texts through a variety of methods such as written
                              works, oral presentations, media productions, and the visual and performing
                              arts.
                      E4-6.4 Use vocabulary that is appropriate for the particular audience or purpose.
Unit 6—European Literature from the Middle Ages to the Enlightenment
Literature Focus:
     “Chevrefoil,” p 618 [movie—Tristan & Isolde]
     from Perceval, “The Grail,” p 623
     from Inferno, p 645
     from The Decameron, “Brother Onion,” p 668
     Renaissance sonnets, p 680f
     Shakespeare’s Much Ado About Nothing
     from Don Quixote, p 687
     from Candide, p 708
Grammar Link: Avoiding Misplaced and Dangling Modifiers, p 634
Writing Focus: Examining a Controversial Issue in an Editorial, p 726
Vocabulary Development: Etymology—The Story Behind the Word, p 724
Unit Test: Skills review, p 732; reading test on The Stranger


Week fourteen
Target Standard: E4-1.5 Analyze the effect of the author’s craft on the meaning of literary texts.
Unit 7—The 19th Century
Note: Distribute copies of Night with reading guide.
Literature Focus: Short stories
     Faust, p 756
     “A Piece of String,” p 796
     “The Long Exile,” p 803
     “A Problem,” p 813
Grammar Link: Avoiding Sentence Fragments and Run-on Sentences, p 822
Writing Focus:
     Evaluating a Character’s Actions, p 770
     Analyzing a Short Story, p 824
Unit Test: Skills Review, p 832

Weeks fifteen through eighteen
Target Standard: E4-1.1. Compare/contrast ideas within and across literary texts to make inferences.
Unit 8—The Modern and Contemporary Periods
Literature Focus: Short Fiction
Note: Distribute copies of Night with reading assignments.
     Introduction to the time period, p 839
     “The Hunger Artist,” p 868
     “The Myth of Sisyphus,” p 898
     “A Good Day,” p 904
     “Holocaust Survivors Bring Memories,” p 918
     “Borges and I,” p 933
     “The Night Face Up,” p 947
     “Tuesday Siesta,” p 956
     “The Censors,” p 964
     “Writing as an Act of Hope,” p 972
     “Dead Men’s Path,” p 995
     “The Train from Rhodesia,” p 1008
     “The Norwegian Rat,” p 1031
     from “Laments on the War Dead,” p 1040
     “The Jay,” p 1047
     “An Astrologer’s Day,” p 1053
     “Ocean of Words,” p 1083
Grammar Link: Building Coherence, p 1001
Vocabulary Development: Understanding Idioms and Jargon, p 970
Writing Focus: Research presentations
Unit Test: Skills Review, p 1120; also reading test on Night

Exam