Olympia

High School

1302 North Street
Olympia, WA 98501
Phone: (360) 596-7000
Attendance: (360) 596-7003
Fax: (360) 596-7001

2016-2017 English 10 Student Syllabus

Course Name: English 10 / Sophomore English (Survey of World Literature)

Length of Course: Year Long

Credits:  1

Instructor: Mr. Bach                                    

Room: 7140/P7 (Portable)                                             

Office Hours: 7:15 – 3:00                                               

Email: rbach@osd.wednet.edu           

Course Description:

English 10 is designed as an introduction to world literary studies, critical reading and writing, the writing process, oral language, media and technology, and research in the secondary school. This course is intended to strengthen each student’s abilities in the art of analytical interpretation, written and oral expression, and the use of media and technological assets.

Course Requirements:

Students are required to attend class each day prepared and ready to participate in an active learning environment. Successful preparation includes: turning in assigned material / evaluations on time, noting assignments daily in your school planner, as well as possessing a writing utensil, necessary texts, paper, notebooks, and other supplies deemed necessary by the instructor. Your best attempt at classroom discussion and group work is also expected. All homework assignments will be written in complete sentences and in the correct format, unless instructed otherwise.

 Supply Requirements:

The following supplies will be needed for English 10:

  • A dedicated notebook
  • A dedicated folder or binder
  • Black or blue pen and pencil
  • Flash drive or similar device
  • Daily Planner
  • Primary textbook
  • Supplementary reading (as provided)

 Grading Categories:

70% - Summative (Essays/ Tests / Projects/ Final Exam)

20% - Performance (refer to rubric)

10% - Formative (Homework / Quizzes / Daily Work / Etc…)

 Percentages:

100-90%......A /A-

89.9-80%.....B /B-

79.9-70%.....C/C-

69.9-60%.....D/D-

59.9-0%.......F

Late Work:

All late work will be downgraded 20% of the total points for each day it is late for up to two days. After the two-day deduction period has been exhausted, students will receive a maximum of 50% of the total initial available points. In the case of excused absences, students will be provided with an equal amount of time as was excused, plus an additional day to complete their assignments before standard grade deduction procedures are applied. Please do not rely upon the teacher to come find you, it is your responsibility to inquire on missing assignments and you will be held accountable for any missing work. Missed quizzes/tests must be taken upon the students return on their own time.

Absences:

Excessive absenteeism often results in full or partial loss of credit for this class. Due to discussions, assignments, and information missed, I strongly encourage all students to make an attempt to attend classes on a consistent and regular basis so as to be prepared for all graded classroom events and evaluations.  

Academic Misconduct:

Cheating and plagiarism are serious offences that will be dealt with as such in my course. It is imperative that each student is assessed fairly on both formative and summative assessments and that all generated intellectual material is authentic and original. Always cite your sources both paraphrased and direct. Remember, using someone else’s idea is considered intellectual theft as well. Generate your own ideas and do your own work! Student’s that are suspected of academic dishonesty will be required to attend a meeting with the instructor and administrative staff and could face full or partial loss of credit and /or removal from class. It’s just not worth it. If in doubt…ask me.    

Technological Device Usage:

Please keep your devices secure and deactivated while in class unless instructed otherwise. Do not plug your device/s in without prior authorization. If you wish to capture an audio or visual recording of me during class, please ask first.  

Common Core Anchor Standards (CCR-AS):

The materials, lessons, assessments, and expectations of this course have been designed to fulfill the general requirements set forth by the Common Core.  As such, each unit has been tailored to focus on appropriate elements of Reading, Writing, Speaking, and Language. For your reference, there exists within this document a general designation of predominating anchor standards for each unit of study.

 For instance: the designation (Reading CCR-AS 1-2) suggests a focus on the following two Reading Standards for Informational Texts 6-12:

 Cite strong thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. I will personally provide each student a copy of the collective standards for their grade level in unison with the distribution of this syllabus.

English 10 – Tentative Course Outline with Possible Activities and Assessments

SEMESTER 1

S1 Mod 1: Themes in Literature: Lord of the Files / 5.5 Weeks

 CCR Anchor Standards:

Reading 1-7

Writing 1 and 9

Speaking and Listening 1-4 and 6

Language 1 and 3

  • Anticipation Guide Completion and Graded Discussion (Performance Grade)
  • Primary Text Reading
  • LOTF Island Mapping and Presentation (Formative) 
  • Thematic / Analytical Statements (Select Passages) (Formative and Summative)
  • Objective Summaries (Analytical Passage Analysis) (Formative and Summative)
  • Annotation and Discussion of select non-fiction articles (Formative)
  • Quizzes (Formative)
  • Article research and / or additional student based inquiry and analysis (Formative)
  • Final Exam (Summative)
  • Final In-class Essay Exam (Summative)

 S1 Mod 2: Themes in Literature: Night / 4 Weeks

 CCR Anchor Standards:

Reading 1-7

Writing 1-6

Speaking and Listening 1, 3, 4, and 6

Language 1-3 and 5

  • Characterization Charts / Mapping / Art / Posters (Formative)
  • Objective Summary (Analytical Passage Analysis) Assessments (Formative and Summative)
  • Web Quest (Formative)
  • Discussion Questions (Socratic Seminar) (Performance or Summative)
  • Jigsaw Teaching (Student Selected Articles) (Formative and Summative)
  • Night Test (Summative)

S1 Mod 3: Poetry Explication and Analysis / Poetry Out Loud: / 4 Weeks

 CCR Anchor Standards:

Reading 1-8 and 10

Writing 1-9

Speaking and Listening 4-6

Language 1-3 and 6

Sample Poems / Provided (Formative and Summative)

 “Facing it” – Yusef Komunyakaa

“A Barred Owl” – Richard Wilber

“The History Teacher” – Billy Collins

“To Helen” – Edgar Allan Poe

“Helen” – Hilda Doolittle

“My Papa’s Waltz” – Theodore Roethke

“Daddy” – Sylvia Plath

“The Second Coming” – William Butler Yeats

“Ode on a Grecian Urn” – John Keats

“On a Favourite Cat, Drowned in a Tub of Gold Fishes” – Thomas Gray

  • Released Multiple Choice Test Items (Formative)
  • Jig-saw teaching / learning (Formative and Summative)
  • Sample Research Articles / Annotations (Formative)
  • Research articles / annotations (Summative)
  • Practice Statements of Explication (Formative)
  • Explication Steps Test (Summative)
  • Poetry Oral Reading / Presentation (Summative)
  • Comprehensive Presentation / With formal (typed) statement of explication and visual (Summative)

 S1 Mod 4: Investigating Universal Themes: Short Stories (World) / 3.5 Weeks

CCR Anchor Standards:

Reading 1-10

Writing 2 and 6-10

Speaking and Listening 1  

Language 1-3 and 5-6

 Sample Short Stories / Provided (Formative and Summative)

 “A Very Old Man With Enormous Wings”- Gabriel Garcia Marquez

“Shooting an Elephant” - George Orwell

“Marriage is a Private Affair” – Chinua Achebe

“The Metamorphosis” – Franz Kafka

“Taking a Husband” – Ha Jin

“Girl” – Jamaica Kincaid

 Student Choice (Select from Primary Text)

  • Thematic Statements (Formative and Summative)
  • Select Discussion Questions (Formative)
  • Select Text Questions (Formative)
  • Student Annotation Notes (Formative)
  • Jigsaw Teaching (Summative)
  • Essay Exam (Summative)

SEMESTER 2

S2 Mod 1: Science Fiction: Fahrenheit 451 / 4 Weeks

 CCR Anchor Standards:

Reading 1-8 and 10

Writing 1-2 and 4-7 and 9-10

Speaking and Listening 1-4 and 6

Language 1-6

  • Students read Fahrenheit 451 and “The Veldt” and “Coda”
  • Formative Assessments = Group discussion, debates / select formative writing
  • Writing in reading response journals
  • Analyze author’s research for writing and look at characterization development
  • Students will generate an “inquiry” question about how the theme from S2 Mod1 is reflected and or made manifest in modern American Teens
  • Students conduct research – journal articles (databases – EBSCO Host, SIRS)
  • Model of Question (Formative)
  • Sub-Model of Inquiry Questions -3 (Formative)
  • Instructor Meeting/s and Collaboration (Performance)
  • Outline, research abstracts (Formative)
  • Students present findings to classmates (e.g. PA announcement, Prezi, YouTube, poster, etc.) (Summative)

 S2 Mod 2: Greek Tragedy: Oedipus or Antigone / 3 Weeks

 CCR Anchor Standards:

Reading 1-8 and 10

Writing 2 and 4-10

Speaking and Listening 1-2 and 4-6

Language 1-3 and 6

 Oedipus the King - / 2 Weeks  

 Texts:

  • Lecture on Greek culture and history
  • Show You Tube Short Version of Oedipus
  • “Allegory of the Cave” Republic Plato (packet)
  • Claymation Adaptation http://platosallegory.com/
  • “The Great Encounter” Paul Roche (packet in filing cabinet)
  • Students write to prompt: Allegory / Oedipus / Roche (Grade as formative / select re-write)
  • 46 item AP Multiple Choice Test / Follow-up with group lesson / strategies

(students take test individually / determine best responses in peer review groups)

Activities and Assessments:

  • Ancient Greece History

Refer to Plato’s Republic. Consider Socrates’ comments to Glaucon regarding the attributes of a Philosopher King. If Socrates were to comment on the shortcomings of Oedipus, where might his criticisms be directed? Please refer to (and directly cite) specific dialog between Socrates and Glaucon when addressing this question.

  • “Question Minus the Answer FRQ” Page 33 2004 Released Exam Book.  
  • Students write to select Oedipus FRQ in groups (electronic copy of prompt in system)

(Students write in class in peer review groups over two day period / grade as summative)

 S2 Mod 3: Shakespearean Tragedy: Macbeth / 5 Weeks

CCR Anchor Standards:

Reading 1-10

Writing 1-2 and 4-10

Speaking and Listening 1-6

Language 1-3 and 5-6

Personal Vices and Effects on the Human Conscience

  • “Edward, Edward” (packet)
  • Macbeth Film (1997 Online)

Activities and Assessments:

  • “Edward, Edward” Explication Essay—focus on literary element (Formative)
  • King Henry IV Prose Response (blue book) – couple with handout on Syntax (Formative)
  • Macbeth Choice Essay Prompt (Foil) – Electronic Copy (Summative)
  • Macbeth Passage Analysis Exam—Shakespearean Language (Summative)
  • Conclude semester 1 with DBQ workshop and MC workshop (Separate copies in file cabinet labeled Semester Practice Exams 1 /2 /3
  • Take 2004 MC Exam as a final / with Shakespeare Prompt FRQ (Students write essay in class) (Summative)

S2 Mod 4: World Literature Project (Final Project /Exam): 5 Weeks

CCR Anchor Standards:

Reading 1-10

Writing 1-7

Speaking and Listening 1-6

Language 1-6  

 With instructor guidance students will research, read, and document material of their choice from the world literary canon. Students will ultimately present their document collection, findings, and reflections to an audience of their peers in the final days of class. Students will also create a comprehensive annotated bibliography and meet with instructor on prescribed dates.

Project Checkpoints and Assessments:

  • Selection Meeting (Formative)
  • Document Interviews / Annotated Text Meetings (Formative and Summative)
  • Draft Annotations (Formative)
  • Draft Presentation Outline (Formative)
  • Final Presentation Outline (Summative)
  • Final Presentation Visual (Summative)
  • Final Presentation (Summative)