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Syllabus

English I 2017-2018 Syllabus

Mr. Kyle Ballou/Tricia Cole

Room 209

COURSE OVERVIEW

Students should enter this course with a foundation in fiction, drama, poetry, mythology, and nonfiction. This course will provide them with the opportunity to build on that foundation. They will engage in in-depth analysis of more complex literature, view that literature from its historical perspective, and connect it to other arts. They will write literary analyses, logical arguments, informational/explanatory texts, narratives, and focused research projects. These writing tasks will be both formal and informal. Additionally, they will engage in speaking and listening activities that use and incorporate media and technology. As a result of the reading, writing, speaking, and listening students will do in this course, they will grow their vocabulary and their understanding of how to communicate effectively by making skillful choices when expressing themselves with language.

Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developed to provide clear and consistent goals for student learning and to ensure that students have the skills they need to be successful beyond high school. These standards define what students need to know and be able to do by the end of each grade.   Additionally, the ELA standards require that students be exposed to increasingly more complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be both rigorous and relevant. It must also expose students to certain critical content. In English language arts, that content includes classic myths and stories from around the world, America’s Founding Documents, Foundational American literature, and Shakespeare.

CURRICULUM CONTENT AND SKILL FOCUS

Unit 1: Short Story

  • Developing reading skills: analysis, evaluation, and interpretation
  • Identifying explicit and implicit meaning in short stories
  • Analyzing literary elements: character, setting, plot, conflict, theme, point of view, suspense, dialogue
  • Analyzing literary devices: figurative language, imagery, mood, irony, symbol, foreshadowing
  • Developing writing skills - explanatory: responding to literature, developing a thesis, supporting a thesis, composing strong introductions and conclusions, writing a literary analysis, using the writing process, targeting an audience
  • Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information
  • Participating in speaking and listening activities: collaborate discussions, research presentations
  • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use

Unit 2: Literary Nonfiction

  • Developing reading skills: analysis, evaluation, and interpretation
  • Identifying explicit and implicit meaning in literary nonfiction types: memoirs, autobiography, speeches, and foundational American literature’s supporting ideas with text
  • Analyzing characteristics of literary nonfiction types: variety of form, personal presence, self-reflection, tone, diction, sequencing of ideas, use of rhetoric and rhetorical strategies, historical/cultural influence, relevancy and sufficiency of support for claims
  • Developing writing skills –
    • narrative : incorporating sensory detail, sequencing, reflecting, peer evaluating
    • explanatory: responding to literature, comparing/contrasting, revising for alignment to purpose and audience, depth of information, and clarity and accuracy of content
    • argumentative: analyzing rhetorical strategies, evaluating the validity of an argument, using transitions, using formal and objective language, editing for conventions
  • Conducting research: locating information, paraphrasing, summarizing, quoting, documenting information
  • Analyzing and participating in speaking and listening activities: collaborate discussions, peer evaluation
  • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use

Unit 3: Epics OR Dystopian

  • Developing reading skills: analysis, evaluation, and interpretation
  • Identifying explicit and implicit meaning in epic poetry, contemporary poetry, and informational texts; supporting ideas with text
  • Analyzing characteristics of the epic: oral tradition, hero, journey motif, mythology, simile, epithet, invocation, foreshadowing, flashback, parallel plot
  • Reading for information: Cultural and historical background, interviews with contemporary heroes
  • Developing writing skills - narrative and argumentative: responding to literature, exploring point of view, making a claim, supporting a claim, composing strong introductions and conclusions, using the writing process, targeting an audience
  • Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information
  • Analyzing and participating in speaking and listening activities: collaborate discussions, research presentations, creating a powerpoint
  • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use

Unit 4: Drama

  • Developing reading skills: analysis, evaluation, and interpretation
  • Identifying explicit and implicit meaning in drama, philosophical texts, source material; supporting ideas with text
  • Analyzing characteristics of drama – esp. Shakespearean: comedy and tragedy, character, dialogue, chorus, spectacle, soliloquy, aside, blank verse, iambic pentameter, allusion, foil, puns
  • Developing writing skills –
    • explanatory: responding to literature, analyzing dramatic elements, comparing treatment of a subject in two different mediums, identifying and incorporating textual support, revising for alignment to purpose and audience, depth of information, and clarity and accuracy of content, formatting and documenting according to MLA guidelines, collaborating, using the writing process
  • Conducting research: answering the research question, identifying shared characteristics of art across time and cultures, evaluating the effectiveness of subject treatment in two or more mediums.
  • Analyzing and participating in speaking and listening activities: collaborate discussions, peer evaluation
  • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use

Unit 5: Novel

  • Developing reading skills: analysis, evaluation, and interpretation
  • Identifying explicit and implicit meaning in fiction and nonfiction; supporting ideas with text
  • Reading for information: Cultural and historical background
  • Analyzing characteristics of fiction – esp. characters, setting, theme, style, tone, point of view, figurative language, historical context
  • Developing writing skills –
    • explanatory: responding to literature, comparing treatment of a subject in two different mediums, analyzing within historical context, identifying and incorporating textual support, varying transitions, using relevant and precise vocabulary, formatting and documenting according to MLA guidelines, collaborating, using the writing process
    • argumentative: evaluating the effectiveness of subject treatment in two or more mediums, making a claim, supporting a claim, identifying and incorporating textual support, varying transitions, using relevant and precise vocabulary, formatting and documenting according to MLA guidelines, collaborating, using the writing process
  • Conducting research: evaluating the effectiveness of subject treatment in two or more mediums.
  • Analyzing and participating in speaking and listening activities: collaborate discussions, recording a speech
  • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use

Unit 6: Poetry

  • Developing reading skills: analysis, evaluation, and interpretation
  • Identifying explicit and implicit meaning in poetry and art
  • Analyzing characteristics of poetry – figurative language (esp. simile, metaphor, personification, hyperbole, idiom, onomatopoeia), poetic devices (esp. alliteration, assonance, consonance, and enjambment), rhyme, meter, form, speaker, theme, symbol
  • Developing writing skills –
    • explanatory: responding to literature, analyzing poetic elements, comparing and contrasting the depiction of the same subject or scene in a literary work and another artistic medium, identifying shared characteristics of art across time and cultures, paraphrasing, annotating, supporting with text, using the writing process, revising for style, sentence variety, and word choice
    • narrative/creative: playing with figurative language and sound devices
    • argumentative: diagramming arguments, formulating a claim, supporting a claim, using the writing process, connecting ideas in arguments, using persuasive language
  • Conducting research: Defining and refining a research question, evaluating sources, formulating a thesis, synthesizing and integrating information, using MLA style guide, paraphrasing, summarizing and quoting, incorporating digital media,
  • Analyzing and participating in speaking and listening activities: collaborate discussions, preparing and presenting a multimedia presentation
  • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use

Expectations for Class:

 

5 P Method for Success

 

-Peace: Mutual respect is expected during class. Respect your classmates and teacher at all times. I did not like drama as a student, and I certainly don’t like it as a teacher. Let’s make a joint effort to keep the peace.

 

-Participation: While English might not be everyone’s favorite subject, it is meant to be enjoyable. Participation goes a long way in having a successful year.

 

-Productivity: Work is expected to be completed in a timely matter.

 

-Punctuality: Students must be on time in order to receive all pertinent information for class.

 

-Preparedness: Come to class with all the materials needed to complete literature and writing assignments.

 

Materials: Pencils, Paper, and Folder

 

Passes: Passes are at teacher’s discretion and an escort must be called.

 

Grading Scale: Tests are worth sixty percent, quizzes are worth thirty percent and daily is worth ten percent of your overall grade. There will be six tests and a final that will count as twenty percent of your final grade. Quizzes will usually be announced; however, some may be unannounced to monitor how closely students have listened.

 

Reading Plus: Reading Plus is a program that assesses a student’s reading fluency, comprehension, vocabulary, and writing skills. Three times per week will be devoted to this program during TRP. The student’s lesson completion and accuracy will constitute for a weekly TRP grade.

 

Cell Phone Policy: Cell phones are not to be out or on. If this rule is consistently broken then phones will be kept in plastic slips and given back at the end of class. Phones are only permitted when the teacher permits them for educational purposes. I have the right to take anyone’s phone if it becomes a distraction or when the rules are not followed. 

 

Food and Drinks: Water and food are allowed. However, if trash is not put in the trash can or if the floors become dirty, I may elect to prohibit drinks and food from entering the classroom.

 

Note: For any other questions about school policy or this course, feel free to contact me at kyle.ballou@adair.kyschools.us, 270-384-2751, or refer to the student handbook.