Honors English 2 Course OutlineMr - Siuslaw High Web view*Is it okay with Mrs. Tatum and Mr. Franklin? ... Art, Cartoons, Ads, Videos, Programs ... analyze the cumulative impact

Honors English 2 Syllabus*Mr. Wartnik

Mr. Wartnik’s Goal: To build a community of goodwill, where everyone strives for excellence while encouraging others to do the same.

Classroom Expectations:RespectHonestyTeamworkFocusGrowth MindsetPerseverance

Necessary Resources & Tools: Recommended Resources & Tools:*Black + Dark Blue Ball Point Pens *Colored Pencils*Pencils *Highlighters*Notebook Paper *Journal/Diary*Spiral Notebook (For Warm-ups) *Reading Book*3-Ring Binder*Text book

Standard Grade Scale:A (5/6) Exemplary Work; Exceeds MasteryB (4) Solid Work; Strong Evidence of MasteryC (3) Sufficient; Evidence of Adequate, not Advanced MasteryD (2) Mediocre; Evidence of Partial MasteryI (1) Incomplete: Little or No Evidence of Mastery

AP Grade Scale9-Exemplary (100%)8-Outstanding (92%)7-Very Good (86%)6-Good (82%)5-Okay (76%)4-Close (72%)3-Floundering (64% Semester 1 and 20% Semester 2)2-Lost (10%)1-No Development (5%)0-No Understanding (0%)

Grade Weighting:20% Formative Assessment (Quizzes, Edited Drafts, In-class Compositions)20% Assignment/Formative (Homework)60% Summative Assessments (Final Exams, Essays and Presentations)

Class Policies & Procedures:1. Required Assignments? You must complete all summative assessments to a minimum acceptable standard. Summative assessments include tests and major essays.2. Passes? a privilege that can be lost. Get them before school, after school, or after class. 3. Groom and dress: Neither hats nor distracting apparel may be worn in class. 4. Technology use? With instructor permission, technology is allowed. Game Over: The Carmen rule!

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5. Bathroom Use?*Is it okay with Mrs. Tatum and Mr. Franklin? Some students lose the privilege*Are you abusing the privilege?*Have you made a scene?*Have you asked respectfully at an appropriate time?

6. Water only; no other food or drink may be consumed in the classroom without my OK. 7. Deadlines? Composition is a creative act. Not everyone creates in the same way or at the same rate. Therefore my composition deadlines have some flexibility. However, you must complete all major compositions to receive credit for the class! If you get stuck on a composition, come to office hours before or after school so you can get you un-stuck. Daily assignments are time sensitive. I expect you to come ready for class discussions or peer editing day-by-day. Bring what you have—even if not finished. Accept and deal with your reality. Make improvements and grow as a student. Never feel stupid because you are struggling on an assignment. Be a problem-solver; overcome fears.8. Tardy Policy? Be in your seat ready and able to work when the bell rings, or you may be marked tardy.9. Attendance Policy? Bring a note or have your parent/guardian call within twenty-four (24) hours after an absence. Deal with absences before class! Notes need the date of and reason for the absence. Remember, not all absences are excused by the office and UA’s affect your grade. Refer to the handbook for clarification. Work missed during an excused absence receives full credit if turned in according to the student handbook guidelines.10. Cheating/Plagiarism? Major essays and tests, must be redone and resubmitted for you to pass the class. A second offense results in automatic loss of semester credit.

Parent(s):

If you would like to examine the scope and sequence of my English 3 class, you will find the document on my page of the school web site: www.siuslaw.k12.or.us , Neil Wartnik.

If you or your child have any questions or need assistance, I am available 7:45-8:20 most mornings and 3:10-4:00 most afternoons. During wrestling season I leave for practice by 3:30 most days, but can stay later if necessary. I truly enjoy getting to know the people I serve and doing all I can to make their experience positive. To contact me, you may call 541-997-3448 or email me at [email protected], and I will get back to you as promptly as possible.

Please print your full name(s) and your e-mail address. -------------------------------------------------------------------------------------------------------------------------------

Full Name(s): ________________________________________________________________________

E-Mail Address: ______________________________________________________________________

Question/Comment:

We the undersigned fully understand the expectations of this course as outlined above. It is important to have an environment conducive to the educational process, and the expectations above are designed to help accomplish these educational goals.

X____________________________________________Date_______Student signature

X____________________________________________Date_______Parent(s) signature

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mailto:[email protected]

http://www.siuslaw.k12.or.us/

Learning Targets (Revised 9/5/14)1. Students will be able to write coherent, fluent paragraphs & essays (Narrative, Thematic, Topical, Compare/Contrast) that incorporate all elements of TRIAC.2. Students will be able to produce clear, coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience in the Narrative, Expository, and Argumentative modes.3. Students will grow in knowledge and command of Standard Written English.4. Students will learn to write effectively whether composition is on demand or according to the writing process (pre-write, draft, revise, edit, proof, publish.)5. Students will prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.6. Students will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).7. Students will demonstrate understanding of figurative language, word relationships, and nuances in word meanings.8. Students will be able to read closely to determine what a text says explicitly and make logical inferences, citing specific textual evidence when writing or speaking to support conclusions.9. Students will be able to determine central ideas or themes of a text and

analyze their development; summarize the key supporting details and ideas.10. Students will be able to read and comprehend complex literary and informational texts independently and proficiently.11. Students will be able to analyze how an author’s choices concerning text structure (e.g. the order of events or parallel plots) or the manipulation of time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.12. Students will be able to analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).13. Students will be able to read and comprehend complex literary and informational texts independently and proficiently.14. Students will be able to research a topic effectively and articulate learning in a manner consistent with MLA standards.

Learning Targets: Expanded FormA. Composition:

1. Standard Written English: Following conventions:*Grammar/Syntax*Punctuation*Capitalization*Paragraphing

2. Argumentative (Pathos, Ethos, and Logos):a. Claim>Support>Warrant

~Synthesis of the Comprehensive Comments, Claims, and Evidence Made on an issue; All Sides Considered~Resolution of Contradictions Where Possible~Determination of Additional Info needed to Further Analysis

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b. Introduction—>Body—>Conclusion/Synthesis ~Topic Sentences~Sequencing for Effect~Transitions~Balanced Development

c. Stylistic Considerations:~Clear/Coherent: Reads Well; Easy to Understand~Writes to a Diverse Audience: Rhetorical Considerations

-Thoughtful Concession and Rebuttal-Considers all Positions’ Weaknesses, Strengths, and Reasons.

~Effective Voice, Tone for WriterReader Relationship~Clearly Defined, Meaningful Purpose~Effective Development & Structure~Effective Use of Technology/Multimedia

d. SWE (Meeting the Conventions of Standard Written English)*Position essays will be on such topics as Freedom/ Slavery, Free Speech, Women’s Rights, Commoner’s Rights, Literacy, Property Rights, Homeland Security/War, Virtue/Corruption, World View, Friendship, Loyalty/Betrayal, and Free Access to Information, etc.) and will be based on analysis of Homer, Sophocles, Plato, Ovid, Dante, Chaucer, Martin Luther, Shakespeare, Dickens, and Amazing Grace.

3. Informative:a. Assertive Thesis>Support>Analysis>Conclusion/Synthesis

~Selecting premium support-Best Sources, Content, Analogies, Anecdotes

~Justifying and explaining support where appropriateb. Introduction—>Body—>Conclusion

~Topic Sentences~Sequencing for Effect~Transitions~Balanced Development

c. Stylistic Considerations:~Clear/Coherent~Writes to a Diverse Audience: Rhetorical Considerations~Effective Voice, Tone for WriterReader Relationship~Clearly Defined, Meaningful Purpose~Effective Development & Structure~Effective Use of Technology/Multimedia

d. SWE (Meeting the Conventions of Standard Written English)*Focusing Question: What have we learned about Western Civilization classical literature? Were the people and ideas of antiquity like us/ours? If they were different, how so? How do these works relate to me/us in 21st Century Florence, Oregon, in the modern world? Essays will analyze the literature of Ancient Greece, Ancient Rome, Dante, Chaucer, the essayists, Shakespeare, Austen, Dickens, et al.

4. Narrative:a. Based on class reading(s)—writing reflectively.b. Developing Real or Realistic Experiences/Events

~Well chosen Details~Effectively Sequenced: Beginning>Middle>End~Highlighting Life Change and/or Insight

c. Organized:

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~Intro>Body>Conclusion~Logically Sequenced, using Chronology as appropriate

-Flashback and foreshadow are acceptable variations~Transitions & Unifiers

d. Incorporating Effective Techniques:~Narrator POV/Voice that engages the reader~Multiple Plotlines? (Enrichment for those wanting a challenge)~Characterization: Description, Action, and Dialogue~Setting: Description~Plot Devices: Foreshadow, Flashback, Advancing Conflict~Language Devices: Imagery, Symbolism, Figurative Language~Intricacy of Tone: Suspense, Intrigue, Irony

e. SWE (Meeting the Conventions of Standard Written English)*Writing as though immersed in the realities and problems of that time, place, situation, and literature: consider Homer, Achilles/Thetis/Hector/Priam, Socrates/Condemners/Acquitters, Sophocles, Antigone/Creon/ Haemon/Ismene, Ovid, Pyramus/Thisbe/Parents, Virgil, Priam/Hecuba/Aeneas/Anchises/Creusa, Dante (author & character)/Virgil/Beatrice, Calendrino/Bruno/Buffalmocco/Dona Tessa, Chaucer, Characters from the prologue (esp. the Pardoner)/the Rowdies/Chanticleer/Pertelote/ Russell Fox, Martin Luther et al, Montaigne, Bacon, Shakespeare, Characters from The Tempest, Jane Austen, Characters from Pride and Prejudice, Charles Dickens, Characters from A Tale of Two Cities,William Wilberforce, Lord of the Flies, et al.

B. Literature:1. Vocabulary Analysis: (Ongoing)

a. Contextb. Morphology

i. Root Word Variants (Con)test: Conceive, Conception, Misconception, etc.

c. Dictionary Skills Test: Print or onlinei. Part(s) of Speechii. Originiii. Pronunciationiv. Word Meaning(s)

d. Considerations: i. ambiguity/multiple meaningsii. symbolismiii. Nuance: connotation vs. denotationiv. abstract concepts

2. Objective Summary of a Complex Text: Antigone, The Tempest, Pride and Prejudice, A Tale of Two Cities

3. Structural Analysis:a. The effects of Beginnings and Endings on: i. Structure

ii. Aesthetic Valueiii. Meaning

b. Impact of Structure on Clarity, Engagement, and Persuasiveness 4. Analyze Development of a Complex Set of Ideas or sequence of events over

the Course of a Text (The Tempest, Pride and Prejudice, & A Tale of Two Cities)

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a. Impact on Characters, Themes, Conflict, and Plot5. Literary Analysis Essays:

* Impact of Author’s Developmental/Stylistic Choicesi. Literary Elements (Novel, Drama, Poetry)ii. Literary Devices

Specific Analyses:a. Narrator’s Voice: Satire, Irony, Sarcasm, and/or Hyerbole

Consider the difference between explicit and implicit meaning.*Pride and Prejudice

b. Symbolism: *A Tale of Two Citiesc. Theme: The Tempestd. Setting: *The Tempeste. Character/Conflict: *P & P; A Tale of Two Cities

6. Analysis of Interpretations:a. Analyze works interpreted by multiple authors and/or in multiple mediums: P & P with Keira Knightley & Matthew MacFadyen

7. Rhetorical Effectiveness (Literary & Informational Text): ~ POV~Purpose~Language~Tone~ Evidence~Points of Emphasis~Logic: Premises + Reasoning*Pyramus and Thisbe, Bacon’s Essays, “Montaigne’s Essay, selected tales from Chaucer, Shakespearean Sonnets, and Amazing Grace

8. Interpreting Diverse Media: Use the Rhetorical Triangle as a lens~Visual: Pictures, Displays, Art, Cartoons, Ads, Videos, Programs

-Amazing Grace, Pride and Prejudice (Keira Knightley)~Auditory: Music, Speech, Debate

9. Research Essay:a.Formatted according to MLA Conventions:

~Annotated Bibliography~Works Cited~In-text Citations~Quotation, Paraphrase, and Summary

b. Advanced Analysis of Textual Supportc. Synthesis of Multiple Sources (literary reviews on a text)

i. Source Selection: Authoritative (Annotated Bibliography) -Using Advanced Searchesii. Literary and Informational Texts - Literary Texts with Multiple Themes

e. Analysis of Support Is the Basis of Valid, Insightful Conclusions C. Speech:

1. Panel Discussion:~Integrating and/or Responding to the ideas of others~Articulating Personal Views Clearly and Convincingly~Ability to Interact Effectively with Diverse Partners.

*Topics may come from the works of Homer, Plato, Sophocles, Virgil, Ovid, Dante, Chaucer, Shakespeare, Austen, Dickens, and/or Amazing Grace. **Goal: Internalization of a Perspective and the ability to React thoughtfully and articulately to alternative and oppositional views.

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2. Oral Presentation:~Of Findings~Rich in Meaning/Value~Compelling Evidence/Development ~Effective Organization~Style Appropriate to the Task>>Delivery + Tone + Language~Connects with the Audience~Uses Media Effectively*Multiple Contexts and/or Tasks

*Short presentations throughout the year**Assign students period analyses, author analyses, and works analyses***Use of Powerpoint or some other multimedia method is mandatory.

3. Speech Analysis: Rhetorical Triangle~ POV: Assessing Stance/Bias~Purpose~Organization: Links among Ideas~Language~Tone~Use of Evidence + Rhetoric~Points of Emphasis~Logic: Premises + Reasoning

*Analyze Socrates’ “Apology” and William Wilberforce’s May 12, 1789 Speech to Parliament.

4. Inquiry-based Discussion (Based on Interpretive Questions):~Allow for Full Range of Positions~Verification and Clarification of Ideas and Positions~Challenges to Ideas and Positions~Conclusions (Based on the Discussion)

*Goal: To help students understand, internalize, and ultimately synthesize or apply.*Many Essay assignments will be based on in-class discussions.

D. Ongoing Learning Activities:*Vocabulary analysis: ~1/week: FRAYER Analysis + TRIAC Explanation\

9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

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e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

*Grammar Study*Composition

Overarching Theme: Classic Literature of Western Civilization

Semester I:Unit 1: “The Importance of Mind Set”Goals: 1. Analyzing text to gain understanding and using knowledge of text in written and oral

explanations.2. Knowledge of Oregon Standards for Assessing Comprehension of Informational Text .

Content : “Think You’re Smart?” (Kevin Cool) & “Effort Effect” (Marina Krakovsky)

Formative Assignment: Analyze main points: Quotation, Paraphrase & CommentFormative Assignments: 1. Analyze the structure of the article;

2. Write a summary of “Effort Effect”Activities : 1. Formative TRIAC: [What is Marina Krakovsky’s goal in her article about Carol Dweck’s

research?]

11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Develop the topic thoroughly by selecting the most significant and

relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

b. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

c. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

2. FRAYER AnalysisTRIAC Explanation of PRIDE acronym11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a

word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


A. Ancient Greece: (Present background on the politics, Olympics, temple worship, theater, and artwork).

Reading List: (Selected from the Literature Text): 1. Excerpts from Homer’s The Iliad P. 142-161Discussion Topics:a. Genre: Myth/Epicb. Used to teach youths in Ancient Greece (B.7)c. Friendship/Betrayal (B.5)d. Homeland Security/War (B.5) e. World View? (B.5) f. Rhetorical Analysis (B.7)

Activities:*Notes: Top 5 Most Important Words or Deeds from each Book, with commentary*Write a narration of each book (B.2)*Informative TRIAC Essay: “Character Analysis of Achilles”

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9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.


9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

9-10.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

2 & 3: Plato: “The Apology of Socrates” P. 194-198& Allegory: from “The Cave” http://www.historyguide.org/intellect/allegory.html~Look at Google images of Dante’s three realms.

Discussion Topics:a. PhilosophyThe Socratic Method as a method of reasoning (B.7)b. Socrates’ Method and Basis for Responding to his Critics (B.7)c. Freedom/Slavery (B.5)d. Free Speech (B.5)e. World View? (B.5)

~“The truth shall set you free” -Jesus~What happens to a person after death?

e. Rhetorical Analysis (B.7)Activities:*Analyze the structure/organization of the excerpt from “The Apology”

>(Create a Schematic which Shows the Essay Structure—B.3)*Compose a narration of the “Cave” allegory (B.2)*Evaluative Essay: “The Effectiveness of Socrates’ Response?” (A.2)

9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).


4. Antigone (Sophocles) P. 204-242Discussion Topics:a. Genre: Myth/Drama/Tragedy

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http://www.historyguide.org/intellect/allegory.html

b. Homeland Security/War (B.5)c. Friendship/Betrayal (B.5)d. World View? (B.5)e. Freedom/Free Speech (B.5)f. Sexism? (B.5)g. Structural Analysis: The effect of the opening and ending! (B.3)

Activities:*Notes: Top 5 Most Important Words or Actions from each Act, with commentary *Sentence-by-sentence paraphrase/summary of the odes*Compose a one paragraph summary explanation of each Ode (B.2)*Compose profile lists that describe the main characters (B.5)*Create a Character Relations Web*Forum/Panel Discussion: Antigone, Creon, Haemon, Choragos, Teiresias and Ismene (C.1)

Midterm Exam: Ancient Greece: Expository Essay: What you learned about ancienct Greece through your study of excerpts from The Iliad, excerpts from Plato’s writings, Sophocles’ play Antigone, and class discussions and lectures.

B. Ancient Rome: (Study the Empire, the Roman Roads and aqueducts, the Coliseum, and artwork, and the origin of the Catholic Church/Papacy)

Reading List:1. from Ovid’s Metamorphoses: “Pyramus and Thisbe” P. 7-10Discussion Topics:a. Myth/Narrative/Tragedy (Genre Study)b. Trust (B.5)c. Fate (B.5)d. World ViewCharacters’ vs. Speaker’s (B.5)e. Rhetorical Analysis (B.7)

Activities:*Notes: Top 5 Most Important Words or Actions from the Poem, with Commentary*TRIAC Essay: (A.2)9-10.W.10 Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

2. from The Aeneid P. 162-176Discussion Topics:a. Caesar’s Mandate (A.2)b. A Frame Storyc. Genre: Myth/Epicd. Sexism? (B.4)

Activities:*Notes: Top 5 Most Important Words or Actions from the Excerpt, with Commentary *TRIAC Essay prompt: In what ways does this excerpt show that Virgil was attempting to glorify Rome in the eyes of readers?

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9-10.RL.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.





3. “The Burning of Rome” (Tacitus) P. 346-353Discussion Topics:a. Homeland Security (B.4)b. World ViewLoyalty/Betrayal (B.4)c. Commoner’s Rights/Property Rightsd. Comparison to Major LeadersScandals throughout History and Today:

Activities:*Write a Letter to the Editor, regarding the destruction of your home in the conflagration of Rome. Express your thoughts, feelings, and concerns. (A.2/A.3)

Quarter 2:C. The Time Between Times:

The Dark Ages: (Reference the Legend of King Arthur, The Vandals, The Huns, the territorial wars (e.g. the battle for Britain and the Crusades), and the evolution of the English Language)

The Middle Ages: (Reference the Legend of Robin Hood, the Black Death, the continuation of the Crusades, the increasing power and corruption of the church, and the transformation of the English language)

Reading List:1. from “The Inferno” of Dante’s The Divine Comedy P. 468-483Discussion Topics:a. Life Purpose (B.4)b. Virtue/Corruption (B.4)c. World View (B.4)d. Structural Analysis: The effect of the opening and ending (B.3)e. Language Analysis (Vocabulary and Figurative Language: B.1 & B.5)

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f. Rhetorical Analysis (B.7)Written Work:*Paraphrase/Summary Notes*QPC Notes*TRIAC Essay: Student Posed Thesis

9-10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

9-10.RL.2 Determine a theme or central idea of a text and analyze in detail 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.


2. from The Decameron (Boccacio) P. 661-666Discussion Topics:a. The Trickser and the Victim: Perspective (Loyalty/Betrayal)b. FriendshipActivities:*Notes: Top 7 Most Important moments or spoken words in the Story + Comment

9-10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

3. From The Canterbury Tales (Chaucer) Handout~Excerpts from “The Prologue,” “The Pardoner’s Tale,” & “The Nun’s Priest’s Tale”

Discussion Topics:a. Chaucer’s Characters b. The use and impact of irony in c. Analyze Chaucer’s use of allusion within “The Nun’s Priest’s TaleWritten Work & Composition:a. Key Point notes with comments for Character analysisb. Sketches with captions for three favorite charactersc. Timeline the two storiesd. QPC’s for the two storiese. TRIAC Essay relative to standard 9-10.RL.9 on “The Nun’s Priest’s Tale”


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9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Semester II:D. The Reformation, The Renaissance, and The Enlightenment: (Reference the 95 Theses, The advent of the Printing Press, The American Revolution, The French Revolution, the Industrial Revolution). Draw Contrast to the Middle Eastern Renaissance which occurred two millennium earlier.

Reading List:1. Selected essays of Montaigne HandoutDiscussion Topics:a. World View (B.5)b. Virtue/Corruption (B.5)c. How to Support a Thesis (A.3)d. Tone/Voice (B.5)e. Rhetorical Analysis (B.7)Activities:*Analysis of Structure (Create an outline of the essay’s Structure—B.3)*Analysis of Support (Create Lists of Techniques used w/ Favorite Examples of Each)*TRIAC Essay: Explain how Montaigne structures his essay to satisfy rhetorical aims

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.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.

9-10.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

9-10.RI.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



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2. Selected essays of Bacon HandoutDiscussion Topics:a. World View (B.5)b. Virtue/Corruption (B.5)c. How to Support a Thesis (A.3)d. Tone/Voice (B.5)e. Rhetorical AnalysisActivities:*Analysis of Structure (Create a Schematic which Shows the Essay Structure—B.3)*Analysis of Support (Create Lists of Techniques used w/ Favorite Examples of Each)*TRIAC analysis: “Of Studies” or “Of Riches”: Analyze Bacon’s use of techniques to increase

the power of his essay.

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.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.

9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

9-10.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

9-10.RI.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.




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3. Selected Shakespearian Sonnets Handout


9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

#116 http://www.albionmich.com/valentine.html Discussion Topics:a. Friendship/Love (B.5)b. World View (B.5)c. Rhetorical Analysis (B.7)

Activities:*Analysis of Structure (Create a Schematic which Shows the Essay Structure—B.3)*Analysis of Support (Create Lists of Techniques used w/ Favorite Examples of Each)*Short Essay: Explain One of Bacon’s Essays and his Method of Development.

4. King Lear (Shakespeare) Book: PlayDiscussion Topics:a. Family, Friendship, Love & Betrayal (B.5)b. AmbitionBetrayal (B.5)c. Irony in the play (B.5)d. Setting and its relation to plot, conflict and theme (B.5)e. Analyzing the Playwright’s Craft

Activities:*Notes: Top 3 Most Important Words or Actions from each Scene, with Commentary*Compose a Summary of each Act (B.2)*Assign Parts and Read the Play in Class.* Character Profile of Prospero (B.5)*Create a Character Relation Web and a Plot Schematic (B.5)*Speech Analysis (Characterization, Conflict, Plot, Lit. Devices—B.5)


Unit Exam: King Lear Guiding Questions:

*What techniques has Shakespeare used to make his characters come alive?*What does the play suggest about dealing with betrayal?*Do Prospero’s decisions at the end of the play make sense? Why/why not?

5. Pride and Prejudice NovelDiscussion Topics:a. Historical Context: Eighteenth Century England (Classes; Gender Roles; Travel; News)b. First Impressions (B.5)

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c. The Influence of Family and Friends (B.5)d. Pride and Prejudice (B.5)e. A Novel of Women by a Woman (B.5)

Activities:*Compose Book & Chapter Titles that Capture the Essence of what Has Occurred (B.2)*Compose Top 10 Lists: Most Important Conversations, Actions, Humorous Moments *Summarize and Explain the Significance of the two most important letters: DarcyLizzy; Mrs. GardenerLizzy*Profiles of Three Favorite Characters (B.5)*Character Relation Web and a Plot Schematic (B.5)*Text Analysis (Characterization, Conflict, Plot, Lit. Devices—B.5)

9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.



9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


Midterm Exam: Pride and Prejudice

*Show Pride and Prejudice with Matthew MacFadyen and Keira Knightley (B.6/B.8)

2. A Tale of Two Cities NovelDiscussion Topics:a. The Time Period (B.4)b. Class Struggle: Abuses of PowerRevolt of Lower Classes (B.4)c. The Seen and the Unseen—Ch. 3 Prompts the Notion (B.5)d. Concrete DescriptionsTone/Mood (Mysterious, Intentionally Obscure: B.5) e. Point of View/Narrator (B.4)f. Settings and their relation to plot, conflict and theme (B.5)g. Symbolism (B.5)

Activities:* Book and Chapter Title Analysis—consider double meanings! (B.2)*The Three Most Important happenings for each chapter (B.2/B.3/B.4)* Top 10 Lists: Conversations; Character Actions; Ironies; Examples of Symbolism; Foreshadow

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*Summary of important letters (B.2): GabelleDarnay; Dr. Manette’s Denouncement Letter???; Carton (Darnay)Lucy*Compose a Character Relation Web (B.5)*Profile Three Characters (B.5)*Plot Device Analysis: Foreshadow; the Letter; the Narrator’s closing “Prophecy” (B.5)*Character Panel: (Lucy, Darnay, Carton, Stryver, Dr. Manette, Therese. D,

Therese’s Brother, Therese’s Sister, The Mender of Roads, Ernest D, J. Lorry, Miss Pross, Jerry, John Barsad—C.1)

9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.





*Midterm Final Exam


3. Motion Picture: Amazing Grace (B.8)Discussion Topics:a. Historical Background: Wilberforce’s speech to parliament: http://www.famous-speeches-and-speech-topics.info/famous-speeches/william-wilberforce-speech-horrors-of-the-slave-trade.htm b. Racism?c. Slavery/Freedomd. The Effect of Turning Wilberforce’s Story into a Movie?e. World Viewf. Rhetorical Analysis

Course Final: Research Essay on A Tale of Two Cities or Pride and Prejudice*Explanation: Research a significant aspect of the Novel, e.g. characterization, symbolism, plot devices, irony, allusion, the use of letter, etc. Write a documented essay in which you explain how the author’s use of this element or device added to the meaning and aesthetic value of the novel.

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9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an

author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Requirements:*1000-1500 Words*Typed*Double Spaced* MLA Format: Citations in text with a Works Cited Page*Annotated Bibliography*Edited Thoroughly! The Paper needs to read well.

~Papers with more than 2 Errors/Page average will receive grade deductions.*Define Errors!

*5 Minute Multi-media presentation (Powerpoint?—C.2)

Priority Products:TRIAC Paragraphs & EssaysWritten Analysis of Informational Text (On Demand or Prolonged Process)

~Rhetorical Analysis (Purpose, Support/Development, Articulation/Clarity)Written Analysis of Literary Text (On Demand or Prolonged Process)

~Thematic Analysis~Structural Analysis (Consider techniques used to open & close the work)~Lit. Device Analysis~Character Analysis

5 Paragraph Essay (Argumentative, Informative, Narrative)~Thesis & Support~Opening and Closing~SWE

Research Paper Writing~Selecting Sources of Repute~Works Cited Page~In-text Citation

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Public Speaking/Participation in Discussion~Multi-media Presentation

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Documents

***Honors English 2 Course Outline***Mr - Siuslaw High Web view*Is it okay with Mrs. Tatum and Mr. Franklin? ... Art, Cartoons, Ads, Videos, Programs ... analyze the cumulative impact

Honors English 2 Course OutlineMr - Siuslaw High Web view*Is it okay with Mrs. Tatum and Mr. Franklin? ... Art, Cartoons, Ads, Videos, Programs ... analyze the cumulative impact