English Language Arts - Sophomore
Greater New York Academy
English 3 & 4 Course Syllabus
Instructor: S. Whitter-Walker
E-mail: [email protected]
E-mail: [email protected]
The overriding goal of the class is to inculcate a joy of reading and an appreciation for good writing, listening and speaking.
The lessons are designed with an emphasis on preparation for the Common Core English Regents (11th Grade— a graduation requirement), and the Verbal parts of the SAT and ACT (11th & 12th Grades).
The lessons are designed with an emphasis on preparation for the Common Core English Regents (11th Grade— a graduation requirement), and the Verbal parts of the SAT and ACT (11th & 12th Grades).
GOALS
- The primary goal of the 9-12 language arts curriculum in the Seventh-day Adventist school system is to help students incorporate a Christ-centered perspective in all aspects of communication. (NAD Language Arts Curriculum Guide)
- to read extensively
- to improve critical reading, listening and thinking skills
- to write and speak clearly and effectively
- to foster an appreciation of our language history, our literary heritage and the different forms of literature.
• Literature
• Composition
• Speaking and Listening
COURSE TEXTS
Prentice Hall Literature, Platinum Level, 2nd ed. Englewood Cliffs: Prentice Hall, 2012 (e-text)
Grammar for Writing, Level Orange. NY: Sadlier-Oxford
- The primary goal of the 9-12 language arts curriculum in the Seventh-day Adventist school system is to help students incorporate a Christ-centered perspective in all aspects of communication. (NAD Language Arts Curriculum Guide)
- to read extensively
- to improve critical reading, listening and thinking skills
- to write and speak clearly and effectively
- to foster an appreciation of our language history, our literary heritage and the different forms of literature.
CONTENT
• Literature
- At least ten short stories, ten poems, 2 plays and 4-6 novels are studied as we review the elements of fiction.
- A weekly Independent Reading program requires students to initiate and sustain an independent reading program.
- Vocabulary is studied both in and out of the reading context. Facility with literary terms is expected.
• Composition
- The goal is for students to write unified and coherent sentences, paragraphs and compositions. Expository, narrative, descriptive, persuasive and creative writing are covered. Sophomores will write at least 4000 words. Writing will count as approximately 40% of the grade.
- Essays are developed in several steps: pre-writing discussion, drafting, revising, editing, and publication. Topics are related to the literature being studied. Students will learn to use the computer to do effective word processing and research.
- A weekly two-page journal is required.
- Grammar and usage are covered in conjunction with compositions.
• Speaking and Listening
- Several oral presentations may be done on topics related to non-fiction and fiction readings.
- Listening passages similar to those on the 11th grade ELA Regents will be used for at least two essays.
COURSE TEXTS
Prentice Hall Literature, Platinum Level, 2nd ed. Englewood Cliffs: Prentice Hall, 2012 (e-text)
Grammar for Writing, Level Orange. NY: Sadlier-Oxford
DAILY PREPARATION & REQUIRED MATERIALS
Usually, each day, there will be a homework reading assignment requiring EITHER writing inferential “Thought Questions” OR writing answers to study guide questions—followed in class by a quiz or work on an essay. It is expected that students will use the conventions of Standard English in all writing and speaking. All must keep a writing journal.
The study of writing and literature requires some content mastery. Periodic content mastery tests will be given on vocabulary, grammar, usage, spelling, mechanics, literary terms, writing, listening and speaking techniques. Every test will be announced in advance. Material to be tested will be reviewed before the test.** Test corrections and re-tests will be required for all scores below a minimum level. This minimum level will vary according to test difficulty.
**All students will need blue or black ink ball point pens, standard white, lined 81/2X11 inch loose leaf paper and a three ring binder of at least 1 1/2 inches, a Collegiate Dictionary and Thesaurus, Composition Book, fully charged iPad.
**All assignments must be typed unless instructions to the contrary are given. At the top of each assignment, students must include: first and last name, due date of the assignment, class name, section of the class, type of assignment, and the page and number of the assignment. Any student submitting an assignment without the proper format will lose five points on that assignment.
The study of writing and literature requires some content mastery. Periodic content mastery tests will be given on vocabulary, grammar, usage, spelling, mechanics, literary terms, writing, listening and speaking techniques. Every test will be announced in advance. Material to be tested will be reviewed before the test.** Test corrections and re-tests will be required for all scores below a minimum level. This minimum level will vary according to test difficulty.
**All students will need blue or black ink ball point pens, standard white, lined 81/2X11 inch loose leaf paper and a three ring binder of at least 1 1/2 inches, a Collegiate Dictionary and Thesaurus, Composition Book, fully charged iPad.
**All assignments must be typed unless instructions to the contrary are given. At the top of each assignment, students must include: first and last name, due date of the assignment, class name, section of the class, type of assignment, and the page and number of the assignment. Any student submitting an assignment without the proper format will lose five points on that assignment.
ASSESSMENT
- Formal essays: some will be written during class time, some will be written outside class time.
- Tests on lectures and readings
- Quizzes (announced and unannounced) on lectures and readings
- Homework records of research and term paper development
- Class participation, including participation in the process of writing (e.g., pre-writing discussions, rough drafts, peer review and editing, etc.)
- Each student will write an analysis of the books read for their independent reading.
WEIGHTING
- 35%........ Tests/Projects/Reports
- 25%........Quizzes
- 10%........Homework
- 30%........Class work
OBJECTIVES
• Interpret information from media presentations such as books, magazines, newspapers, documentary films, news broadcasts, and taped interviews.
• Locate and use school, public, academic and special library and electronic resources for information and research. Use both primary and secondary sources.
• Synthesize information from different sources by condensing, combining, or categorizing data, facts, and ideas.
• Identify speaker’s purpose and motive for communicating information.
• Interpret and evaluate data, facts and ideas in informational texts.
• Recognize a range of literary elements and techniques such as figurative language, allegory, irony, symbolism, and stream of consciousness, and use these elements to interpret the work.
• Compare a film, video or stage version of a literary work with the written version. Respond to an author’s reading and discuss their works.
• Compare works with a common theme by different authors.
• Recognize the contemporary and personal relevance of literature.
• Differentiate literary genres and define and identify literary devices.
• Discern clarity and accuracy of own and others presentation of information.
• Practice critical listening in Writing & Speaking
• Take notes and organize information from written and oral texts, such as lectures and interviews.
• Practice effective public speaking.
• Define the meaning and consequences of plagiarism.
• Write research papers.
• Write interpretive and responsive essays of approximately two word processed pages in MLA format.
• Use literary criticism to expand personal analysis of the literary text.
• Express judgments and support them through references to the text, direct quotations, and paraphrase.
• Examine development and impact of literary elements such as character; action; and setting in literary texts and performances.
• State an opinion, or present a judgment by developing a thesis and providing supporting evidence, arguments and details.
• Interpret information from media presentations such as books, magazines, newspapers, documentary films, news broadcasts, and taped interviews.
• Locate and use school, public, academic and special library and electronic resources for information and research. Use both primary and secondary sources.
• Synthesize information from different sources by condensing, combining, or categorizing data, facts, and ideas.
• Identify speaker’s purpose and motive for communicating information.
• Interpret and evaluate data, facts and ideas in informational texts.
• Recognize a range of literary elements and techniques such as figurative language, allegory, irony, symbolism, and stream of consciousness, and use these elements to interpret the work.
• Compare a film, video or stage version of a literary work with the written version. Respond to an author’s reading and discuss their works.
• Compare works with a common theme by different authors.
• Recognize the contemporary and personal relevance of literature.
• Differentiate literary genres and define and identify literary devices.
• Discern clarity and accuracy of own and others presentation of information.
• Practice critical listening in Writing & Speaking
• Take notes and organize information from written and oral texts, such as lectures and interviews.
• Practice effective public speaking.
• Define the meaning and consequences of plagiarism.
• Write research papers.
• Write interpretive and responsive essays of approximately two word processed pages in MLA format.
• Use literary criticism to expand personal analysis of the literary text.
• Express judgments and support them through references to the text, direct quotations, and paraphrase.
• Examine development and impact of literary elements such as character; action; and setting in literary texts and performances.
• State an opinion, or present a judgment by developing a thesis and providing supporting evidence, arguments and details.
VOCABULARY
• Words from the assigned literature selections.
• Words particular to the discipline of English: grammar, usage, writing, and the elements of fiction.
• Words, root, prefixes and suffixes from the assigned vocabulary lists.
• Words from the assigned literature selections.
• Words particular to the discipline of English: grammar, usage, writing, and the elements of fiction.
• Words, root, prefixes and suffixes from the assigned vocabulary lists.
MISSING & LATE WORK
• All missing assignments can and should be made up. Work missed due to legal absence may be made-up—in a timely fashion— without late points. Work not done because of negligence is penalized 5 points per day. The reductions cease after five days, the loss of 50 points. In other words, work five or more days late will be evaluated fairly and then the grade reduced by 50 points. A 90% paper, six or sixteen+ days late will receive a 40%. Students who are failing will be assigned a minimum of one hour per week of extra time. Phone calls to parents will be made as soon as a student’s grades are failing OR show a sharp drop.
• All students should have the telephone number and e-mail address of two or three fellow classmates, as contact persons, to inform you of the class activities on the day(s) you were absent.
• Class assignments will be placed on myHomework
• All students should have the telephone number and e-mail address of two or three fellow classmates, as contact persons, to inform you of the class activities on the day(s) you were absent.
• Class assignments will be placed on myHomework
CLASS ATMOSPHERE:
You are expected to be present in class, actively joining in discussions and raising questions. Should your grade be on the cusp at the close of the semester, the fact that you appropriately and consistently participated in class discussions will push your grade toward the higher mark. Do not join in discussions for the points. True discussion involves personal exposure. Disruptive behavior will not be tolerated.
Plagiarism: This is deliberately passing off someone else’s work- whether in the exact words or in paraphrase- as your own. It is stealing!!!! Any student caught plagiarizing and/or sharing work will receive a failing grade for the assignment and an additional penalty.
You are expected to be present in class, actively joining in discussions and raising questions. Should your grade be on the cusp at the close of the semester, the fact that you appropriately and consistently participated in class discussions will push your grade toward the higher mark. Do not join in discussions for the points. True discussion involves personal exposure. Disruptive behavior will not be tolerated.
Plagiarism: This is deliberately passing off someone else’s work- whether in the exact words or in paraphrase- as your own. It is stealing!!!! Any student caught plagiarizing and/or sharing work will receive a failing grade for the assignment and an additional penalty.
The following is a list of ways that one plagiarizes:
- Looking at, or copying from another student’s work or allowing another student to look at or copy your work or homework;
Exchanging information with another student during a test or quiz; - Opening iPad/textbook, notebook, or notes when not allowed;
- Having another person do your work for you;
- Allowing another student to use your work as his or her own;
- Cutting and pasting for from the internet. You MUST give credit for ALL information taken from the internet.