English IV Honors Spring Semester 2018
Survey of British Literature
Instructor: Jennifer M. Sorel
Room: 211 A
Email: [email protected]
Class Website: www.sorelj.weebly.com
Course Length: 18 weeks
Standard Course of Study: Students in English IV Honors will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be lifelong learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British Literature. The emphasis in English IV Honors is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media. Students will:
Instructional materials include various novels, student textbook (approved by Wilkes County), poetry, plays, and collected short stories.
Classroom Texts:
The Language of Literature: British Literature-McDougal, Littel
Elements of Style-Strunk and White
MLA Handbook for Writers of Research Papers (9th Ed.)
Voice Lessons-Nancy Dean
Wordskills: Purple Level-McDougal, Littell
Novels/Plays:
Frankenstein (required summer reading)
Beowulf
The Canterbury Tales
Macbeth
The Importance of Being Earnest
Independent Novels:
Wuthering Heights by Emily Bronte
Great Expectations by Charles Dickens
Crime and Punishment by Fyodor Dostoevski
Jane Eyre by Charlotte Bronte
Moby Dick by Herman Melville
Heart of Darkness by Joseph Conrad
King Lear by William Shakespeare
Billy Budd by Herman Melville
Catch-22 by Joseph Heller
Portrait of the Artist as a Young Man by James Joyce
The Awakening by Kate Chopin
Light in August by William Faulkner
As I Lay Dying by William Faulkner
Candide by Voltaire
Native Son by Richard Wright
Cry, The Beloved Country by Alan Paton
Madame Bovary by Gustave Flaubert
Waiting for Godot by Samuel Beckett
Gulliver's Travels by Jonathan Swift
Obasan by Joy Kogawa
The Sound and the Fury by William Faulkner
The Tempest by William Shakespeare
The Turn of the Screw by Henry James
Bleak House by Charles Dickens
Mrs. Dalloway by Virginia Woolf
Murder in the Cathedral by T. S. Eliot
Pride and Prejudice by Jane Austen
Tess of the D'Urbervilles by Thomas Hardy
Things Fall Apart by Chinua Achebe
Who's Afraid of Virginia Woolf? by Edward Albee
Wide Sargasso Sea by Jean Rhys
Pre-reading: Students are required to read Frankenstein by Mary Shelley prior to taking the course. The novel will be the focus of the first two weeks of the course. Students will discuss the novel the first day of class and be given a list of assignments to be completed within the two week time frame.
Reading Assignments: Students will follow class deadlines and have all readings completed before the due date.
Writing/Grammar Assignments: We will cover the following types of writing: argumentative, literary analysis, college application/job application, business letter, resume, and article analysis. Writing practice will also include editing, grammar, and responding thoughtfully in writing to questions posed by instructor.
Writing assignments are all considered to be formal in nature. This means that they are to be double spaced, in Times New Roman, black 12 font, and in MLA Format (8th edition) unless otherwise specified.
Writing conferences and writing workshops will be held as needed.
Vocabulary: Vocabulary will focus on literary terms not covered in the previous English courses and college level vocabulary using the workbook Wordskills: Purple Level by McDougal and Littell.
Research Paper: A literary based research paper will be completed in class. The research paper for the Graduation Project (county requirement for graduation) will be approved during this course. Seniors completed the research paper component of their project in their junior English class and will be seeking final approval of the paper. Any student who did not complete a paper, submitted only a partial paper, or plans to change their project (possibly resulting in a new research paper) will have to make appointments after school with a senior English teacher to get further assistance.
Presentations: All students will be required to present various assignments during class. Presentations may be individual, partnerships, or large group settings. Formats range from discussing results on a particular assignment to formal presentation with use of media/technology.
Oral Language: Students will participate in Socratic Seminars, debates, mock trials, and speech writing. These tasks will require the student to speak in front of an audience and focus on body language, word choice, tone and clarity of thought.
Media/Technology: Students will use technology in their research, presentations, and assignment completion. Students will access assignments through the class wiki page. The majority of assignments will be submitted on the school shared drive and returned graded to the student electronically. Cell phones should only be out if the teacher grants permission of use in class for an assignment. Students have various opportunities during the day to check their phones.
Pacing Guide/Units
Unit One: Alienation, Destiny and Purpose of Life
Frankenstein-Mary Shelley, viewing Young Frankenstein
Project: Frankenstein Art Product
College Application Essays- The personal essay can be used to explain a viewpoint, state an opinion, or clarify the significance of a person or event. Students will select prompts from colleges they intend to apply to. The personal essay may be adapted for this.
Graduation Project-Research papers will be approved from the previous year.
Unit Two: Anglo-Saxon Period 449-1066/ Middle Ages Period – 1066-1485
Beowulf, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”, The Canterbury Tales, viewing Monty Python and the Holy Grail
Project: Boast
Literary Paper: Students will compose a literary research paper.
Unit Three: Renaissance Period – 1485-1660
Macbeth, research on culture of period, sonnet study, "Sir Gawain and the Green Knight", King Arthur, Bacon, Donne, and Milton.
Project: Macbeth trial (independent/group)
Unit Four: Restoration and 18th Century-1660-1800/Romantic Period – 1798-1832
Independent novel assigned, Swift from Gulliver’s Travels, Wollstonecraft from A Vindication of the Rights of Women, Voltaire from Candide, Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats (selected poems)
Project: Student lessons
Unit Five: Victorian Period – 1832-1900
Independent novel continued, Tennyson, Alfred, Lord “The Lady of Shalott”, “Ulysses”; Browning, Robert “My Last Duchess”; Arnold, Matthew “Dover Beach”; Hardy, Thomas “Ah, Are You Digging on My Grave?”; Hopkins, Gerald Manley “God’s Grandeur” ; Houseman, A.E. “When I was One and Twenty”
Project: Research (independent)
Unit Six: Modern World 1900-Present
Independent novel work due, Churchill, Yeats, Woolf, Auden, Eliot, Thomas, Huxley, and Orwell.
Project: Book Talks finalized (independent)
Student Self Evaluation Criteria
Whether for a single paragraph response or a multi-paragraph essay:
Grading Guidelines
Tests-40%
Presentations-20%
Projects-15%
Quizzes-15%
Classwork-10%
Exams administered by the state average in as 20% for the overall semester grade.
A—Students working at this level engage fully in every assignment and demonstrate a willingness to examine their own thinking and assumptions. All work reflects a level of thinking far beyond the obvious and superficial. Students come to class fully prepared to discuss assigned readings and to participate actively in all phases of the course. All assignments are submitted on time and all make-up work from authorized absences is managed in a timely fashion. Obviously, all work is the student’s own.
B—Students working at this level competently engage every assignment and consistently attempt to examine their own thinking and assumptions. The majority of the student’s work reflects a level of thinking beyond the obvious and the superficial. Students come to class fully prepared to discuss assigned readings and to participate actively in all phases of the course. Most assignments are submitted on time and most make-up work from authorized absences is managed in a timely fashion. All work is the student’s own.
C—Students working at this level do not yet engage every assignment and inconsistently demonstrate a willingness to examine their own thinking and assumptions. Only a minor portion of the student’s work reflects a level of thinking beyond the obvious and the superficial. Students are reluctant to challenge themselves beyond what they have already accomplished in reading and writing and, thus, show little or no growth in those areas. Students come to class minimally prepared to discuss assigned readings and to participate actively in all phases of the course. A majority of assignments are submitted on time and most make-up work from authorized absences is managed in a timely fashion. Obviously, all work is the student’s own.
D—Students working at this level seldom engage any assignment and consistently demonstrate an unwillingness to examine their own thinking and assumptions. The student’s work reflects a level of thinking that is obvious and superficial. Students come to class ill-prepared to discuss assigned readings and to participate actively in the course. Several assignments are submitted late; some assignments may be missing or seriously late. All work is the student’s own.
F—This level of work is obviously unacceptable. Work is often not submitted, or the student may completely ignore the requirements of the assignment. Students come to class ill-prepared to discuss assigned readings and to participate actively in the course.
Survey of British Literature
Instructor: Jennifer M. Sorel
Room: 211 A
Email: [email protected]
Class Website: www.sorelj.weebly.com
Course Length: 18 weeks
Standard Course of Study: Students in English IV Honors will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be lifelong learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British Literature. The emphasis in English IV Honors is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media. Students will:
- Express reflections and reactions to texts.
- Explain principles inspired by the curriculum.
- Interpret and qualify texts.
- Research and address issues of public or personal concern.
- Create products and presentations which maintain standard conventions of the written and spoken language
Instructional materials include various novels, student textbook (approved by Wilkes County), poetry, plays, and collected short stories.
Classroom Texts:
The Language of Literature: British Literature-McDougal, Littel
Elements of Style-Strunk and White
MLA Handbook for Writers of Research Papers (9th Ed.)
Voice Lessons-Nancy Dean
Wordskills: Purple Level-McDougal, Littell
Novels/Plays:
Frankenstein (required summer reading)
Beowulf
The Canterbury Tales
Macbeth
The Importance of Being Earnest
Independent Novels:
Wuthering Heights by Emily Bronte
Great Expectations by Charles Dickens
Crime and Punishment by Fyodor Dostoevski
Jane Eyre by Charlotte Bronte
Moby Dick by Herman Melville
Heart of Darkness by Joseph Conrad
King Lear by William Shakespeare
Billy Budd by Herman Melville
Catch-22 by Joseph Heller
Portrait of the Artist as a Young Man by James Joyce
The Awakening by Kate Chopin
Light in August by William Faulkner
As I Lay Dying by William Faulkner
Candide by Voltaire
Native Son by Richard Wright
Cry, The Beloved Country by Alan Paton
Madame Bovary by Gustave Flaubert
Waiting for Godot by Samuel Beckett
Gulliver's Travels by Jonathan Swift
Obasan by Joy Kogawa
The Sound and the Fury by William Faulkner
The Tempest by William Shakespeare
The Turn of the Screw by Henry James
Bleak House by Charles Dickens
Mrs. Dalloway by Virginia Woolf
Murder in the Cathedral by T. S. Eliot
Pride and Prejudice by Jane Austen
Tess of the D'Urbervilles by Thomas Hardy
Things Fall Apart by Chinua Achebe
Who's Afraid of Virginia Woolf? by Edward Albee
Wide Sargasso Sea by Jean Rhys
Pre-reading: Students are required to read Frankenstein by Mary Shelley prior to taking the course. The novel will be the focus of the first two weeks of the course. Students will discuss the novel the first day of class and be given a list of assignments to be completed within the two week time frame.
Reading Assignments: Students will follow class deadlines and have all readings completed before the due date.
Writing/Grammar Assignments: We will cover the following types of writing: argumentative, literary analysis, college application/job application, business letter, resume, and article analysis. Writing practice will also include editing, grammar, and responding thoughtfully in writing to questions posed by instructor.
Writing assignments are all considered to be formal in nature. This means that they are to be double spaced, in Times New Roman, black 12 font, and in MLA Format (8th edition) unless otherwise specified.
Writing conferences and writing workshops will be held as needed.
Vocabulary: Vocabulary will focus on literary terms not covered in the previous English courses and college level vocabulary using the workbook Wordskills: Purple Level by McDougal and Littell.
Research Paper: A literary based research paper will be completed in class. The research paper for the Graduation Project (county requirement for graduation) will be approved during this course. Seniors completed the research paper component of their project in their junior English class and will be seeking final approval of the paper. Any student who did not complete a paper, submitted only a partial paper, or plans to change their project (possibly resulting in a new research paper) will have to make appointments after school with a senior English teacher to get further assistance.
Presentations: All students will be required to present various assignments during class. Presentations may be individual, partnerships, or large group settings. Formats range from discussing results on a particular assignment to formal presentation with use of media/technology.
Oral Language: Students will participate in Socratic Seminars, debates, mock trials, and speech writing. These tasks will require the student to speak in front of an audience and focus on body language, word choice, tone and clarity of thought.
Media/Technology: Students will use technology in their research, presentations, and assignment completion. Students will access assignments through the class wiki page. The majority of assignments will be submitted on the school shared drive and returned graded to the student electronically. Cell phones should only be out if the teacher grants permission of use in class for an assignment. Students have various opportunities during the day to check their phones.
Pacing Guide/Units
Unit One: Alienation, Destiny and Purpose of Life
Frankenstein-Mary Shelley, viewing Young Frankenstein
Project: Frankenstein Art Product
College Application Essays- The personal essay can be used to explain a viewpoint, state an opinion, or clarify the significance of a person or event. Students will select prompts from colleges they intend to apply to. The personal essay may be adapted for this.
Graduation Project-Research papers will be approved from the previous year.
Unit Two: Anglo-Saxon Period 449-1066/ Middle Ages Period – 1066-1485
Beowulf, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”, The Canterbury Tales, viewing Monty Python and the Holy Grail
Project: Boast
Literary Paper: Students will compose a literary research paper.
Unit Three: Renaissance Period – 1485-1660
Macbeth, research on culture of period, sonnet study, "Sir Gawain and the Green Knight", King Arthur, Bacon, Donne, and Milton.
Project: Macbeth trial (independent/group)
Unit Four: Restoration and 18th Century-1660-1800/Romantic Period – 1798-1832
Independent novel assigned, Swift from Gulliver’s Travels, Wollstonecraft from A Vindication of the Rights of Women, Voltaire from Candide, Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats (selected poems)
Project: Student lessons
Unit Five: Victorian Period – 1832-1900
Independent novel continued, Tennyson, Alfred, Lord “The Lady of Shalott”, “Ulysses”; Browning, Robert “My Last Duchess”; Arnold, Matthew “Dover Beach”; Hardy, Thomas “Ah, Are You Digging on My Grave?”; Hopkins, Gerald Manley “God’s Grandeur” ; Houseman, A.E. “When I was One and Twenty”
Project: Research (independent)
Unit Six: Modern World 1900-Present
Independent novel work due, Churchill, Yeats, Woolf, Auden, Eliot, Thomas, Huxley, and Orwell.
Project: Book Talks finalized (independent)
Student Self Evaluation Criteria
Whether for a single paragraph response or a multi-paragraph essay:
- An introductory or stand-alone paragraph contains the main idea and key words from the question or assigned topic. All subsequent paragraphs should have keywords that tie into the assigned topic.
- Each paragraph should have one to three explanatory sentences.
- Each paragraph needs two to four sentences of specific details. If the topic is analysis of literature, textual evidence must support each point. This should be in the form of apt quotations or paraphrasing of the work.
- End each paragraph with a closing that refers to the main idea without repeating it.
- Paragraph contains no run-ons or sentence fragments
- Paragraph is free of errors in agreement
- subject/verb
- pronoun
- Free of punctuation errors.
- Free of spelling errors.
- Handwriting is easy to read.
Grading Guidelines
Tests-40%
Presentations-20%
Projects-15%
Quizzes-15%
Classwork-10%
Exams administered by the state average in as 20% for the overall semester grade.
A—Students working at this level engage fully in every assignment and demonstrate a willingness to examine their own thinking and assumptions. All work reflects a level of thinking far beyond the obvious and superficial. Students come to class fully prepared to discuss assigned readings and to participate actively in all phases of the course. All assignments are submitted on time and all make-up work from authorized absences is managed in a timely fashion. Obviously, all work is the student’s own.
B—Students working at this level competently engage every assignment and consistently attempt to examine their own thinking and assumptions. The majority of the student’s work reflects a level of thinking beyond the obvious and the superficial. Students come to class fully prepared to discuss assigned readings and to participate actively in all phases of the course. Most assignments are submitted on time and most make-up work from authorized absences is managed in a timely fashion. All work is the student’s own.
C—Students working at this level do not yet engage every assignment and inconsistently demonstrate a willingness to examine their own thinking and assumptions. Only a minor portion of the student’s work reflects a level of thinking beyond the obvious and the superficial. Students are reluctant to challenge themselves beyond what they have already accomplished in reading and writing and, thus, show little or no growth in those areas. Students come to class minimally prepared to discuss assigned readings and to participate actively in all phases of the course. A majority of assignments are submitted on time and most make-up work from authorized absences is managed in a timely fashion. Obviously, all work is the student’s own.
D—Students working at this level seldom engage any assignment and consistently demonstrate an unwillingness to examine their own thinking and assumptions. The student’s work reflects a level of thinking that is obvious and superficial. Students come to class ill-prepared to discuss assigned readings and to participate actively in the course. Several assignments are submitted late; some assignments may be missing or seriously late. All work is the student’s own.
F—This level of work is obviously unacceptable. Work is often not submitted, or the student may completely ignore the requirements of the assignment. Students come to class ill-prepared to discuss assigned readings and to participate actively in the course.