10 th HONORS LITERATURE

(Pre-AP)

Instructor: Cheryl Lanham Room: 328Planning: 4th PeriodE-mail: clanham@polk.k12.ga.us

Phone: 770-684-5432, ext. 7328 If unable to reach me via phone, please leave word

with secretarial staff as the voicemail system is not a suitable contact option. I can be reached easiest via email.

Please visit my Teacher Webpage located on the RHS website!

MISSION AND PHILOSOPHY:

It is the mission of this course to provide a challenging, rigorous curriculum to adequately prepare students currently on this advanced track for AP-level work. This course focuses on increasing rigor, relevance, and student independence. By taking this course, students are arming themselves with strategies to establish them as complex learners of literary criticism. This course is a feeder component to AP Language and Literature courses and is structured using the Georgia Performance Standards.

This course is a survey of world literature with emphasis placed on the following genres: short story, novel, drama, poetry, and non-fiction. Students also study grammar through writing in order to improve their writing skills and their understanding of sentence structure. Frequent compositions are assigned to improve communication skills, thinking skills, and writing ability. Vocabulary study serves to enlarge the student’s word base, while also assisting in reading composition.

The following pages offer a preview of the course in its entirety. Students are expected to utilize this syllabus and their frequent calendars to properly manage their time in order to meet assignment due dates. A rationale for each unit in this course explains the purpose and focus for each unit, and previews the larger assignments that will occupy our time of study.

As instructor, I operate on the philosophy that all students can achieve a high level of expectation and further emphasize the necessity for advanced students to be well-read, to be independent, and to learn the benefits of accepting a

COURSE INFORMATIONREQUIRED MATERIALS: Material(s) needed in class EVERY day: iPad (charged), paper, pen (blue or black ink), paper, Post-It Notes, text(s), notebook

EXTENDED TEXT READINGS: Material(s) needed: novel, pen and paper, and scheduled time to complete reading.The primary focus of this course will be the novel. Short stories and poems will be used to emphasize various writing styles and themes of study throughout the course. This course is organized thematically with each novel(s) being used as a representative of larger themes. Annotation, vocabulary, and inquiry writing will be assigned for each novel that will count as component grades in the units. Students will read with the unit focus in mind in order to bring discussions to the table from multiple viewpoints.

**SUBJECT MATTER: The subject matter (i.e., language, topic, characterization, etc.) found within extended texts may be deemed “mature”; however, their literary value and importance to this course and the student’s collegiate preparation far outweigh any controversial viewpoints. College and the real world are not censored and part of the preparation of this course is to educate students on how to maturely navigate successfully in a diverse and complicated world. Extended texts have been carefully chosen. Signing this syllabus indicates your approval of all text selections. Information regarding these texts can easily be found via the Internet.

GRADING SCALE & POLICIES:The following percentages reflect Polk School District and the Georgia Department of Education’s standard of grading for this course:

60% -- Exams, papers, projects, presentations, and other extensive work 20% -- Homework, daily in-class assignments, vocabulary quizzes, and other short work. 20% -- Comprehensive final exam covering material from the entire course.

MAKE-UP WORK POLICY:For each grading period, makeup work must be completed no later than two weeks after progress reports are issued. Students may not make up work outside of the grading period window once the time has passed. RETEST POLICYAny student can retest any chapter test regardless of the grade on the test provided that the student attends tutoring as directed by the teacher. The student must retest within two weeks of the grade being returned. The higher of the two grades will be recorded. This excludes benchmark assessments, final exams, standardized tests (such as EOCT, Milestones, EOPA, AP Exams, etc.), and major projects and research that required an exorbitant amount of time in and outside the classroom (ie: research paper). EXAM EXEMPTION: Exam exemption policies must be approved by the superintendent each school year. Any and all exemption policies do not apply to EOCTs, AP exams, or any other PSD mandated examinations. LATE ASSIGNMENT POLICYStudents are expected to turn all completed assignments inat the time scheduled by the teacher.

Any project or composition turned in late will result in a ten-point deduction per day late in the grade. EXTRA CREDIT: There is no extra credit given in this class; however, two points are added to the student’s average at the end of the year during post-planning.

COURSE UNIT AND PACING INFORMATIONSummer Reading Study/Course Initiation:

Principle readings from the summer: The Help by Kathryn Stockett and Their Eyes Were Watching God by Zora Neale Hurston

Unit Rationale : Within this unit, students will use their summer reading studies to focus on points of view and depictions of similar characters in similar settings. Students will draw many parallels and comparisons between The Help and Their Eyes Were Watching God to engage in dialogue and inquiry pertaining to stereotype, prejudice, society, and points of view. This initial study will call for various writing aspects to be completed by students. Students will apply understanding to author purpose and theme to guide them through the entirety of the course.

Major Assignments:o Summer reading essay – after several class periods of study, students will write an essay over one of their texts for

a test grade.

Unit One: Moral Courage and Endurance: The Necessity for Change: “I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel

afraid, but he who conquers that fear.” – Nelson Mandela Principle readings:

o Extended Texts : Plays by Sophocles: Oedipus and Antigone; Kate Chopin’s The Awakeningo Short texts, nonfiction, informational texts: Arthur Miller’s “Tragedy and the Common Man,” “Jocasta” – the story

of Oedipus rewritten from Jocasta’s perspective, science articles of Sigmund Freud and the development of the “Oedipal Complex,” a review of archetypes

Unit Rationale : To establish an anchor and foundation, the first few days of this unit and course will focus on the definition and importance of archetypes. Students will re-familiarize themselves with the brief exposure of this concept in ninth grade. All texts in this course will cover each of the types of archetypes found in literature, music, film, and life – a set up for the comprehensive paper students will write to end this course. Specifically within this unit, students will focus on the characteristics and traits of the tragic hero, one of the most reoccurring characterizations in all of literature. Students will begin their study with the classic birth and origin of the Greek Theatre and will study archetypal characters, the established rules of Greek Tragedies, and will apply their understanding of classic characterizations of

Greek heroes to contemporary characters, such as Edna Pontillier from Kate Chopin’s The Awakening, a parallel text for this unit. Antigone will be an in-class read with The Awakening and Oedipus serving as an out-of-class read with checkpoints that arise. The use of poetry will serve as mini-lessons and warm-ups and will build to various projects and assessments for students in this unit, primarily in the form of synthesis.

Major Assignments:o Timed Essays – Assessment in class over individualized reading of Antigone and The Awakening.o Comprehensive Paper – Out-of-class, extended paper over The Awakening in terms of social criticism and cultural

commentary.

Unit Two: Heroes, Villains, and Underdogs in Archetypal Literature: “We like our archetypes and heroes to be what they are at face value. And life doesn't work out like that.” – Laura Dern Principle readings:

o Extended Texts : William Shakespeare’s Othello and The Tempesto Short texts: Edgar Allan Poe’s “The Tell Tale Heart”; poetry that juxtaposes good versus evil, heroism versus

cowardiceo Additional multicultural short stories, poems, and nonfiction examples of the unit theme will be integrated into the

unit as well.

Unit Rationale : Within this unit, students will engage in a study of character types centered on the recurring archetypal characters in text, primarily the qualities and traits that construct and destruct heroes, villains, and underdogs. Why are characters motivated to act (or not act) in the contexts of life, and how are those depictions representations of modern society? What virtues and morals make characters good or evil, and what stands in the way of triumph? Why can some characters overcome obstacles and why are others forever burdened by the barrier? Shakespeare will lead the way for students around these concepts and questions as they define heroism, study how Othello loses his heroic status and how Prospero (in The Tempest) is able to change from villain to hero. Poe and a compilation of poetry will also synthesize these ideas in the unit as well.

Major Assignments:o Shakespeare Synthesis Essay – upon completing The Tempest, students will respond to what they believe is

Shakespeare’s central purpose of his play based on four outside articles. Students will use these articles to support their personal opinion and interpretation of the play. Known as synthesis writing, this is an introduction to the type of writing frequently composed in the upcoming AP course.

o Shakespeare Movie Project – An adaptation of key scenes, conflicts, and messages from Othello or The Tempest. o Comprehensive Paper – Out-of-class, extended paper over the texts from this unit regarding the shared and envied

traits that lead to power and corruption.

Unit Three: Human Rights around the World: Symbols of Alienation: “Alienation as our present destiny is achieved only by outrageous violence perpetrated by human beings on human

beings.” – R. D. Laing Principle readings:

o Extended Texts : Dante Aligheri’s The Inferno, Franz Kafka’s Metamorphosis, and Tim O’Brien’s The Things They Carried

o Short texts: Visual argumentation will dominate portions of this unit, juxtaposed with poetry concerning war and alienation paired with other propaganda; Karl Marx’s theories of alienation will establish understandings of various types of alienation

Unit Rationale : Students will begin this unit (and new year) with a transition from literary analysis to nonfiction, persuasion, and rhetoric. Through the theme of alienation, students examine why people are exiled from acceptance from fictional to historical examples through the extended texts from this unit. As the unit progresses, students will learn the basic elements and structures to visual and textual arguments by examining propaganda from Vietnam, WWII, and 9/11’s War on Terror. Students will conduct research into speeches, articles, and other informational sources concerning these wars and will conduct an analysis of rhetorical and persuasive techniques evident in these texts to prepare for their own debate which will call for them to use those same tools effectively. We will then channel our study to analyzing popular propaganda in usage today.

Major Assignments: o Dante Analysis Paper – After completing Inferno, students will write a paper analyzing his use of symbolism to

create social commentary that has remained relevant for over 700 years.o Dante’s Movie Project – In small groups, students will recreate Dante’s allegorical journey through hell and will

present their video to the class. A favorite of past classes, this assignment will help students to visualize the extensive symbolism found in Dante’s text while adapting his messages to a modern setting.

o Debates –This assignment pairs students up to research both sides to controversial topics. Students write a thorough research paper and engage deeper with overall MLA research before turning their findings into a practiced, structured oral debate in front of the class.

Unit Four: The Many Faces of the Hero: “Heroism is not only in the man, but in the occasion.” – Calvin Coolidge Principle readings:

o Extended Texts : Ray Bradbury’s Fahrenheit 451, Aldous Huxley’s Brave New World, excerpts from George Orwell’s 1984

o Short texts: Dystopian short texts including “Harrison Bergeron” by Kurt Vonnegut, “There Will Come Soft Rains” by Ray Bradbury, and dystopian poetry; research into the elements of satire through The Truman Show and satire examples from television and film

Unit Rationale : Within this final unit, students will compile a comprehensive understanding of the school year into two final, critical texts – Ray Bradbury’s Fahrenheit 451 and Aldous Huxley’s novel Brave New World. Students will apply understandings of the tragic hero, the search for answers, the power of government and higher entities, and how the individual can quickly become misplaced in society. The unit theme will return our focus to the different shapes archetypal figures can take in text. The specific genre study of the dystopia – which is extremely popular again today – will raise students’ critical awareness to the relevancy of the warnings expressed by these authors to their lives today. As the unit ends, students will study the behind-the-scenes creation of author’s creativity by viewing The Truman Show, watching examples of television and theatrical satire, and applying their skills to a final in-class project demonstrating perspective. Students can expect to demonstrate their understanding through teaching assignments with Brave New World and the course comprehensive paper.

Major Assignments:o Fahrenheit 451 Paper – Students will choose from multiple prompts to analyze the dystopian characteristics seen

in Bradbury’s novel while discussing the true central theme that his novel conveys through argumentative writingo Research – Students will conduct activating research into the allusions and inspirations of Huxley’s Brave New

World prior to reading.o Brave New World Teaching Assignment – the final novel of this course will be assigned for students to read and

teach to the class. Students will sign up for an individual chapter or chapters to read, analyze, and teach to the class. They will accompany their teaching with a visual and with an assessment opportunity for students.

Course ConclusionStudents will write a holistic course text examining heroism in literature. This paper will fall in the range of 5-8 pages.

Review of entire course material – novels, short stories, and plays Comprehensive final teacher-made examination Transition and preparation for AP Language and American Literature courses NO END OF COURSE TEST (EOCT) FOR THIS COURSE.

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The information found within this syllabus previews many assignments and topics awaiting students over the course of this school year. It is expected that the information found within these pages be carefully read, studied, understood, and absorbed. It is further expected that this syllabus remain within the student’s course notebook at all times to serve as a reference and guide as the year progresses.

As important as this syllabus is for students, it is just as important to parents and guardians. It is expected that the same careful study of this syllabus be conducted by all parents and guardians upon issuance. Any questions pertaining to course expectations, format, procedures, policies, or texts should be addressed in the earliest days of the course if possible.

It is required that both student and parent or guardian sign below. For each person signing, the signature indicates that all parties have carefully read the contents of this syllabus and understand the various elements of this course and further give permission to read all texts for their literary and college-preparatory purposes. Thank you in advance for your careful study of this information.

___________________________________________________Student Signature and Date

___________________________________________________ Parent/Guardian Signature and Date

___________________________________________________Parent Phone Number

___________________________________________________Parent E-mail

This form should be signed and returned to Mrs. Lanham by Thursday, August 21, 2014