ENGLISH PROGRAMMES

THE ALEXANDRA SCHOOL ENGLISH PROGRAMMES TERM 2 (2011-‐2012)

FIRST FORM LANGUAGE

WRITTEN EXPRESSION:

Narrative Writing – focus on characterization and dialogue (mechanics and integration)

Letter Writing – The Friendly Letter (format [semi blocked] & structure)

MECHANICS:

Paragraphing – organization; linking paragraphs (transitionals)

Grammar – contractions; subject-‐verb agreement; consistency of tenses; concord of pronouns

Punctuation – quotation marks; apostrophe (for contraction)

COMPREHENSION: – develop and strengthen the making of inferences, drawing logical

conclusions, predicting outcomes

FIRST FORM LITERATURE

Wavelengths Stories: specific concentration on:

o themes – exploration and development;

o characterization – techniques of; through suggestion and hints;

o the use of dialogue.

Millicent (race/class/discrimination/prejudice/tolerance/friendship)

The Sins of the Father (class/poverty/honesty/family)

Septimus , Pig Money, A Price To Pay (family/loyalty/sacrifice)

Aunt Suzie’s Rooster, The Black Dog (non-‐human main characters)

SECOND FORM LANGUAGE

WRITTEN EXPRESSION:

Expository Writing – Introduction to Organizational Patterns: Description, Sequencing, Compare and Contrast, Cause and Effect, Problem and Solution. Focus on Description, Sequencing and Compare and Contrast. Focus on textual cues pertaining to each of these organizational patterns.

Letter Writing – The Formal/Business Letter (Letters of Invitation, Complaint, Apology) (format [full blocked] & structure)

MECHANICS:

Paragraphing – organization; linking paragraphs (transitionals)

Grammar –subject-‐verb agreement; consistency of tenses; concord of pronouns

Punctuation – colons; semi-‐colons

COMPREHENSION: – develop and strengthen the making of inferences, drawing logical

conclusions, predicting outcomes. Priority must be given to pieces/passages that are expository in nature and which employ the three organizational patterns on which our focus lies.

SECOND FORM LITERATURE

Men and Gods:

o definition and purpose of Myths/Legends;

o connection between Gods/Goddesses and contemporary words and allusions to these throughout literature;

o familiarity with Olympic pantheon of Gods and their “responsibilities;

o Thematic focus

N.B. The following sequence is recommended:

Echo and Narcissus – (explanation of natural phenomenon; vocab. -‐ narcissism, nemesis; themes -‐ vengeful nature of the gods/goddesses; pride, self-‐absorption)

Daedalus and Icarus – (explanation of “Icarian” Sea name; vocab – labyrinth; themes -‐ family, creativity & problem-‐solving, duality of nature, hubris)

Midas – (explanation of the river Pactolus containing Electrum, that was the basis of the economy of the ancient state of Lydia, also the whisperings of the wind in the reeds; vocab – Bacchus/bacchanal; themes – all that glitters is not gold/Appearance vs Reality/duality of nature, materialism, vengeful nature of the gods/goddesses)

Introduction of the genre of the “Epic”. Definition of Epics as majestic depictions that capture impressive struggles, such as stories of war, adventures, and other efforts of great scope and size over long periods of time.

Besides exploring explanations of Greek world-‐view, Greek culture, natural phenomena, the lessons to be learned through observations of human behaviour and connecting certain words with contemporary usage (eg. “Argo” and “argosy”; “Argonaut” and “astronaut”), use these epic stories to focus specifically on: the behaviour of the gods/goddesses; heroism; mythical creatures encountered; transformations occurring.

The Labours of Hercules – (classes can be divided into 12 groups of two’s and three’s with each group being responsible for a pictorial representation of a Labour. These can be mounted on the classroom walls)

Perseus – (explanation of Libya being snake infested; vocab – Gorgon, Medusa, Pegasus, Andromeda (Gardens, St. Joseph), Atlas; themes – jealousy, heroism, helpfulness of gods/goddesses, revenge)

Jason (we will omit the story, “Jason and Medea”)

The Story of Theseus (only if time permits)

THIRD FORM LANGUAGE

WRITTEN EXPRESSION:

PERSUASIVE WRITING – Fact vs Opinion; Connotation & Denotation; The Language of Persuasion; Advertisements (appealing to human desires); Designing an Ad – language, graphics, fonts, colour, physical layout, catchy slogan and/or jingle, contact info)

ARGUMENTATIVE WRITING – Introduction to techniques (rhetorical question, repetition, emotive language, authoritative sources, statistics); Format and structure (5-‐6 paragraph structure: Introduction, Confirmation -‐ 2-‐3 Points plus supporting evidence, Rebuttal, Summation).

If time permits, oral presentations and a Debate should be organized. Recordings (video and/or audio) of MLK’s “I Have A Dream Speech” are readily available and can be used.

o The INTRODUCTION, which warms up the audience, establishes goodwill and rapport with the readers, and announces the general theme or thesis of the argument. It also succinctly summarizes relevant background material, provides the context and any information the audience needs to know about the environment and circumstances that produce the argument, and set up the stakes–what’s at risk in this question.

o The CONFIRMATION, which lays out in a logical order (usually strongest to weakest or most obvious to most subtle) the claims that support the thesis, providing evidence for each claim.

o The REBUTTAL, which looks at opposing viewpoints to the writer’s claims, anticipating objections from the audience, and allowing as much of the opposing viewpoints as possible without weakening the thesis.

o The SUMMATION, which provides a strong conclusion, amplifying the force of the argument, and showing the readers that this solution is the best at meeting the circumstances.

(Adapted from: http://www2.winthrop.edu/wcenter/handoutsandlinks/classica.htm)

MECHANICS:

Paragraphing – organization of main point and supporting details; linking paragraphs (transitionals); sentence structure.

Grammar – subject-‐verb agreement; consistency of tenses; concord of pronouns

Punctuation – full-‐stop, commas, semi-‐colons, colons

COMPREHENSION:

Focus on persuasive/argumentative pieces. Use pieces that will focus on the identification of the meaning and intent of the writer. Use pieces that highlight the use and effectiveness of irony and sarcasm, understatement and hyperbole, the rhetorical question, authoritative sources and statistics.

THIRD FORM LITERATURE

MACBETH

Introduction: -‐ Shakespeare Bio;

Elizabethan Era (historical context);

Shakespeare’s Theatre and Audience;

Shakespeare’s language (dynamic nature of language)

Concept of Tragedy/Tragic Hero – basic flaw(s) in an otherwise heroic figure that brings about his downfall.

Themes: – Appearance vs Reality;

Ambition unhinged from Morality;

Role of the Supernatural and the nature of Evil;

mind manipulation;

physical courage vs moral courage;

the nature of authority and power

the concept of manhood

Role of Lady Macbeth

Imagery. Note particularly the relentless imagery of death, evil, violence

Characterization – Lady Macbeth, Macbeth, The Witches. To a lesser extent, Macduff, Malcolm, Banquo,

Significant Lines/Speeches: – eg (i) “To-‐morrow, and to-‐morrow, and to-‐morrow,/Creeps in this petty pace from day to day…”; (ii) "Macbeth does murder sleep, the innocent sleep,/Sleep that knits up the ravelled sleeve of care,…”; (ii) “look like the innocent flower,/But be the serpent under't.”

FOURTH YEAR LANGUAGE

ARGUMENTATIVE WRITING

• The Language of Persuasion • Fact vs Opinion • Connotation vs Denotation • Techniques and Devices • Some Common Logical Fallacies – specifically ad hominem, argumentum ad populum,

circular argument, red herring, straw man, cherry picking, faulty genaralization, two wrongs make a right http://www.nizkor.org/features/fallacies/ -‐ an excellent source of identifying fallacies, explanations/definitions and examples

• Steps in the Process of Argument • Format and Structure (5/6 Paragraph Essay). Special focus on paragraph organization

and transitionals.






Students, besides reading and analysing persuasive/argumentative written pieces, should also watch and listen to a video recording of such a speech. MLK’s “I Have A Dream” Speech is a readily available one. I also have a book entitled “501 Must-‐Know Speeches” which is a good resource and which I can make available to you at your request.

Students should also be made to make oral presentations arguing either pro or con on a contemporary issue of global and/or regional and/or national and/or school significance. An inter-‐form debate can be arranged for the Monday of the last week of the term.

Students’ work will be used to determine the focus that the Mechanics must have.

Comprehension passages should focus on persuasive/argumentative pieces. Within these passages should be the identification of:

o the meaning and intent of the writer;

o the necessity of supporting details;

o the use and effectiveness of irony and sarcasm, understatement and hyperbole, the rhetorical question and emotive language, authoritative sources and statistics;

o the importance of transitionals as the “mortar” that holds the argument together and allows its smooth flow.

FOURTH YEAR LITERATURE

Poems To Be Done (CXC World of Poetry)

1. A Contemplation Upon Flowers 2. Once Upon A Time 3. Forgive My Guilt 4. West Indies, U.S.A. 5. Sonnet Composed Upon Westminster

Bridge 6. Orchids 7. The Woman Speaks to the Man who

has Employed her Son

Short Stories To Be Done (CXC World of Prose)

1. Blackout 2. Shabine 3. Septimus

POETRY:

Introduction to the elements of poetry; what distinguishes Poetry from any other genre and establishes it as a discrete literary genre.

Appreciation of the different levels of interpretation: Literal vs Figurative.

Poems should be analysed in the dimensions of: Title; Persona/Speaker; Mood; Tone; Diction; Literary Devices and Imagery; Structure and Form; Organic Relationship between Sound and Sense; Intention/Meaning; Theme; Content.

While it should be noted that Type B Questions are set on the poems (these are questions of comparison that require knowledge and study of two poems), we should presently concentrate on ensuring students know each poem thoroughly and can write a Type A essay on each poem in all its aspects and dimensions. We can focus on the comparative aspect after students’ knowledge and critical appreciation of each poem are established. This will be done in Term 3.

SHORT STORIES:

Introduction to the Short Story as a specific literary form of prose narrative /prose fiction.

Exploration of the elements of the short story which will provide the framework of analysis of each short story: Plot; Characters; Setting; Point of View; Style & Structure; Language/Diction/Imagery/Devices; Mood; Theme.

Students must also be made aware of the “Glossary of Terms” (pp. 211 – 215 of the text) and be familiar with these terms.

While it should be noted that Type B Questions are set on the Short Stories, (these are questions of comparison that require knowledge and study of two short stories), we should presently concentrate on ensuring students know each short story thoroughly and can write a Type A essay on each short story in all its aspects and dimensions. We can focus on the comparative aspect after students’ knowledge and critical appreciation of each short story are established. This will be done in Term 3.

FIFTH FORM LANGUAGE

WRITTEN EXPRESSION:

Revision of:

I. ARGUMENTATIVE WRITING: The Language of Persuasion

Persuasive Techniques and Devices

Common Logical Fallacies (pitfalls of argument) specifically ad hominem, argumentum ad populum, circular argument, red herring, straw man, cherry picking, faulty genaralization, two wrongs make a right http://www.nizkor.org/features/fallacies/ -‐ an excellent source of identifying fallacies, explanations/definitions and examples

Steps in the Process of Argument

Format and Structure (5/6 Paragraph Essay) Special emphasis on paragraph organization and transitionals.






II SUMMARY: Steps in Summary Writing

Choosing the Main Idea

Combining Main Ideas

Deleting Unnecessary Details

Structure and Organization

Process Writing and Peer Editing can be used very effectively while teaching this unit.

Students’ work will be used to determine the focus that the Mechanics must have.

FIFTH FORM LITERATURE

Poems To Be Done (CXC World of Poetry)

1. Test Match Sabina Park 2. Theme for English B 3. Dreaming Black Boy 4. Epitaph 5. Dulce et Decorum Est 6. This Is The Dark Time My Love 7. Ol’ Higue 8. Le Loupgarou 9. South 10. To An Athlete Dying Young

Short Stories To Be Done (CXC World of Prose)

1. Emma 2. The Day the World Almost Came To An

End 3. The Boy Who Loved Ice Cream 4. Berry

POETRY:

Poems should be analysed in the dimensions of: Title; Persona/Speaker; Mood; Tone; Diction; Literary Devices and Imagery; Structure and Form; Organic Relationship between Sound and Sense; Intention/Meaning; Theme; Content.

It should be noted that Type B Questions are set on the poems (these are questions of comparison that require knowledge and study of two poems) and so this must be the focus as we analyse the poems. Connections between poems in terms of the above dimensions must be made and essays that focus on and demand this comparative aspect be given.

SHORT STORIES:

Exploration of the elements of the short story which will provide the framework of analysis of each short story: Plot; Characters; Setting; Point of View; Style & Structure; Language/Diction/Imagery/Devices; Mood; Theme.

Students must be reminded of the “Glossary of Terms” (pp. 211 – 215 of the text) and be familiar with these terms.

It should be noted that Type B Questions are set on the short stories (these are questions of comparison that require knowledge and study of two stories) and so this must be the focus as we analyse the short stories. Connections between stories in terms of the above dimensions must be made and essays that focus on and demand this comparative aspect be given.

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ENGLISH PROGRAMMES