Syllabus for English I A & P

Course Description: 1 Year 1 Credit

This academic English course is designed to prepare and guide students toward more highly developed composition and literary skills, and prepare students for whatever the future course they plan to take, college or career oriented. Emphasis will be placed on language development, written and oral communication skills.*Note: This course must be passed in order to be considered a “sophomore” the next academic year and is a requirement for high school graduation. It is important to be on task, be organized, and be responsible in the course work.

Instructor Information : Ms. Anna PylesLanguage Arts TeacherGallia Academy High School (740) 446-3212 ext. 1217Education Connection Number: 446-4320 / Teacher ID: Email Address: anna.pyles@gc.k12.oh.us

Textbook: We will be using the Elements of English Literature 3rd Course by Holt, Rinehart and Winston for this course. You are responsible for taking care of your assigned textbook and should be returned in nearly the same condition as it was when you received it.

Supplementary Readings: Vocabulary Workshop: 3 rd Course worksheets will be given to you weekly for vocabulary

lessons. You will receive ten words per week a week ahead of time for that particular quiz. After completion of two worksheets/two lessons, students will be given both an analogy worksheet and an in-context worksheet relating to those previous two lessons. When ten lessons have been completed, the IA will be given a 100 question, multiple choice question exam over the past 100 vocabulary words.

To Kill a Mockingbird by Harper Lee

Materials Needed: Pencil and paper are required daily. A three ring 2” binder is also helpful in organizing notes, vocabulary worksheets, and homework. Students will greatly benefit from having note cards and highlighters for use at various times especially for vocabulary lessons and the research paper assignment.

Grading: Each assignment is worth a set number of points. Therefore, not every assignment is worth 100 points. On-going assignments, written and oral reports, and essays are worth more points than quizzes. Expect Reading Checks when an assigned reading has been given. Interim reports and report cards are sent home as scheduled on the school calendar.

NO ASSIGNMENTS FOR EXTRA CREDIT WILL BE GIVEN.

Missed Exams or Assignments: It is the responsibility of the student to check on missed assignments. This may be done by using the Education Connection, contacting another student, or by asking the teacher at the next class meeting, if unable to utilize the first two methods.

Course Expectations:

1. Be Respectful, Be Responsible. Two simple rules with many implications. Are your late for class? Are you speaking when I am speaking? Are you using language unbecoming to a civilized human being? Are you disrupting the class or an individual student? If you can answer yes to any one of those questions, you are breaking those two rules. Be respectful. Be responsible.

2. I expect your best and honest work. No one likes a cheater. I expect you to do your own work to the best of your abilities. Plagiarism is against the law and the rules of this classroom as well as this school. (See the student handbook)

3. I expect your undivided attention. You must pass this class to graduate from high school. It all begins with looking alive and paying attention.

4. No Lounging! This is a classroom, not your living room. Legs and feet should be under your desk, not in the aisle or on another chair. I do not tolerate laziness and I don’t appreciate the classroom furniture getting dirty or damaged.

5. Homework and Projects must be turned in on time. Homework and projects that are late will not be graded resulting in a zero for the missed assignments. I am not in the business of running you down for assignments. My job is to teach, your job is to be a responsible student in control of your education. Of course, all those with excused absences on the day the project/homework is due will be permitted to turn in homework without penalty. The student who has been absent should see me for makeup work on the day that the student returns to school. Call the education connection, check the website to keep updated, or check with a reliable classmate.

6. Hall and restroom passes. Time is precious because class periods are short. Do not waste class time out of the classroom. If you must leave, you must sign out. Please see me at the beginning of the class period so you do not disrupt the class. You may only leave the classroom 5 times in a quarter. I will be keeping track. Once your 5 trips have been made, you can no longer leave the classroom.

7. Don’t be tardy! It is important that you understand the tardy policy. You are to be in the classroom and near your seat when the bell rings. No exceptions. (See the Student Handbook for tardy-policy)

8. Class participation. As high school students, you are now responsible for your involvement in the classroom. I expect you to be apart of this class in every way; discussions, reading aloud, asking questions, etc. Please raise your hand when you have a comment or question. Sudden outbursts will not be tolerated. Your question should be topic related.

9. Bring your supplies to class! It is your responsibility to be totally prepared for class. Students will not earn a satisfactory grade without their books, paper, and writing utensils. I do not supply these items, so don’t ask. Students fail to return items, so I have stopped lending them out. This is your room, not your locker. Please do not leave your things here. They will be placed in the lost and found if you leave them.

10. Please be responsible enough to grade track. I have forms in the classroom for you to follow your current grade and I will have all points posted in the room.

11. No food or drinks. Please no food or drinks in the classroom. You may bring bottled water, however I do not permit water around the computers.

12. No application of make-up, hand-lotion, perfume or combing of hair during class time. This is a classroom, not a beauty salon. You look fine, don’t worry about it.

13. Follow the School Code of Conduct. You carry it around in your agenda for a reason. I expect you to follow the student handbook and I will hold you up to the standard it places on you.

…………………………………………………………………………………………………………………Cut on the dotted line. Keep above portion.

The following must be returned by ________________________. It is worth 10 points.

I have read the above and am aware of what is happening in English I (A) and (P) this grading period.

__________________________________ ____________________________________Student’s Signature (Date) Parent’s Signature (Date)

COURSE CONTENT:Entire Year: Vocabulary Lessons and Study Island Benchmark AssessmentsMastery of vocabulary is essential in communication skills needed for every day life. Students will be taking weekly vocabulary quizzes (that include Greek roots, prefixes and suffixes), completing bi-weekly analogy and in-context worksheets, and (for IA only) taking an exam after each ten vocabulary lesson.

30 quizzes 15 Analogy and 15 In- Context Worksheets 3 Exams (IA only)

o Core Standards: LS4.a.b.c.d., LS5.a,b , and LS6Study Island: This program will be utilized periodically to assess students’ comprehension of the Common Core Standards.

First Nine WeeksShort Story Unit *Reading Checks may be administered at random

Reading: “The Scarlett Ibis” page 414-426 Common Core: RL 1-3; W2, 4, 9 and 10

Literary Terms: Theme, Symbol, Imagery, Simile, Metaphor Common Core: L5

Writing: Quick Writes: Descriptive Setting, Symbol, Short Response AnalysisCommon Core: W2,4,9, and 10

Language: Prepositions/Prepositional Phrases, Adjectives/Adverbs, Irregular Adjectives/Adverbs, Review other Parts of Speech (if necessary)

Common Core: L1,5 and SL 1,4

Reading: “The Necklace” page 197Common Core: RL 1, 3, 5; W 2, 4, 10

Literary Terms: Point of View, Direct Characterization, Indirect Characterization, Situational Irony

Writing: Quick Writes: Character Description, Characterization Graphic Organizer, “What’s the Connection?”

Essay Writing: Explanatory Prompt Research: History/fashion (TE

Common Core: W2,4,10Language: Noun Categories, Noun Functions, Direct/Indirect Object, Object of

Preposition, Predicate Nominative, Appositives, Pronouns Common Core: L1 and 5

Speaking and Listening: Develop and Present a Debate Common Core: SL 1 and 5

Reading: “The Most Dangerous Game” page 16Common Core: RL 1, 5, 6; W 1, 4, 10

Literary Terms: Plot, Conflict, InferenceCommon Core: L5

Writing: Quick Writes: Writer’s Notebook, Double-Entry Journal, Graphic Organizer for Plot, Argumentation, Map the Chase

Essay Writing: Persuasive Prompt Research: Science (TE pg 24)Common Core: W1,4, and 10

Language: Action/Linking/Helping Verbs, Strong Verbs, Verb Tense/Active/Passive

Common Core: L1, 5 and SL 2

Reading: “The Cask of Amontillado” page 210Common Core: RL 1, 2, 4 W10

Literary Terms: Plot, Mood, Setting, Reliable/Unreliable NarratorCommon Core: L5

Writing: Quick Writes: Setting, Suspense, Short Response Analysis Research: Cultural Connection (TE 214)

Common Core: W10Language: Review Noun Function, Review Prepositional Phrases, conjunctions,

Conjunctions, Conjunctive Adverbs, Subordination ConjunctionsCommon Core: L1,5 and SL 3, 6

Second Nine Weeks:Poetry Unit

Reading: “Fog” p. 516 “Daily” p. 486 “Ain’t I a Woman?” “Combing”

Common Core: RL 1 and RL 2Literary Terms: Alliteration, Allusion, Assonance, Imagery, Metaphor,

Personification, Repetition, Simile, ThemeCommon Core: L5

Writing: Quick Writes – “Fog”, “Daily” Analysis Response, Similie, Alliteration/Assonance, Collecting Ideas for a Compare/Contrast EssayLanguage: Noun Categories, Personification

Common Core: L3, 4Speaking and Listening: Struggling Readers

Common Core: SL 1, 6

Reading: “The Gift” p. 544 “Grape Sherbet” p.

“In Just” p. 489“Harlem”“Hope is the Thing with Feathers” p. 511

Common Core: RL 1 and RL 2Literary Terms: Alliteration, Connotation, Denotation, Extended Metaphor, Free

Verse, Symbolism, ThemeCommon Core: L5

Writing: Quick Writes- “In Just”, “Harlem”, Compare and Contrast, Alliteration/Onomatopoeia

Research- History (TE)Common Core: W4,9,10

Language: Alliteration, Denotation and Connotation, OnomatopoeiaCommon Core: L3,4

Speaking and Listening: Verbal MusicCommon Core: SL 5

Reading: “My Papa’s Waltz”“Fire and Ice” p. 517“The Seven Ages of Man” p.520“The Road Not Taken” p. 376Common Core: RL1, 2,4,5,9

Literary Terms: Connotation, Denotation, Diction, Extended Metaphor, Internal Rhyme, Meter, Mood, Rhyme, Rhythm, Theme, ToneCommon Core: RL5 and 6

Writing: Quick Writes- Make the Connection, Quickwrites in text, Tone, Paraphrase, Your Own Road Poem

Essay Writing- Comparison-Contrast Essay Research- History

Common Core: W4,9, and 10Language: Denotation and Connotation, Extended Metaphor

Common Core: L3,4Speaking and Listening: Talking Stages

Common Core: SL 3

Reading: “The Odyssey” p.749Common Core: RL 3,5,6

Language: Simple and Compound SentencesCommon Core: L1

Speaking and Listening: SL1

Third Nine Weeks : Drama Unit

Reading:

The Tragedy of Romeo and Juliet p. 897ACT I and II

Common Core: RL 1-5 and RL 7Literary Terms: theme, tragedy, stage directions, paraphrase, exposition, rising action,

foil, blank verse, couplet, sonnet, pun, oxymoron, imagery, dramatic irony, soliloquy, metaphor, hyperbole.

Common Core:L5Writing: Quick Writes: Two-Column Notes: Characters and Traits, Connections/Quick

Write, Paraphrase Paris and Capulet’s Conversation, Close Reading/Couplets, Making Meaning, Foil Character, Collecting Ideas for a Research Paper, Paraphrase Chorus, metaphor/Hyperbole, Compare/Contrast Romeo’s Soliloquy to “Shall I Compare Thee to a Summer’s Day?”

Essay: Youth vs. Age Research: Common Core: W2,4,9,10

Language: Clauses, The Old Problems-Grammar and VocabularyCommon Core: L1,4

Speaking and Listening: Blank Verse/Couplet/Run-On Lines, Themes, Performance: Speak the Speech, View parts of a movie version of Romeo and Juliet.

Common Core: SL 1, 4 and 6

ACT IIICommon Core: RL 1 and 4

Literary Terms: turning point, verbal irony, cultural allusion, personification, suspenseCommon Core: L5

Writing: Quick Writes – Cause and Effect, Making Meaning/Turning Point, Write a Prologue

Research: Collecting Ideas for a Research Paper (Social Studies)Common Core: W3,9,10

Language: Word Origins, Essential/Nonessential Adjective ClausesCommon Core: L1,4

Speaking and Listening: Analyze a Soliloquy, Freeze! Speak!…Common Core: SL 2, 4, 6

ACT IV AND V

Common Core: RL 1-3Literary Terms: Falling Action, Blocking Figures, Climax, Resolution, Simile,

RepetitionCommon Core: L5

Writing: Quick Writes- Paraphrase, Making Meanings/Suspense/Dramatic Irony, Making Meanings/Blocking Figures, Collecting Ideas for a Research Paper, making Meanings/Plot/Climax, Making Meanings,/Theme, Creative/A New Ending

Essay- Synthesis/Comparing Text Research- Wedding/Funerals, Research Paper/Collecting Ideas

Common Core: W4-10Language: Simple/Compound Sentences, Simile, Metaphor, Personification, Pun,

Compound Subjects/Compound Verbs, Combining SentencesCommon Core: L1

Speaking and Listening: Interpersonal Learners, Music, and Panel Discussion/If Only…Common Core: SL 4, 5, 6

Nonfiction Unit “The Talk”

Common Core: RL 1-3Literary Terms: tone, biography, autobiography, exaggeration/hyperbole, exposition,

narration, description, main idea, author’s purpose, anecdote, euphemism

Common Core: L5 and L6Writing: Quick Writes-Make the Connection, Shaping Interpretations: Exaggeration,

Extending the Text, Collecting Ideas for an Autobiographical Incident, Tone, Hyperbole, Humor: Sarcasm, Emotion: Positive/Negative, Anecdotes, Collecting Ideas for a Persuasive Essay, Topic Questionnaire, Degree of Importance, Persuasive Essay

Language: Review Sentence Patterns, Review Sentence and Its Parts, Review Clauses: Independent, Subordinate, Adjective, Adverb, Noun, Review Essential/Nonessential Adjective Clause, Language Link/Euphemism

Common Core: L1,2,3,4Speaking and Listening: Advanced Learners: Collage/Discussion

Common Core: SL 2, 4, 5

“When I Lay My Burden Down”from “An Indian’s Views of Indian Affairs”

Common Core: RL 1-4Literary Terms: argument, logical argument/appeal, deductive reasoning, inductive

reasoning, logical fallacies, name calling/attacking the person, circular reasoning, false cause and effect, generalization, emotional appeal, bandwagon, testimonial, generalization, connotation, denotation, repetition

Common Core: L5 and L6Writing: Quick Write- Quick Write, Comparing the Texts: Finding the Likenesses,

Reading Skills and Strategies: Comparing Texts, Extending the Text, Ideas for an Autobiographical Incident, Example, Know Itand Show It.

Essay Writing- Timed Writing Practice: Explanatory/Ethics, Quick Write, Shaping Interpretations, Extending the Text, collecting Ideas for a Persuasive Essay, Topic Questionnaire, Degree of Importance, Persuasive Essay

Common Core: W3, 4,5,7,9 and 10Language: Review Simple/compound Sentences, complex Sentences, Review Degrees

of Irregular Adjectives/Adverbs, Connotation and Loaded WordsCommon Core: L 1, 2, 3, 4

Speaking and Listening: Crossing the Curriculum: Music

Common Core: SL 2, 3, 4, 5“Not Much of Me”“With a Task Before Me”from Incidents in the Life of a Slave Girl: “The Loophole of Retreat”

Common Core: RL 1,2,3 and 10Literary Terms: theme, tone, main idea, imagery, diction, chronological order,

objectivity, subjectivityCommon Core: L5

Writing: Quick Writes- Using Prior Knowledge: What’s New?, First Thoughts: KWL, Creative Writing: Dear Mr. President, Chronological Order, Ideas for an Autobiographical Incident, Make the Connection, Letter to the Past

Essay Writing- Writer’s Workshop/Autobiographical IncidentLanguage: Punctuation, Sentence Clarity

Common Core: L1, 2,3,4Speaking and Listening: Research/Speaking: A Lincoln Celebration, History: A Life on

the Line, History: Finding More Facts, Music: Spiritual Sing- AlongCommon Core: SL 1, 2, 3, 4, 5

Fourth Nine Weeks

Novel UnitStudents can better understand history by listening to and empathizing with real-life accounts. History helps us to learn from our mistakes. Being able to understand others’ hardships helps us to grow emotionally.To Kill a Mockingbird by Harper Lee – each student will be given an assigned novel.Students will be given a study guide correlating to this novel that will aid them in studying for related tests and quizzes throughout the novel.Students will be expected to reading independently outside of the classroom and be ready to discuss content in class.

Common Core: RL 1-4, 7 and 10There will be 2 tests and 1 exam with this unit

Writing Assignments: Response to Quotation, essay writing – compare and contrastCommon Core: W1,2,4,5,6,7,8,9,10 L1-4 and SL 1-6Literary Terms: antagonist, characterization, major character, minor character, conflict, extended metaphor, parallel plots, symbolism, protagonist, reliable narrator, unreliable narrator, setting, theme

Common Core: L5 Primary and Secondary Source (Jim Crow & Great Depression: statistics, photos, & other sources)

Students will be given articles and photographs from both primary and secondary sources for interpretation.

Short Writing Assignmento Core Standards: RI 2, RI3, RI4 and RI5

Scottsboro: An American Tragedy Short film will be viewed in class. This film will also be made available on the teacher website.

Short Writing Assignment – Historical Connectiono Core Standards: SL 1a,b,c,d; SL 2 and SL 3