English 4CP Syllabus
Currently the students are working on the Irony Unit and starting to create formal essays using the TurnItIn.com system. As both I and the students learn the "ins and outs" of the system, things will become easier and the true value of the system will shine. Many learning institutions use this system so it is a benefit for all of us. The class itself is becoming more comfortable sharing their ideas on paper, in groups, and as a class. Their sense of community is growing stronger and they all will benefit.
Overview
The students will be exposed to a variety of genres during the year. The readings will vary in length and type, some will be tested on, some won’t, but all will be discussed in the class. A large part of the class focuses on discussions. Students are encouraged to participate in class discussions and share their views/opinions. They are expected to respect fellow students, the classroom, and the teacher. The discussions, readings, and writing assignments, both large and small, are designed to prepare each student for future education.
Goals
-Cite strong and thorough textual evidence
-Understand and interpret deeper meaning: theme, elemental story development, word meaning, point of view, analyzing multiple interpretations
-Comprehend and analyze complex literature
-Nonfiction: Determine and analyze two or more complex set of ideas, evaluate effectiveness of author’s structure and point of view, integrate multiple sources of information
-Improve and demonstrate writing: express an argument with valid reasoning, relevance, and sufficient evidence; express and develop claims and counterclaims; maintain a formal style and tone including a concluding statement; Create explanatory text to convey complex ideas; introduce new topics within a writing in a variety of ways including transitions and syntax; develop topics using relevant facts; produce coherent writing through editing and revising; use technology to create and share work; conduct research finding relevant information
-Improve speaking and listening skills: be prepared for and participate in class discussions, work cohesively with fellow students, understand other points of views, present information clearly, and using technology to enhance communication
-Improve language skills: conventions of English grammar; understand language changes over time and functions change according to context; spelling; use word patterns correctly; use resources to determine different aspects of language; demonstrate understanding of figurative language
Evaluation
Homework Expectations: Completed neatly and on time with the following requirements: 1” margins on all sides, 1st and last name, date, class hour, title. Points will be taken off for late work. Taking late work is at the discretion of the teacher. Messy work (sloppy handwriting, ripped pages, etc.) will not be accepted.
Students will be evaluated through their homework, quiz and test scores, writing, projects, presentations, and class participation.
The grading scale follows the school wide scale found in the handbook.
A+ 99-00
A 94-98
A- 92-93
B+ 90-91
B 85-89
B- 83-84
C+ 81-82
C 76-80
C- 74-75
D 65-73
The final semester exams count for 20% of the grade.
Materials
1” or 1.5” binder
Elements of Literature 6th Course
Notebook paper
5 tabs for binder
Pencils or pens and a highlighter
Student I.D.
Units
Compare/Contrast
Irony
Characterization
Point of View
Style and Syntax
Setting
Tragedy
Comedy
Term Paper
TERM PAPER NOTE EXAMPLE:
Source 1: News Article (3 pages)
Your Name
Baker, Katherine. “NFL’s Indefinnite Suspension of Ray Rice is the Wrong Approach.” Chicago Tribune. 23 Sep. 2014:13. SIRS Issues Researcher. Web.
29 Sep. 2014.
1. Focusing on Ray and Janay Rice will hurt domestic violence victims more than it will help them. -- P
2. “It is prevalent among women who rely emotionally and financially on men who can be simultaneously loving and abusive, controlling and generous, vulnerable and tyrannical. Many victims love their abuser and what they want most is for that love to continue and the violence to stop. If there are children, they want the family to stay intact, and the violence to stop. If they rely on his paycheck, they want the paycheck to continue, and the violence to stop.” -- Q
3. “Many domestic violence courts offer counseling and rehabilitation services for abusers. That is an opportunity for abusers to discuss, with other abusers and trained counselors, the source of their anger and their views toward women. The goal is to get abusers to recognize and work through the feelings and expectations that lead them to violence...does nothing to help them overcome violent behavior.” -- Q
4. The NFL needs to devote money to implementing a rehabilitation program. – S
5. Should the onus be on the NFL to have a significant impact on reducing domestic violence or should be this be a call to all professional athletic associations? --PC
6. “But no one wants rehabilitation of the abuser to succeed more than the victim of domestic violence. It is for her sake that we must seriously invest in a process that helps abusers stop abusing.” - Q
7. “If victims believed that by coming forward they would not only be seeking help for themselves but for the men they love, victims would be much more likely to seek help. If victims had faith that the judicial system cared about keeping their families intact, and cared about stopping the violence as much as it cared about vengeance, they would come forward more readily for assistance.” – Q
P: paraphrase, Q: quote, S: summary, PC: personal comment
Currently the students are working on the Irony Unit and starting to create formal essays using the TurnItIn.com system. As both I and the students learn the "ins and outs" of the system, things will become easier and the true value of the system will shine. Many learning institutions use this system so it is a benefit for all of us. The class itself is becoming more comfortable sharing their ideas on paper, in groups, and as a class. Their sense of community is growing stronger and they all will benefit.
Overview
The students will be exposed to a variety of genres during the year. The readings will vary in length and type, some will be tested on, some won’t, but all will be discussed in the class. A large part of the class focuses on discussions. Students are encouraged to participate in class discussions and share their views/opinions. They are expected to respect fellow students, the classroom, and the teacher. The discussions, readings, and writing assignments, both large and small, are designed to prepare each student for future education.
Goals
-Cite strong and thorough textual evidence
-Understand and interpret deeper meaning: theme, elemental story development, word meaning, point of view, analyzing multiple interpretations
-Comprehend and analyze complex literature
-Nonfiction: Determine and analyze two or more complex set of ideas, evaluate effectiveness of author’s structure and point of view, integrate multiple sources of information
-Improve and demonstrate writing: express an argument with valid reasoning, relevance, and sufficient evidence; express and develop claims and counterclaims; maintain a formal style and tone including a concluding statement; Create explanatory text to convey complex ideas; introduce new topics within a writing in a variety of ways including transitions and syntax; develop topics using relevant facts; produce coherent writing through editing and revising; use technology to create and share work; conduct research finding relevant information
-Improve speaking and listening skills: be prepared for and participate in class discussions, work cohesively with fellow students, understand other points of views, present information clearly, and using technology to enhance communication
-Improve language skills: conventions of English grammar; understand language changes over time and functions change according to context; spelling; use word patterns correctly; use resources to determine different aspects of language; demonstrate understanding of figurative language
Evaluation
Homework Expectations: Completed neatly and on time with the following requirements: 1” margins on all sides, 1st and last name, date, class hour, title. Points will be taken off for late work. Taking late work is at the discretion of the teacher. Messy work (sloppy handwriting, ripped pages, etc.) will not be accepted.
Students will be evaluated through their homework, quiz and test scores, writing, projects, presentations, and class participation.
The grading scale follows the school wide scale found in the handbook.
A+ 99-00
A 94-98
A- 92-93
B+ 90-91
B 85-89
B- 83-84
C+ 81-82
C 76-80
C- 74-75
D 65-73
The final semester exams count for 20% of the grade.
Materials
1” or 1.5” binder
Elements of Literature 6th Course
Notebook paper
5 tabs for binder
Pencils or pens and a highlighter
Student I.D.
Units
Compare/Contrast
Irony
Characterization
Point of View
Style and Syntax
Setting
Tragedy
Comedy
Term Paper
TERM PAPER NOTE EXAMPLE:
Source 1: News Article (3 pages)
Your Name
Baker, Katherine. “NFL’s Indefinnite Suspension of Ray Rice is the Wrong Approach.” Chicago Tribune. 23 Sep. 2014:13. SIRS Issues Researcher. Web.
29 Sep. 2014.
1. Focusing on Ray and Janay Rice will hurt domestic violence victims more than it will help them. -- P
2. “It is prevalent among women who rely emotionally and financially on men who can be simultaneously loving and abusive, controlling and generous, vulnerable and tyrannical. Many victims love their abuser and what they want most is for that love to continue and the violence to stop. If there are children, they want the family to stay intact, and the violence to stop. If they rely on his paycheck, they want the paycheck to continue, and the violence to stop.” -- Q
3. “Many domestic violence courts offer counseling and rehabilitation services for abusers. That is an opportunity for abusers to discuss, with other abusers and trained counselors, the source of their anger and their views toward women. The goal is to get abusers to recognize and work through the feelings and expectations that lead them to violence...does nothing to help them overcome violent behavior.” -- Q
4. The NFL needs to devote money to implementing a rehabilitation program. – S
5. Should the onus be on the NFL to have a significant impact on reducing domestic violence or should be this be a call to all professional athletic associations? --PC
6. “But no one wants rehabilitation of the abuser to succeed more than the victim of domestic violence. It is for her sake that we must seriously invest in a process that helps abusers stop abusing.” - Q
7. “If victims believed that by coming forward they would not only be seeking help for themselves but for the men they love, victims would be much more likely to seek help. If victims had faith that the judicial system cared about keeping their families intact, and cared about stopping the violence as much as it cared about vengeance, they would come forward more readily for assistance.” – Q
P: paraphrase, Q: quote, S: summary, PC: personal comment