mr. carey/mrs. skeith english 11 b (adv.) course...

English 11 B (Adv.) p. 1

WHAT THIS MEANS TO YOU...

SINCE THIS CLASS IS ADVANCED, STUDENTS CAN EXPECT TO SPEND AT LEAST FOUR HOURS PER WEEK COMPLETING PROJECTS, READING, AND WRITING. IT IS NOT SUPPOSED TO BE EASY!

FINAL GRADES WILL NOT BE ROUNDED. STUDENTS INTERESTED IN EARNING AN A SHOULD DO EXACTLY THAT--EARN IT. NO AMOUNT OF PLEADING AFTER THE FACT WILL CHANGE THIS.

THE GUIDELINES CONTAINED IN THIS SYLLABUS OUTLINE AN AGREEMENT BETWEEN MR.. CAREY AND THE STUDENT. READ IT CAREFULLY AND ASK QUESTIONS PRIOR TO SIGNING IT.

RESPONSIBILITY IS A MUST. DON’T BLAME LATE OR SHODDY WORK ON SOMEONE OR SOMETHING ELSE. DO IT WELL THE FIRST TIME AND SAVE YOURSELF THE TROUBLE OF HAVING TO THINK UP EXCUSES LATER.

DO NOT COME TO CLASS WITHOUT MATERIALS AND IDEAS. BOTH ARE REQUIRED BY ALL STUDENTS EVERY DAY.

DO NOT EXPECT TO SLEEP IN CLASS, OR HAVE “FREE DAYS.”

MR. CAREY GIVES BATHROOM PASSES AT HIS DISCRETION: NEVER DURING A LECTURE OR IN-CLASS PROJECT. STUDENTS WITH MEDICAL SITUATIONS ARE ENCOURAGED TO SEE THE SCHOOL NURSE.

DO NOT EXPECT MR. CAREY TO REPEAT MATERIAL PRESENTED WHILE YOU CUT CLASS OR WERE ABSENT: MAKE UP WORK AND NOTES INCLUDED. GET LECTURE NOTES FROM A FRIEND, OR SEE MR. CAREY BEFORE OR AFTER CLASS.

THIS CLASS IS CHALLENGING, BUT NOT IMPOSSIBLE. ALL ASSIGNMENTS AND PROJECTS WILL BE DISCUSSED IN CLASS, AND MOST ARE DESCRIBED IN THIS DOCUMENT. PLEASE BRING THIS SYLLABUS TO CLASS EVERYDAY.

IF YOU NEED HELP, ASK. TAKE ADVANTAGE OF THIS BEFORE IT IS TOO LATE.

Mr CareyHelp is [email protected]

[email protected]

Mr. Carey/Mrs. SkeithEnglish 11 B (Adv.)

Course Overview:Introduction:The rigorous nature of English 11B (Adv.) will challenge high-achieving students to bring their reading and writing up to a level where they can successfully prepare for entrance to the college or university of their choice.

Purpose:The purpose of English 11 B Advanced is not only to help students pass the English departmental In Class Essays, but to teach students effective communications skills useful for an endeavor into higher education or success in the workplace. Focuses of this course include literary interpretation, scholarly research, and academic writing.


Student ______

Parent _______

Required Texts: Title: Author: “A Perfect Day for Bananafish” J.D. Salinger “Uncle Wiggly in Connecticut” The Catcher in the Rye Death of a Salesman Arthur Miller “Sonny’s Blues” James Baldwin White Noise + criticism Don Delillo “Francis Macomber” Ernest Hemingway

Recommended Texts:Woe is I Patricia T. O’ConnerMLA Handbook for Writers of Research Papers (7th ed) Joseph GibaldiThe Elements of Style (4th ed) Strunk, William and E.B. White

All assigned materials are to be read prior to classroom discussions. The time line for reading assignments will be given out in class. It is the student’s responsibility to read the above listed material on time: REGARDLESS OF ILLNESS, ABSENCE, SUSPENSION, TRUANCY, bad luck, broken alarm clock, malfunctioning computer, or general forgetfulness. If a significant part of any class fails to do the reading, the entire class will take a reading quiz. Students who refuse to participate can expect additional assignments.

Outside Reading As mandated by the TVUSD English Language Arts Curriculum Guide, each student will read 800 pages per semester in addition to the assigned reading for the course. Those pages must be written by the same approved American author and will be used in the completion of a literary research paper (see handout). The books read by the student for this requirement must be approved in advance by the parents/guardians—and the instructor—prior to reading. Students will have latitude to select reading material, but all books must be of college level. An up-to-date reading log will be kept by every student. A lecture the first week of class will offer reading suggestions. Please fill out a Reading Book Approval form, have it signed, then turn it in when reading logs are collected.

Since no “busy work” assignments are given for homework in this class, students will be trusted to read at least seventy-five pages per week outside of class.

Reading:


Midterm ExaminationsStudents in this class will focus on in-class timed writing exams. Three all-essay midterm exams will be required in addition to English departmental exams (ICE’s) Midterms must be made up immediately following absences. Essay responses are to be written on plain notebook paper, skipping lines, in blue or black ink only. All MLA and SAE conventions must be followed.

AWPE ExamStudents in this class will have an opportunity to participate in UCR’s High School Outreach Program by taking the actual exam used to place incoming freshmen in the appropriate English course. The test is a two-hour essay exam which tests students’ abilities to read and respond to an essay prompt. Student responses are sent to UCR to be professionally graded, then are returned by the exam reader who will make a short presentation to the class. Approximate cost is $8.00.

all take home projects must be typed unless specifically mentioned...

Students may type assignments at home, arrange in advance to use a friend’s computer, the library word processing lab, or the computers in class. All drafts of work should be saved on a flash drive or network drive, enabling students to complete the portfolio project at the end of the semester and avert unforesen technical disaster. USE TRIPLE REDUNDANCY FOR DATA STORAGE! Submission of each deadline to Turnitin.com is required, thus no credit will be given for work which has not been reviewed by Turnitin and declared to be free of academic dishonesty.

Academic Dishonesty:The faculty and staff at CHS is seriously concerned about increasing academic dishonesty. The Student Handbook clearly defines and explains what constitutes academic dishonesty, plagiarism, and improperly referenced material. Students who copy work and students who provide work to be copied are equally culpable, and will be punished equally. Punishment for first offense: grade of 0, U in citizenship, referral to the administration.

In an attempt to help students learn proper research methodology, and prevent plagiarism, CHS subscribes to turnitin.com, a plagiarism detection service. Ignorance of what constitutes academic dishonesty is no excuse:

Academic Dishonesty--of any kind--will not be tolerated

And will be prosecuted to the full extent to the full extent ofTVUSD School Board Policy

Writing:

Student ______

Parent _______


Speaking:Classroom DiscussionsAny effective learning situation requires student input and participation. For this reason, students must stay current on reading assignments. They must be prepared to discuss, take issue with, support, or indict the works covered in this class. For this reason, the phrase “I don’t know” will neither excuse a student from addressing the posed question nor prevent him/her from being called on again. Any time the majority of the class fails to offer insight when prompted, the entire class will take a reading quiz.

SpeechesStudents in English 11 B Advanced will make at least one speech to their classmates during the semester. Structure, content, time limits, and topics will always be assigned at least one week in advance. Absent students will speak immediately upon their return to class.

Thinking:As mentioned earlier, this class is based on thinking. Careful analysis of every idea is absolutely required. The instructor demands that students evaluate and form their own opinions of the covered material beyond the simplistic the “This sucks” level. Similarly, the phrase “I don’t know” will be interpreted by the instructor as a lack of effort and analysis on the part of the student. Be advised that this class is essay-based. Exams will require students to form and defend original ideas. Simple regurgitation of facts will result in a failing. The instructor’s perspective is neither the “right” one nor the “only” one. Students are encouraged to formulate ideas with regard to their own morals, ideas, priorities, and vision. Due to the nature of most people’s opinions, a classmate may not be debased for his/her personal beliefs. That student may certainly be challenged on an academic—but not a personal— basis.


Grades for this class are based on total points earned. The approximate value of each category is as follows:

Exams/Quizzes/Presentations 40%Assignments/Projects 50%Effort/Participation* 10%*THIS CATEGORY, ALONG WITH ANY EXTRA CREDIT AWARDED, WILL BE AVERAGED INTO STUDENTS’ GRADES DURING THE LAST WEEK OF THE TRIMESTER AND WILL NOT AFFECT PROGRESS REPORT GRADES OR ELIGIBILITY.

Important Points to Know:1. Classwork must be done on time to receive full credit. Since students are trusted to independently work on several major projects, even one incomplete assignment could result in a grade of “F.” Thus a student could be earning an 80% at the end of the six- week progress report, but could still fail the class by the end of the term.

2. Grades will be posted regularly to Pinnacle. Students must check the accuracy of posted grades against the scores on their assignments. Corrections will be made immediately, provided that the student has proof of the error. Scores can be easily mailed home as well, using Pinnacle’s notification feature. All exams will be kept on file, and may be viewed--by appointment--at any time.

3. Everything must be saved for this class. All handouts, returned assignments, drafts of essays, etc. must be kept in students’ notebooks or in classroom work folders. These will be used to create a portfolio worth two hundred points, and can help eliminate grading errors.

4. Students should exchange phone numbers with at least three of their classmates. If a student is absent, he/she should consust the class calendar, call a classmate--or Mr. Carey--to obtain any homework or lecture notes given in class. It is the student’s responsibility to make up what was missed. Handouts for absent students are always available upon request.

Grading System

Even one incomplete assignment could result in a grade of F


Amer

ican

Auth

ors

Alcott, Louisa MayAnderson, SherwoodAuden, W.H.Baldwin, JamesBierce, AmbroseBradbury, RayBurgess, AnthonyBurroughs, William S.Cather, WillaCheever, JohnCleaver, EldridgeClemons, SamuelConrad, JosephCrane, StephenCullen, CounteeCummings, e.e.Delillo, DonDickenson, EmilyDouglas, FrederickEllison, RalphEmerson, Ralph WaldoFaulkner, WilliamFitzgerald, F. ScottFrost, RobertGibson, William

Ginsberg, AllenHeinlein, RobertHeller, JosephHemingway, ErnestHoban, RusselHughes, LangstonHurston, Zora NealeJames, HenryJewett, Sarah OrneKerouac, JackKingston, Maxine HongKrakauer, JonLardner, RingLawrence, D.H.Lewis, SinclairLondon, JackLovecraft, H.P.Mailer, NormanMelville, HermanMiller, HenryMorrison, ToniMuir, JohnOates, Joyce CarolPlath, SylviaPoe, Edgar Allen

American AuthorsPorter, Katherine AnnRoth, PhilipSalinger, J.D.Silko, Leslie MarmonSinclair, UptonSteinbeck, JohnStowe, Harriet BeecherTan, AmyThoreau, Henry DavidThurber, JamesTwain, MarkVonnegut, KurtWalker, AliceWashington, Booker T.Wells, H.G.Welty, EudoraWharton, EdithWhitman, WaltWilder, ThorntonWilliams, TennesseeWilliams, WilliamCarlosWolfe, TomWright, Richard

Notes & Questions:


Salin

ger

Ques

tions

1. Determine what growth--if any--occurs in Holden over the course of his adven-tures. What does he learn from the main events in the novel? How is he different at the end of his adventure?

2. Religion is a minor, but recurring topic in the novel. What commentary does Holden make on social charity, religion, and devout people in general? Comment on Holden’s ultimately theistic perspective.

3. Perhaps the only truly admirable characters in this novel are children. Describe Holden’s attitudes towards children in the novel. Name at least two children and detail the effect they have on Holden and his journey.

4. Many people are offended by the profanity in the novel. Why does the author include so much profanity? What is its intended effect? How does this relate to the scenes in the museum and at Phoebe’s school? What point is the author ultimately making?

5. The progression from innocence to experience is a prevalent theme in the novel. However, Holden is not the only adolescent character coming to grips with the “pho-niness” and the privileges of adulthood. Discuss the other characters in The Catcher in the Rye who are undergoing similar changes.

6. Mr. Antolini imparts much wisdom to Holden in the brief discussion they have. Interpret Antolini’s quote about the difference between a wise man and a foolish one as it relates to Holden and his spiritual journey. Include mention and analysis of “The Fall” Antolini warns of.

7. From Ackley to random taxi drivers, Holden actively--desperately--seeks mean-ingful connection with many characters in the novel. Analyze his simultaneous need for human contact and his repulsion from it in at least three of his relationships in the novel.

8. Visions of suicide and death pervade much of the novel. Comment on Holden’s approach to death, and on any significant events in the work which may have been the root cause of his larger anxiety. What death images occur in the novel? What are their effects on Holden and on the tone of the novel?

9. In many of Salinger’s works, the theme of insanity is apparent. Many of the insane characters rely on an ultra-sane character to bring them back from the abyss of their despair. What character brings Holden back? How does he/she undertake to bring Holden back to the sane world?

10. The idea that such a profane novel and its reckless, rebellious protagonist still speaks clearly to a young audience--nearly fifty years after being written--baffles many literary scholars. What is it about this novel in particular which makes it wildly


Mill

er Q

uest

ions

1. The character Willy is the most painfully insane Loman. Are the other Lomans equally insane? Why / why not?

2. Be familiar with, and ready to discuss in detail every one of the following themes, arriving ultimately at its meaning and its importance:

The Chevrolet, refrigerator, flute music, seeds, ceiling, the rubber hose, stockings, the apartment houses, the water heater pilot light, the Uncle Ben flashbacks, the “borrowed” football.

3. The conflict between Biff and Willy has its roots in expectations and hopes. What factors in both characters’ personalities contribute to the conflict between them?

4. How culpable in Willy’s death is his wife Linda? Does she deal effectively with difficulties in her own house? Why / why not?

5. Describe Willy’s ideal son.

6. Outline Willy’s ideas on the importance of being not just “liked,” but “well- liked.” Why does this become a problem for him later in life?

7. How do the characters who are not “well liked” fare in the real world, as compared to the Loman boys and their father--who supposedly are?

8. Explain the overall significance of the play’s title, and the character who inspired it.

9. Was Willy’s suicide avoidable? What could each member of his family have done to prevent it?

10. Can this play be considered a classical dramatic tragedy? Why / why not?

11. What is the exact relationship between Biff and Bill Oliver? Is that relationship similar to any others in the play? How? Explain.


Delil

lo Q

uest

ions

1. Contrast J A K Gladney from Jack Gladney. Describe the costume, props, and postures of JAK, and explain why they are necessary. How does this reinforce a theme from the book?

2. Explain why Murray spends so much time in supermarkets, as well as what he thinks that they represent. Why does he call them “temples?” Why is he interested not only in generic products, but in the “psychic data” which can be found there?

3. Prove that White Noise is a postmodernist work and is representative of at least three postmodern concepts.

4. What do Orest Mercator and Vernon Dickey represent to Jack? Why are the characters important thematically?

5. Describe what Wilder’s tricycle ride at the end of the novel proves to Jack and to Babette.

6. Using at least one secondary source, explain what Hitler and Nazism represent to Jack, and why he desperately clings to them.

7. Explain how the discussion about rain between Heinrich and Jack represents Delillo’s views on media. Explain the children’s fascination with disasters on TV; and why they are so upset that “The Airborne Toxic Event” is not televised.

8. Explain how the most photographed barn in America represent’s Delillo’s commentary on the media.

9. Analyze the importance of the “triads” in the novel, then relate them to the voice of the TV and to supermarket tabloids. What does Delillo imply about advertising? How do the “triads” advance the theme or motifs from the novel?

10. To what extent is Jack and Babette’s family typical? How is it unusual? What other families does it resemble?

11. Analyze the nun’s commentary regarding belief in her discussion with Jack. Why is it surpris ing?

12. Explain why Jack repeats his “plan” so many times. Does his plan work? Why/not?

13. Is Murray the “villain” of the novel in the traditional sense? Explain what he means when he states that he came to Blacksmith to “immerse [him] self in American magic and dread” (19), and that Babette “has important hair” (19).

14. What literary inference may be drawn from the names of the small towns in the novel?

15. Explain Babette’s motivation behind the family viewing TV together every Friday night. What does she hope to gain? Will her plan work?


“How

to...”

Spe

ech

PurposeThe purpose of this assignment is to help students learn how to write, practice, and deliver a formal speech to their peers.

Information:This speech will count in the Exams/Quizzes/Presentations section of your grade (which is worth 40% of the overall course grade) so it can help--or hurt--your final grade a great deal.

Students must complete this assignment to receive a passing grade in this course. Presentations will be randomly scheduled in advance and may not be rescheduled for any reason--except office-ap-proved, excused absences. Late presentations will not be accepted for credit, but will enable stu-dents to pass English and earn a trimester grade. Absent students will present their speeches on the day they return to school.

Requirements:A well-written, well-delivered speech between three and four minutes in length will be presented to the class the 21st of May 2015. The exact topic of speeches will be left up to students, but should instruct the audience on how to do something.

A typed paragraph covering the topic, main points of speeches, and visuals used will be due in class on 8th of May 2015. This part of the assignment is worth thirty points.

Speeches should be almost memorized. Two note cards may be used, both of which must be ap-proved in advance by the teacher on or before 18 May 2015. These note cards must contain less than twelve words each, and should only have writing on one side.

Each student should have at least two visuals to communicate his/her ideas effectively. These may be maps, charts, pictures, etc. but must be clearly intelligible from the back of the classroom, and must be alluded to--at least once--in the course of the speech. Particularly effective visuals will be awarded extra credit. Remember--a visual helps prove a point from your speech. It is not a decoration or a prop.

Note:Most teenagers would rather swim with piranhas than deliver a formal speech to their peers. The reason for this is that most students would rather text message their friends than plan and practice their speeches. However, this is not an optional assignment.

This project is due on:

21 May 2015


Name ____________________

Class ____________________

Date ____________________

Time ________ (Too Short--_____pts.)

Speech GradingTopic____________

Content 30 40 50 60 70 80 85 90 95 100

Preparation 1 2 3 4 5 6 7 8 9 10

Delivery 1 2 3 4 5 6 7 8 9 10

Voice 1 2 3 4 5 6 7 8 9 10

Eye Contact 1 2 3 4 5 6 7 8 9 10

Questions 1 2 3 4 5 6 7 8 9 10

improve eye contact look at whole audience weak/missing visual

face audience slow down eyes off of notecards

fidgeting “Teacher Effect” speak up _____________________________________________________

_____________________________________________________

Spe

ech

Grad

ing


Por

tfol

io A

ssig

nmen

tThe purpose of this project is for students to reflect on what they have learned over the past

semester. The project, after it is graded, will be forwarded to each student’s next English teacher. Since portfolios will help that teacher assess the writing ability of each student—as well as his/her creativity— the portfolio must contain the best work the student can offer.

Every required assignment added to portfolios should be typed and perfect (no spelling, grammatical, or proofreading errors)— no scored or graded assignments, no rough drafts—nothing but the best! Don’t just reprint work--revise it and make it outstanding. Each work included in the portfolio should include a short paragraph introducing the work in it as well as anwering the following questions: 1. Why is the work included?

2. What does it say about me as the writer? 3. What should the reader understand about me after reading the work?

This will be the last project counted in the “Assignments/Projects” category of the final grade earned in English. The assignment is worth approximately two hundred points. This assignment is the perfect opportunity for students who are dissatisfied with their grades to raise them.

Requirements: 1. A neatly typed, bound report (in a three-ring binder or other secure report cover) 2. A TITLE PAGE: including your name, class, period, date, and personal motto.3. TABLE OF CONTENTS. (The order works are included in the portfolio is the

student’s choice, but the best work should go towards the front.) Each work should have a page number centered at the bottom of each page.

4. A three paragraph FOREWORD addressing the topic: “My Educational Goals--where I am, and where I want to be by the end of 12th grade.”

5. The BOOK REPORT LOG from your previous English classes. This form should display both the in-class and the outside reading books read during your high school career. These must appear on the form handed out in class.

6. An accurate and updated list of your twenty ALL-TIME FAVORITE BOOKS and magazines. This list may include assigned books and books read for pleasure. Please put this list in some kind of order (preferential, chronological, alphabetical, etc.).

7. FIVE QUOTES which express principles that you live by. Follow each with a one paragraph essay explaining their significance to your life.

Attribute sources! No more than two quotes may come from the same source.8. TWO REVISED ESSAYS—from this class including a complete, updated, revised

copy of your LITERARY RESEARCH PAPER. The other can be an ICE or midterm.9. At least TWO AWPE SAMPLE ESSAYS from this class. These should be

typed, revised--perfect 6’s, and should include the prompt.10. The original, graded copy of the LITERARY RESEARCH PAPER MUST be slipped

into the front pocket of the portfolio binder, including the Works Cited and appendices. This should NOT be bound in with the rest of the portfolio.

11. Any SUPPLEMENTAL WORK you wish to include. This can include samples of artwork, poetry, creative writing, music, etc. Remember, all work included must be

introduced.

“Collect, Select, Reflect”

No partial credit for late or incomplete assignments.

This project is due on:

20 May 2015


Mr. Carey Student Name:__________________11 B (Adv.) Period:_______

Portfolio Checklist____/200

1. ___________ Secure, bound report2. ___________ Title page (name, class, period, date, motto)3. ___________ Table of contents4. ___________ Foreword (3 well-developed paragraphs minimun) 5. ___________ Book Report Log (on form handed out in class)6. ___________ Twenty all time favorite books 7. ___________ Five Quotes (and one paragraph explanation)8. ___________ Term Paper Revision (rough draft) + ICE9. ___________ Two AWPE Sample Essays (typed and perfect)10. ___________ Supplemental Work

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Term Paper Revision Poor

Still inadequately researched

No Term Paper Rough Draft

Weak Introductions

Poorly Presented

Minimum Requirements met

English 11 B (Adv.) p. 14Chaparral High School27215 Nicolas Rd.Temecula, CA 92591 Mr. Carey (951) 695-4200 x464 [email protected]. Skeith (951) 695-4200 x427 [email protected] Site: http://www.careysclass.com

Dear Parents,Thank you for taking the time to read this syllabus and become involved with the academic development

of your child. It is our wish to clearly state all expectations for this class, in advance, so that your son/daughter knows exactly what is expected of him/her.

Since this class is college preparatory, it will be taught as such. Students should make no mistake--this class will demand more of them than most classes. Support is available for all students who need it. Collaboratively taught sections will have the added support of another teacher, Mrs. Skeith, available in class for any instructional modifications required.

Any of our former students can attest to the importance of a rigorous course of study in preparation for college or successs in the workplace. We are very interested in helping my students achieve their academic goals. Hard work in this class will mean a good grade: Guaranteed. Please check regularly to ensure that your son/daughter is making progress on the Outside Reading requirement of this class. If a student in this class tells you that he/she has no homework, then that student is probably offering a creative interpretation of the truth. Since the outside reading component of this class covers eight hundred pages of material--and is worth nearly 20% of final grades--a student should read at least seventy-five pages per week, and keep a current reading log. I do appreciate your continuing interest as this class progresses through the semester. Please call me if I can answer any questions. I am usually in my classroom by 7:00 AM, and can be reached there directly before class starts. Any other time, please leave a voice mail message with the front office--or voicemail system--including your name, your student’s name, and a phone number where I can reach you (between the hours of 7:00 AM and 3:30 PM). I do return phone calls in a timely manner. I would also like to take this opportunity to invite you into my classroom at any time. Appropriate parent involvement is a must for student success. Academic standings and grades are posted, in class and on the web, at least once a week. Concerned parents should have their sons/daughters carry around a Friday progress report. These are available before school or at break-- in the counseling office--and can prove valuable in keeping students on track for academic success. According to TVUSD and CIF rules, students whose grades drop below a 2.0 will be barred from competition until the next grading period.

We look forward to meeting you in person at the CHS’s Spring Showcase on 12 March 2015.

Sincerely,

R.S. Carey Sandra Skeith

Parent Name _____________________ Parent Signature_________________________

Parent Email ______________________ Please email me a weekly progress report.

(please print)

(class period) __________

detatch here

Student Name_____________________ Student Signature_________________________

mr. carey/mrs. skeith english 11 b (adv.) course...

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