Course Syllabus
Last updated August 18th, 2009 at 10:54 a.m.Connecticut Technical High School System
STUDENT COURSE SYLLABUS
2009-2010
Course Title: English IV
Course Credit: 1 credit
Instructor: Mrs. Schlehofer
Classroom: 132
E-Mail: mary.schlehofer@ct.gov
Voice-Mail: (860) 774-8511 ext. 1132
Office Hours: Monday & Tuesday Period 4
Monday through Friday 2:15 PM to 3:00 PM (by appointment)
Course Description: ENGLISH IV
English IV refines the skills in reading, writing and communicating that the students acquired in the junior year. The course extends and intensifies the students’ ranges of analytical, critical and creative means of expression. Students examine how literary themes reflect world literature and historical and cultural perspective of our world, and recognize the significant connections between literature and culture. Seniors manage and direct their own growth as writers, readers and communicators. Students continue to build their writing portfolios.
Goals and Essential Questions for this Course: There are 5 learning goals of English IV, each with its own essential questions. Students will engage in a variety of learning experiences based on these goals and explore the larger questions related to each goal. The 5 goals and essential questions are listed below:
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LEARNING GOALS: Students will… |
ESSENTIAL QUESTIONS: |
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I. Describe, interpret, and evaluate classical and contemporary fictional texts of many cultures in order to construct meaning, extend understanding, and demonstrate appreciation. |
1. Why do we study world literature? 2. How does literature shape our understanding of the world and our place in it? |
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II. Interpret and evaluate informational text in order to construct meaning. |
1. Why do we read informational texts? 2. Why must we learn to distinguish the presence of stereotypes, biases, and propaganda in media? |
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III. Produce written texts in a variety of modes appropriate to task, purpose, and audience. |
1. Why do we learn to write in a variety of forms? 2. How can we become better writers? |
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IV. Employ research skills. |
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V. Communicate effectively in creative and critical formats using various media. |
1. How can we communicate more effectively? |
Textbooks and Materials Provided to Students in the Course:
- Elements of Literature, World Literature. Holt, Rinehart and Winston (textbook)
- Holt Reader /Holt Adapted Reader, World Literature. Holt, Rinehart and Winston (workbook)
- Textbook website: my.hrw.com Students will be given a password, so they can read selections from their textbook and complete activities in reading and writing using the online website.
- Novel- TBD
- English Portfolio. Each student will be given a file folder to collect essays and major assignments. Throughout the course, the student and teacher will assess the collection of written works to set goals and determine student progress in writing and reading skills.
Additional Materials Students Need to Purchase for the Course:
- 2” (or larger) three-ring binder with college-ruled loose leaf paper
- Pens, pencils and highlighters
Course Grade: The course grade for students in English IV will be weighted according to the following activities and assignments:
10% Homework: This category may include but is not limited to the following activities: question and answers based on reading, note-taking, graphic organizers, and homework reader responses.
40% Tests, Formal Essays, and Projects: This category may include but is not limited to the following activities: unit exams, research papers, essays written outside of class, a collection of journal entries, demonstrations, speeches, debates, posters and creative writing. Students must achieve a grade of at least 70% on each formal essay. Please see the revision policy in this syllabus.
15% Quizzes: This applies to announced and/or pop quizzes.
35% In-class Assignments/Activities: This category may include but is not limited to the following activities: group work, presentations, panel discussions, in-class reader responses, and skits.
10% Trimester Assessment: This category pertains to the district-wide trimester assessments. All students are required to achieve a grade of at least 70% on each trimester assessment. Instructional provisions will be made to help a student reach this achievement level until he or she is successful. Students will earn a minimum of 1 grade in this category per trimester; students who retake a trimester assessment will receive the higher of the grades achieved on the test (not an average).
Class Participation: Participation is a positive direction for your grade. It is only meant to enhance your grade. It will NOT be used to penalize your grade.
IMPORTANT POLICIES TO NOTE
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LATE WORK POLICY FOR ESSAYS AND MAJOR PROJECTS Formal essays and projects that are submitted late will lose 5 points per day late up to a maximum penalty of 20 points total off the grade earned. Students must complete overdue assignments although the penalty does not increase after 4 days. ESSAY REVISION POLICY Students will revise formal essays as often as necessary to earn a grade of 70%. When a student revises a formal essay, the higher grade will be recorded and will replace the lower, previously earned score. |
THE ENGLISH IV STUDENT PORTFOLIO
Students in the English IV course will engage in a variety of experiences and activities that serve as evidence of learning. Among the many items that will be collected in this portfolio, are the following required pieces:
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PORTFOLIO EVIDENCE COLLECTED DURING THE COURSE |
DESCRIPTION |
END-OF-YEAR PORTFOLIO EVIDENCE TO BE CARRIED TO NEXT ENGLISH COURSE |
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Reader Responses to World Literature |
A variety of informal written responses to world literature, with an emphasis on the themes of world view and the use and abuse of power. Some of these responses will be composed as a part of classroom activities while others might be part of a collected set of journal entries or a homework assignment. |
Student selects 4 best responses, with at least 2 focusing on the required themes of world view and the use and abuse of power
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Written Analyses or Critiques of Propaganda, Stereotypes, and Bias in Media. |
A variety of written critiques or analyses of propaganda, stereotypes, and bias will be assigned throughout the course. These assignments might be formal essays or informal responses. |
Student selects 1 best critique or analysis |
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Blended Form Essay with Focus on Essay Structure A grade of at least 70% is required on each formal essay. See revision policy in this syllabus. |
Blended form essays incorporate the elements of more than one mode of writing—description, narration, exposition, persuasion—within a single composition. A variety of formal blended form essays will be written throughout the course, so the student can demonstrate an awareness of essay structures, purpose, point-of-view, audience, and voice. These formal essays will be taken through all stages of the writing process. |
Student selects 1 best blended form essay (with rough draft paperwork attached) |
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Cover Letter, Resume, and Related Documents |
Students will produce a formal cover letter, resume, and related documents. The student will be guided through the format requirements of these documents. The final product must demonstrate an understanding of purpose, point-of-view, audience, and voice. This project may be assigned collaboratively with the students’ trade/technology instructors. |
Student submits 1 final draft of the cover letter, resume, and related documents |
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College Essay A grade of at least 70% is required on each formal essay. See revision policy in this syllabus. |
All students will be required to produce a college essay (narrative or persuasive form) in this course. This exercise is intended to further develop the student’s understanding of essay structure, writer’s purpose, point-of-view, audience, and voice. |
Student submits 1 final draft of a college essay (with rough draft paperwork attached) |
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Report or Notes from Background Information Searches with MLA Works Cited (Showing Use of Print, Auditory, and Visual Media Sources) |
Students will be asked to conduct background information searches to find answers to questions that will enhance their study of literature. These informal research activities can be conducted as class activities, group work, projects, or homework assignments. |
Student selects 1 best set of research notes or informational reports with various types of media sources formatted in an MLA Works Cited Page |
