Classes and related files

Scroll down the page to find different class syllabi. I have posted many different classes here. Click on Files (above) to see if there are other documents I have attached that relate to specific classes. Go to www.portaportal.com and sign on as guest markfarmer. Note that there are no caps or spaces. Click on Morning Modules. I have posted several dozen database links that will help you with your research for my classes.

Mark Farmer .50 English Credit mark@newschoolva.com Syllabus at schoolrack.com Database links: portaportal.com (Sign in as guest “markfarmer”) After World War II, writers began to explore new ideas, topics, and themes never before tested. What were these topics and themes? How did these themes come about? Students will read 2 assigned novels and one novel of their choice from the era. Critical analysis research, historical/cultural Internet research, class presentations, discussions, essays, and reading comprehension quizzes make up a large part of the class work. Finally, there is an Exhibition Paper and an Exhibition at the end of the quarter. Essential Question: What themes evolved from the literature of this period and why? Focus Skills: 1. Managing materials and time 2. Communicating effectively Assigned Novels: 1. Joseph Heller Catch-22 2. Ken Kesey One Flew Over the Cuckoo’s Nest As examples, students may choose from, but are not limited to, the following titles for their Exhibition. All the President’s Men Go Tell it On The Mountain The Bell Jar Catcher in the Rye Native Son On the Road To Kill a Mockingbird Old Man and the Sea Slaughterhouse Five Crying of Lot 49 Invisible Man Caine Mutiny Grading (see notes below): Reading and short answer questions: 30% Exhibition Essays, Benchmarks, and Rehearsal: 30% Critical Analysis Assignments: 10% Exhibition (final) paper: 15% Exhibition: 15% Caveat All of the work we do in this class is designed to prepare you for your Exhibition; the PROCESS is important. If you complete the assignments on time, you will not be pressed for time at the end of the quarter. Another way to look at the grading is as follows: Reading (3 books) 30% Exhibition Process 40% Final Product: Exhibition and Paper 30% where the Process includes Essays, Benchmarks, Presentations and Rehearsal. Reading By any standard, there is a lot of reading for this class. Although I have created a schedule to help you with the three assigned books and the Exhibition preparation process, you will still need to budget your time effectively and independently. You should plan on reading 45 minutes to an hour every night and two hours or so over the weekend. Short answer essays As books are read, short answer essay tests will be a part of the in-class exercises to help you keep on track. If everybody is reading, there will be fewer of these. Each should take about 20-30 minutes to complete. Essays, Benchmarks, and Rehearsal These are designed to help you work through your project during the entire quarter--there is too much work to wait until the end of the quarter. A student who completes the work on time and provides a full rehearsal should easily pass the class. Benchmarks include: Topic and Primary Sources; Research Question; Annotated Bibliography; Find usable Critical Analyses (2); Write Essays (3); Proposal; Outline; Abstract. Critical Analysis It is imperative that students be able to find, understand, and use peer-reviewed academic research and analysis papers to complete their research and to develop their own arguments. I have established many database links for you to use at portaportal.com. Exhibition paper The final paper is designed to help you develop your Exhibition topic, outline, research, and content. It is due the day of your Exhibition and should be in the neighborhood of 8-12 pages, footnoted and complete with bibliography. Exhibition Each student is expected to pick an author from this post-war period, read a novel of 150 pages or more, and present a critical analysis of the novel and the themes it represents. Students should be making cultural and social connections to the era and lateral connections across the literature of the era to support their theses. You should to be prepared to work on your Exhibition during class workdays, so be sure to keep Exhibition material with you. If you would like a file cabinet drawer for the quarter, see me. Exhibition Work Schedule and Checklist As a class, we are following this checklist, and your Exhibition grade will to a large part be determined by your ability to complete the various stages in a timely and thorough manner. Although the presentations are not long, they do require that you complete the required work in advance. q Week 1 (W-F): Determine and sign up for your topic. Turn in entrance project. q Week 2 (M-F): Show me your book, begin reading. q Week 3: Report on and Turn in Research Question with a list of 10 sub-questions. Begin your search for critical essays. q Week 4: Present 2 critical essays that apply directly to your novel/author/era. Turn in Exhibition Proposal. Finish Catch 22. q Week 5: Complete the reading of your novel; read critical essays. Turn in Annotated Bibliography and present a plot summary of your novel and the historical/cultural events and mores that apply to your novel. Begin Cuckoo’s Nest. q Week 6: Determine the major points of your Exhibition; turn in and present an outline of and a bibliography for your Exhibition. q Week 7: Write out note cards, prepare visuals and handouts. Finish Cuckoo’s Nest. q Week 8: Present overview of each visual, including what it is and the reason for including it in your Exhibition. Provide rehearsal. Rehearsals with comments: Fri, Mon, Tues. q Week 9 (Rehearsals continue and Exhibition Week): complete fine-tuning adjustments, Exhibitions on October 29 (W), 30 (Th), 31 (F). Abstract and Final paper due Wednesday, October 29.

Origins of American Literature Instructor: Mark Farmer Credit: .5 credit English email: mark@newschoolva.com Course Description: Survey class of Early American Literature from 1650-1865. Goals: for the student to explore the major literary movements of the American colonies and of the early United States and to connect the history of the era with the evolution of the literature’s styles and themes. Essential Question: What are the characteristics of Early American Literature? Focus Skills: • Making connections and being aware of context • Persisting in achieving quality Assignments I. Course Reading: There is a considerable amount of reading required for this course, so be sure to stay on top of it so as to not get left behind. You should plan on reading about 45 minutes a day. Some of the areas we will be covering include: • Historical Writings--William Bradford • The Indian Captivity Narrative--Mary Rowlandson • Puritan Essays--Cotton Mather • Native American Creation Stories • Colonial Poetry--Anne Bradstreet • Political Writings—Franklin, Congress of the United States • Nationalism--Myths and Folktales--Washington Irving, Nathaniel Hawthorne • Early Romantic Fiction--James Fenimore Cooper • The Slave Narrative—William Brown • New Genres--Edgar Allen Poe • Transcendentalism--Emily Dickinson • Early Modernism--Walt Whitman II. Essays: Each student will write four essays for this class. Three of the essays will require a rough draft and a final draft; one essay will be a timed essay in class. Topics will be determined in advance. Essays must: • Answer the thesis question or expand on the thesis statement • Follow the five-paragraph essay format • Be typed and double-spaced, with one-inch margins • Use 12 point font in Times or Times New Roman type • Be turned in on time, in hard copy only. Essays will also have a grading deadline component worth ten points; if the paper is turned in on time at the start of class on the day it is due, the student receives ten points. Late papers receive no points. III. Exhibition: For your Exhibition, you must choose a work or (group of works) that was written during the same time period as the scope of this class. You may not pick a work that was covered in class as your primary topic, although you are encouraged and expected to make reference to and draw examples from them. If you choose to work with short stories or poetry, you must include a selection of several. Your topic should be focused on an author, book, or subject and its themes, metaphors, and historical/cultural references that make it a uniquely American work. Below I have outlined a “standard” methodology to help you get started. Choose one from the far left column, then discuss and include all relevant points as listed: Choose a(n) and discuss how he/she/it by including author is defined other authors and works book developed culturally/historically themes subject evolved over time comparisons/contrasts theme of the era developed artistically specific text examples Grading: Reading and Class Discussions: 30% Essays: 30% Exhibition Process and Rehearsal 20% Exhibition Presentation 20%

Appalachian Old Time Music and the Delta Blues: American Oral Traditions as Literature Course Description: During the pre-recording era of the music industry, regional, cultural, and ethnic music of poor and illiterate people acted as literature and contained stories, themes and styles specific to that group of people. In the United States, two distinct groups of peoples and their music can be studied to see how this worked: one black, one white. The early blues music of the African-Americans of the Mississippi Delta provides a rich oral tradition of slave and post-slave life and became a primary influence on the era of Rock and Roll and the British Invasion. The mountain music of the Appalachian Mountains, played mostly by whites, similarly provides an oral ballad history of English, Scottish, Irish and American cultures. The history and interpretation of the music of these peoples will be explored. Course work will include essays and an Exhibition. Course goal: First, that students realize that music is a form of communication with meaning and cultural importance that transcends the actual notes and music, that it was composed, above all, with something to say, and that oral traditions are a valuable and insightful resource. And secondly, students learn to apply academic and research skills to a non-traditional topic. Essential Question: What are the themes of American Oral Traditions music? (What are the stories and what is the meaning of the stories told through these genres of music and how are they specific to that group of people?) Focus Skill: Managing materials and time effectively (welcome to the world of deadlines.) Exhibition Focus Using two or more songs, one from the Appalachian region and one from the Delta region, discuss the themes of this music. Take one theme and use examples from both genres to show how the subjects, themes, events, and lyrics compare and contrast. Be sure to include an historical context that will be helpful to your audience. What do the singers want to portray to their audiences? Grading: Reading/Discussions 25% Essays: 25% Exhibition Benchmarks 25% Exhibition Presentation 25%

Independent Literature Studio-4th Quarter Mark Farmer .05 English Credit Course Description Students of this course will research and present to the class an individualized research question concerning American literature. Although much of the class time will be used to research and read specific genres, authors, and movements, formal class time will also be used to present student-led research, host discussions, and plan future assignments and work. Students must be aware that this class requires a serious undertaking that will require them to set and attain their own goals (within the overall goals of the class), pace themselves and complete a system of study worthy of .5 credits of English. A final research paper, in conjunction with the Exhibition, is required. Essential Question: Create and answer an EQ of your own choosing. Focus Skills: Working independently Putting information in context Grading system: 20% Required reading 40 Class work: Assignments, Activities and Discussions 25 Exhibition, including weekly exhibition preparation and benchmarks 15 Research Paper Click on "Files" for weekly assignments Important: First, you may not be used to picking your topic or even working on your Exhibition this early in the quarter. It is imperative that you accept that task immediately. Course assessment is based on your working on it starting now. Second, as teacher, I have two roles: First, as the “daily manager,” I will act primarily as facilitator rather than lecturer. The goal of the facilitator is to open pathways, help organize, guide or otherwise instruct individual students towards creating a polished Exhibition and coming to a comprehensive understanding of one element of American Literature. Secondly, and no less importantly, as the faculty member responsible for assessing the grade and credit for each student, I need to see each student accomplish the following: • Approach the class in a serious and engaged fashion • Work consistently throughout the quarter towards attaining main and sub goals • Create a project of considerable depth and scope, research the topic with outside reference material (criticisms, theses, discussions) and with primary sources (poems, short stories, novels) of topic/author/genre/movement • Research, obtain, and read the works required for class and for project • Use class time appropriately and wisely • Collaborate with at least one person of your choosing • Take charge of the direction the class is going through classroom (verbal) participation. Exhibition ideas: Your topic can be as broad as presenting an overview of all of the literary movements of a certain literature, or it can be as focused as a presentation of one literary work. Below I have outlined a “standard” methodology to help you get started. You are not obligated to follow it. Choose one from the far left column, then discuss and include selected relevant points as suggested: Choose a(n) and discuss how he/she/it by including movement is defined other authors and works genre developed culturally/historically themes style evolved over time styles subject matter developed artistically *specific text examples author is socially relevant *literary criticism --or— If you wish to use this class as an opportunity to write creatively, then you can present your own work and place it in context with other literature. Define it stylistically, thematically, and as a genre as part of a larger movement. What might have influenced you--culturally, historically, and artistically? You must find other writing, text examples, movements, and definitions for contrast and comparisons. Although all of our own work is unique, it is never created without influences. (Even if you lived in a bubble on a deserted island, the fact that it was an island, deserted, with a specific environment, etc., all had their influences.) This particular option is a lot to take on in an eight-week period. Orientation of Class: Student-led activities Each student should be prepared to present to the class for open discussion one of the following as it relates to his or her Exhibition topic each week: 1. Essential Question as designed by you and why you are interested in it 2. Scope of study; your perceived organization of relevant points 3. Definitions, evolutions, developments 4. Relevant authors, works to be included, critical analyses research 5. Themes, styles 6. Cultural/Artistic/Historical context 7. Supporting text examples and supporting Exhibition materials 8. Conclusions