English IV/Dual Credit 1301



English 1301Mrs. Beard1st Nine Weeks Syllabus/Unit PlanPrimary objective: To provide students with the tools necessary to think, read and write critically. This course is also designed to help students understand the writing process and to become fluent in a variety of writing styles. Students will be asked to both evaluate and create different writing techniques. Students will also be exposed to a variety of different rhetorical strategies and will connect those strategies to meaning within certain literary works. --Discuss the meaning of rhetoric: purpose, audience, organization, voice, tone, structure--Discuss writing process and strategies--Develop thesis statements/controlling ideas; develop controlled arguments--Review grammar and mechanics--Analyze a text (both written and visual) by implementing rhetorical and literary strategies--Develop Vocabulary--Engage in discussions that are relevant and insightful--construct an argument that offers logical support from other resources/examples Texts: The Happiness Project, Everything’s an Argument, and teacher-selected piecesAugust 26-30 (you are expected to have the required text(s) in class) Mon: Welcome, “meet and greet”; distribute questionnaire. Set up writing folders and discuss Friday’s assessment HW: Locate a quote that reflects your philosophy of happiness. Bring to class and be prepared to share on TuesdayTues: Discuss the focus of the course, began addressing the study of rhetoric (Chapter 1, Everything’s An Argument)HW: Review list of tone words, handout on toneWed/Thurs: Continue to discuss rhetoric; begin analyzing Rubin’s argument in The Happiness Project Fri: Diagnostic Essay: What is happiness? (formative) ***This will be written as an argument. HW: Read “The New Science of Happiness” (posted online)September 2-6Mon: Labor Day: Student holiday Tues: continue discussion of Rubin’s argument and connect to Time magazine article. Wed/Thurs: Senior Picture Day ; Watch Malcolm Gladwell’s lecture “Happiness and Spaghetti Sauce.” Discuss and connect back to Rubin. Fri: Unit 1 Vocab. Quiz w/grammar questions (formative); Review diagnostic results and begin revising essays (intro paragraph due on Wednesday for writing workshop) HW: Work on essay revision, read chapters 2-4 of textbookSeptember 9-13Mon: Discuss elements of rhetoric: logos, ethos, pathos (Chapters 2, 3, 4 should be read in advance of class) Tues: Timed assessment over The Happiness Project (written summative)HW: Read: Stop Instagramming Your Perfect Life (reading packet), prepare for workshopWed/Thurs: Writing Workshop: Intro paragraph for “Happiness” essay (formative) Bring 2 typed, properly formatted copies. Handwritten work will not be accepted. There is no “make-up” for this assignment or future workshops.Fri: Discuss blog entry; evaluate in terms of its argument and rhetorical tools HW: Read “Little Girls or Little Women? The Disney Princess Effect,” “Toddlers in Tiaras,” and “The Culture of Thin Bites Fiji.” (pp. 482-504) and Chapter 5 (Fallacies of the Argument) September 16-20Mon: Unit 2 Vocab. Quiz (formative); Happiness and Identity: How is gender affected by stereotype? Discuss assigned readings and evaluate the use of appealsTues: continue discussion of short pieces Wed/Thurs: Writing Workshop (bring revised intro and one body paragraph—2 typed, properly formatted copies) Fri: Final draft of Happiness essay due in class (summative). All essays must be submitted to by 7am or they will be counted late. Hard copies are due at the beginning of class. HW: Read “Are We Worried About Storm’s Identity or Our Own?,” “The Freedom to Choose Your Pronoun,” and “At the Root of Identity” (pp. 545-567) and Chapter 6: Rhetorical AnalysisGroup presentations of rhetorical analysis September 23-27Mon: Reading check over short pieces w/grammar focus questions (formative assessment); discuss short pieces in terms of argument and rhetorical style Tues: continue discussion of short pieces Wed/Thurs: Unit 3 Vocabulary quiz (formative); continue to discuss the barriers social gender identity creates for individuals. Fri: Discuss Chapter 5: Fallacies of the Argument Read: “Barbie Doll,” “The Story of an Hour,” “Little Woman,” and “A Sorrowful Woman.” (reading packet)September 30-October 4th Mon: Reading check over short pieces (formative); Discuss short pieces and evaluate the writers’ use of rhetorical strategies. Tues: continue discussion of short pieces with a focus on comparison Wed/Thurs: Comparative diagnostic; writing workshop using in-class samples. Fri: Writing reflection on “Happiness” essay (formative grade) HW: You need a copy of Death of a Salesman; October 7-11Mon: Unit 4 Vocab Quiz w/grammar questions (formative); wrap up short pieces dealing with genderTues: Introduction to Death of a Salesman: The American Dream and the Pursuit of HappinessWed/Thurs: Timed writing: Comparative Analysis –(summative)Fri: Discuss the fallacies of the American Dream; “Don’t Let the Pursuit of Happiness Keep You Down” and “Dream Deferred.” HW: Read “Democracy,” “I Hear America Singing,” and “The Star Spangled Banner.”October 14-18Mon: student holiday Tues: Reading check over Death of a Salesman (formative); discussion of play. What argument is Miller making about the American Dream? Wed/Thurs: Grammar test (summative); discussion of playFri: Complete writing reflection over comparative analysis and discuss revisions (formative)Tutoring: room 2602: Tuesdays 2:50-3:20 and Thursdays 2:50-3:20. Other times by appointment only. No appointments on Wednesday or Friday. Make-ups: If you need to make up a quiz or test (essays), please see me and we will work out a time. Students have one week to make up a test, quiz, or in-class essay. However, if a student misses a reading check, the makeup must be taken the day the student returns to class.Absences: If a student is absent, it is his/her responsibility to make up the work within the allotted time. Failure to make up a quiz or a test within the allotted time will result in a zero. Your absence does not increase the amount of time allotted to complete the work. (ie. You must keep up with the reading schedule even while absent.) Grades: 75% summative (tests, reading checks and essays) 25% formative (quizzes, reading checks and other grades)***AP/Dual Credit courses do not allow for retesting on either formatives or summatives. Summatives: (4) Formatives: (12) Timed WritingVocabulary Quiz (4) ***multiple choice Process Essay (What is Happiness?)Diagnostic essay (1) Comparative Analysis (timed) Death of a Salesman quizGrammar test Reading checks (2)***these will be writtenWriting Workshops (2)Writing Reflections (2) ***Vocabulary Workshop policy: All students are expected to complete individual lessons in a timely manner. The instructor will check books periodically and record completion in the grade book. Books will be checked at the time of the quiz and only during class time. The instructor will not check books during tutorials or at any other time. ................
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