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10th Honors EnglishMichael Goza S.M.M.H.S.2016-2017Honors English Ten Course SyllabusThe Honors English Ten curriculum is aligned with tenth grade world history, and we will be reading across different genres, time periods, and cultures. The study of world literature is meant to expose students to international perspectives while emphasizing the common issues of human kind. The focus will be on communication skills, both written and oral, through the study of the principles of composition and rhetoric. Unit 1: Connections- The Hero’s JourneyConceptual Understanding: Linguistic and literary connections exist across time, texts, and cultures. They are the links, bonds, and relationships among people, objects, and ideas allowing for exploration of language and relationships in stories?that humans from different cultures and time periods have created. From oral and recorded works in the past to modern-day movies and novels, these connections?continue influence and shape the stories that are human life.Global Context: Orientation in Time and Space Related Concepts: Character and ThemeCriterion B: Organizing Criterion C: Producing TextUltimate Goal: Through analysis of Siddhartha and other heroic journeys, students will recognize the stages, the processes, and how the individual is ultimately defined by heroic experience. Unit 2: Communication- Style and StructureConceptual Understanding: Authors choose specific structures- both the underlying structure and the upper layers of structure- to help convey meaning. Learning to identify and analyze these structures will enable students not only to make meaning of others' works but also to use these structures to create meaning in their own writing.Global Context:Personal and cultural expressionRelated Concepts: Style and StructureCriterion A: AnalyzingUltimate Goal: Students will write an essay identifying and analyzing the style and structure elements within a new reading selection. Unit 3: Communication- Research and Presentation Conceptual Understanding: As the culminating year in the IB MYP program, tenth grades students will complete a personal project. In order to be better prepared for the research component of the personal project and future research projects, students will be required to select an appropriate research question, find sources and evaluate the reliability, and create an annotated bibliography, and then verbally report on process.Global Context: Scientific and Technical Innovation Related Concepts: Form and Logic Criterion D: Using Language Ultimate Goal: Students will convey complex information through specific language structures and assist the comprehension of presented material for the reader by creating an annotated bibliography and a research paper in MLA format. Additionally students will present verbal and visually present in person research findings.Unit 4: Perspective- The Art of Rhetoric Conceptual Understanding: Language can achieve different ends: to attain or maintain power; to enact positive social or political change; to change people's points of view; or to manipulate an audience.Global Context: Fairness and Development Related Concepts: Logic and PerspectiveCriterion A: Analyzing Criterion B: OrganizingUltimate Goal: Students will be able to identify the elements of SOAPStone (Speaker, Occasion, Audience, Purpose and Tone) and use the Toulmin method as a basis to analyze an argument between two different rhetoric sources.Unit 5: Perspective- Right vs. RightConceptual Understanding: By studying the underling structure of the classic tragedy, one can view how dramatists attempted to influence cultural and individual values and guiding a society’s behaviors.Global Context: Orientation in Time and Space Related Concepts: Audience Imperatives and Purpose Criterion C: Producing TextUltimate Goal: Using “How Good People Make Difficult Decisions” by Rushworth Kidder and the play Antigone by Sophocles, students will analyzing the role of the individual within society regarding moral and ethical decisions. Unit 6: Creativity- Finding Your VoiceConceptual Understanding: Students will study the elements that make a writer's voice unique, and then find their own voices through the creation of a personal vignettes or a graphic novel.Global Context: Personal and Cultural Expression Related Concepts: Culture and Time, Place and SpaceCriterion D: Using LanguageUltimate Goal: Students will observe and explore cultures from multiple positions concentrating upon societal and historical influences and create original vignettes or graphic production to communicate awareness. Text Selections: Holt McDougal Literature Grade 10 textbook; selections from Julius Caesar by William Shakespeare; Siddhartha by Herman Hesse; The House on Mango Street by Sandra Cisneros, and supporting short stories, poems, essays, and non-fiction texts. * These selections are subject to change at the teacher’s discretion.Summer Reading Assessment: One of six assigned summer reading books will be assessed two weeks after the start of school aligning with Joseph Campbell’s Monomyth/The Hero with a Thousand Faces structure. Assigned books include: The Alchemist by Paulo Coelho; Beowulf, The Seamus Heaney edition; Girl with the Pearl Earring by Tracy Chevalier; Monster by Walter Dean Meyers; Neverwhere by Neil Gailman; One Day in the Life of Ivan Denisovish by Alexander Solzhenitsyn.? Classroom Policies HCDE Scores- Grades are accessible at any time through PowerSchool.? High school grades are finalized at the end of each semester (December and May). For high school courses Semester 1 and Semester 2 grades DO NOT average together for a final year-long average. The finalized grades are used to calculate a high school Grade Point Average (GPA).? The grading scale is as follows: A = 93-100, B = 85-92, C = 75-84, D = 70-74, F = 0-69. Daily work=37.5%, Tests/Major Assessments=37.5%, Exam=25%.IB Scores-?The IB MYP (Middle Years Program) is an internationally recognized program providing a rigorous?course of studies designed for highly motivated secondary school students.?MYP is designed as a comprehensive five-year curriculum allowing students to fulfill and exceed state and national curriculum standards. Scores are earned by fulfilling specific criteria on four subject specific rubrics including: Criterion A: Analyzing; Criterion B: Organizing; Criterion C: Producing Text; and Criterion D: Using Language. Both internal and external assessments may be scored according to the MYP Criteria scored numbered 0-8 with a score of 8 being exemplar work.ManageBac and PowerSchool as Student ToolsTasks will be posted on Managebac with specific details and dues dates. Evaluated assessments will be entered on Power School grade book with the following notations: ?- Collected but not yet graded?- Late (Final score has been impacted by failure to meet due date per HCDE School Board Policy)?- Missing (Missing due to absence will not impact score as long as it is submitted within five days)?- Score is exempt from final gradeFormative Work- Daily Work/HomeworkDaily work/homework are used for formative assessment purposes to determine a student’s skills and understanding; therefore, not every daily assignment will be “graded,” but always assume it will be. Since daily work/homework are used to prepare students for summative assessments measuring mastery of skills and understanding), NO daily work/homework can be made up after the final assessment/test for unit of study. This is a non-negotiable. Getting and completing makeup work is the responsibility of the student.Late Work PolicyIf you are absent for any reason—excused or unexcused—you should use ManageBac or PowerSchool to see what was missed. If you need further information, you can email me at goza_michael@ . Refer to the handbook for the SMMHS late work policy. Digital submission are due regardless of presence in the school building on due date of the assignment.Academic Honesty policyAcademic honesty is being principled and ethical about how your work (projects, papers, reports, presentations, etc.…) was created. Our goal is to develop and communicate original and authentic ideas. If you use another person’s material and or ideas to support your own without giving credit or access prohibited information during an assessment, it will be considered a violation of the SMMHS Honesty Policy, and will follow the consequences listed in the student handbook.Student Digital Accounts We will be using several planning, content hosting, and digital submission websites. Students are responsible for a school accessible email address and individual access to the following platforms: , , and . Class specific invitations will be shared during the first week of school. Classroom SuppliesSomething to write with; something to write on; and something to perform research with. Individual student preferences are acceptable as long as legible. Electronic Device PolicyStudents are encouraged to participate in the Bring Your Own Device Program at SMMHS. Acceptable devices include: tablets, iPads, netbooks, and laptop computers for classroom activities. These activities are aligned with specific learning goals, and if a student chooses to bring a device to class, it is to be used as a learning tool. Misuse of the device will result in suspension of privileges, parent contact, and/or confiscation of the device.Cellphone PolicyIndividual student cellphones are to be placed in the calculator caddy at the front of the classroom remaining there until the end of class. If a student needs an internet platform during class time and does not have a tablet, iPad, netbook, or laptop computer, there are two student desktop computers in the back of the classroom for student use, or arrangements will be made to access a netbook.English Department's Position on Content SMMHS's mission is to provide a world-class and engaging education better preparing students to compete with other students from all over the world.? Our required reading selections are carefully chosen by our faculty for the richness and complexity of ideals that they contain--ideals that we expect our students to analyze, discuss, and reflect upon.? In such a diverse community as ours, we cannot ensure that your student will never encounter content that may conflict with his/her (or the parents’) personal beliefs and values. Classroom RulesChallenge yourself; practice kindness; be polite; engage in learning; and be responsible for your actions._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I have read the course overview for 10th Honors English:Printed Student Name _____________________________________Student Signature_____________________________________Student Email _____________________________________Parent Signature _____________________________________Parent Email _____________________________________Parent Phone _____________________________________Parent Signature _____________________________________Parent Email _____________________________________Parent Phone _____________________________________(Submit the bottom three-quarters of page four for recordkeeping class and keep the rest for reference.)10th Honors EnglishMichael Goza S.M.M.H2013-2014Honors English 10 Course SyllabusThe Honors English 10 curriculum is aligned with tenth-grade world history, so you will be reading works from different genres, time periods, and cultures. Our study of world literature is meant to equip you to better recognize international perspectives while emphasizing the common issues of human kind. We will also focus on communication skills, both written and oral, through the study of the principles of composition and rhetoric. You will work both independently and collaboratively to apply these skills in written work and oral presentation.Unit 1: Perspective- What shapes and defines our world.Key Concept: Perspective- the position from which we observe situations, objects, facts, ideas, and opinions. Perspective may be associated with individuals, groups, cultures or disciplines all combining to help define who we believe ourselves to be; how we believe others view us; and how we view others and the world around us. Global Context: Identities and Relationships- Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; what it means to be human.Text Selections: "I Go Along” by Richard Peck, “Theme for English B” by Langston Hughes, “Powder” by Tobias Wolff, “Geraldo No Last Name” by Sandra Cisneros, "On the Rainy River" by Tim O'Brien, "Montgomery Boycott" by Coretta Scott King, "A Eulogy for Dr. Martin Luther King, Jr." by Robert F. Kennedy, selection from Shakespeare’s “Hamlet”Ultimate Goal: You will identify an event in your life that shaped their view of yourself and/or the world around you and then compare/contrast your experience with a similar experience described in one of the selections read in class.Unit 2: Connections- The Hero’s JourneyKey Concept: Connections- linguistic and literary connections exist across time, texts, and cultures. They are the links, bonds, and relationships among people, objects, and ideas allowing for exploration of language and relationships in stories?that humans from different cultures and time periods have created. From oral and recorded works in the past to modern-day movies and novels, these archetypes?continue to influence and shape the stories that humans create.Global Context: Orientation in Time and Space-Students will explore personal histories and the relationships between the interconnectedness of, individual and civilizations, from personal, local, global, and cultural perspectives. Text Selections: Siddhartha by Herman Hesse and various short stories.Assessment Task: Analyze Siddhartha in relation to the Jungian diagram. For Siddhartha what is the goal of his individuation? To achieve this, he must go on a heroic quest. Analyze how the ego, shadow, and anima play a role in this heroic journey. Unit 3: Communication- ResearchKey Concept: Communication- the exchange or transfer of facts, ideas, and symbols thereby conveying information or meaning. As the culminating year in the IB MYP program, many tenth grades students will complete a personal project. In order to be better prepared for the research component of the personal project and future research projects, students will be required to select an appropriate research question, find sources and evaluate the reliability, and create an annotated bibliography, and then verbally report on process. Global Context: Scientific and Technical Innovation- Students will explore the natural world and its laws; the interaction between people and the natural world; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.Text Selections:Ultimate Goal: You will create an annotated bibliography in MLA format.Unit 4: Creativity- The Art of RhetoricUnit Concept: Language can achieve different ends: to attain or maintain power; to enact positive social or political change; to change people's points of view; or to manipulate an audience.Global Context: Fairness and Development- Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.resolution.Text Selections: Julius Caesar by William Shakespeare, “Ain’t I a Woman?” by Sojourner Truth, "On Nuclear Disarmament" by Carl Sagan, "I Acknowledge Mine" by Jane Goodall, "Use of Animals in Biomedical Research" by the American Medical Association, and “The Perils of Indifference” by Elie WieselAssessment Task: Students will choose one of the issues raised in the reading selections writing a report to identify the elements of SOAPStone (Speaker, Occasion, Audience, Purpose and Tone), and use the Toulmin method to analyze the argument. Subsequently students will write an individual argument paper using the elements of SOAPStone and the Toulmin method.Unit 5: Choice, Consequence, and EthicsKey Concept: Structure can be used to create meaning. One can study both the underlying structure of a work (genre and its conventions) and the surface layers (figurative language, irony, rhyme, imagery, etc) to construct meaning.Global Context: Text Selections: Oedipus Rex and Antigone by SophoclesAssessment Task: Students will write an essay that explains how the structure of a text relates to meaning. Students have read selections from Aristotle’s Poetics. Assuming the role of Aristotle, students will answer the following question: Why do you consider Oedipus Rex a perfect tragedy? Assessment Task: Students will write a soliloquy in which a minor character from Antigone must decide between OR reconcile two opposing ethical stances: loyalty to family versus loyalty to state OR adherence to god’s law versus adherence to man’s law.Unit 6: Creativity- Preservation of CultureKey Concept: Creativity- Both external and internal issues can affect a society's culture. Students will explore factors that can shape, preserve, or destroy cultureGlobal Context: Personal and Cultural ExpressionTexts Selections: Things Fall Apart by Chinua Achebe, “The Second Coming” by William Butler Yeats, and “The White Man’s Burden” by Rudyard Kipling, Persepolis by Marjane Satrapi or American Born Chinese by Gene Luen Yang.Assessment Task: Student groups will present a 30-minute interactive lesson on a contextual issue related to Things Fall Apart. This lesson requires students to both present contextual information on the novel and lead an activity that requires the class to connect the novel to the information presented. Students will read Rudyard Kipling’s “White Man’s Burden” in conjunction with Things Fall Apart. Using Kipling’s poem as a model, students will write a response to imperialism from the Ibo perspective. This response should include both a picture of the culture before the European’s arrival, understanding of the historical events that relate to the novel, and a passionate response to the internal and external pressures that have caused things to “fall apart.”* These selections are subject to change at the teacher’s discretion.Summer Reading Assessment: Students will create a visual representation of the hero’s journey in The Alchemist. Students will choose a modern film and work in a group to create a multimedia project that analyzes elements of the monomyth and archetypes. What supplies will I need?A composition book or 1/2 inch binder (no spiral bound)Writing utensils: black or blue pens, plenty of pencils, and colored pens or pencils for editing purposesPost-it notes and index cardsA 3-ring binder with notebook paper and dividersColored pens/pencilsOne pocket folder for submitting workHow can I use Power School to my advantage?I will post assignments on Power School specific details about assignments. Assignments that are linked to a description are shown in blue. In addition to the written explanations that I provide, please note the following notations that will appear in my grade book: ?- Collected but not yet graded?- Late (Final score has been impacted by failure to meet due date)?- Missing (Missing due to absence will not impact score as long as it is submitted within five days. Missing work with a zero indicates that the missing assignment is unexcused).?- Score is exempt from final grade?- Assignment is not included in final grade.What is your late work policy?If you are absent for any reason—excused or unexcused—you should use Power School or ManageBac to see what you missed. Also, you can always phone a friend. If you need further information, you can email me at goza_michael@ . Refer to the handbook for the SMMHS late work policy. I do not assign work to collect grades; I assign homework or classwork because I want you to practice the skills, and hence truant work will inhibit your learning process and progress.May I use my cell phone during class?Hamilton County’s policy is as follows: 1st offense, cell phone is taken for 10 days; 2nd offense, 20 days; 3rd offense, the remainder of the year. Do not put me in the position where I am required to do so. What is the English department's position on some of the mature content that we encounter in our reading or in film adaptations of works?SMMHS's mission is to provide a world-class education that successfully engages our students and fully prepares them to compete with students from all over the world.? Our required reading selections are carefully chosen by our faculty for the richness and complexity of ideals that they contain--ideals that we expect our students to analyze, discuss, and reflect upon.? In such a diverse community as ours, we cannot ensure that your student will never encounter content that may conflict with his/her (or the parents’) personal beliefs and values. Rest assured, however, that our faculty is committed to fostering classroom environments where difficult content is addressed with the utmost maturity and professionalism.What are the rules in this classroom?Same rules that apply to the rest of the school. I could provide a lengthy list super-specific class rules, but it really just comes down to this: challenge yourselfpractice kindnessbe politeengage in learningbe responsible for your actionsI have read the course overview for 10th Honors English:Student _____________________________Parent Signature ______________________Student Email ________________________Parent Email _________________________Parent Phone ________________________Questions about the course: Unit 1: What Shapes your World?Big Idea: Our individual daily realities help define who we are and how we perceive others and the world.Text Selections*: “Theme for English B” by Langston Hughes, "On the Rainy River" by Tim O'Brien, "Farewell to Manzanar" by Jeanne Wakatsuki, "Montgomery Boycott" by Coretta Scott King , "A Eulogy for Dr. Martin Luther King, Jr." by Robert F. KennedyUltimate Goal: You will identify an event in your life that shaped their view of yourself and/or the world around you and then compare/contrast your experience with a similar experience described in one of the selections read in class.Unit 2: Crafting an ArgumentBig Idea: People can craft language to achieve different ends: to attain or maintain power; to enact positive social or political change; to change people's points of view; or to manipulate an audience.Text Selections: “Ain’t I a Woman?” by Sojourner Truth, "Doing Nothing Is Something" by Anna Quindlen, "On Nuclear Disarmament" by Carl Sagan, "I Acknowledge Mine" by Jane Goodall, "Use of Animals in Biomedical Research" by the American Medical AssociationUltimate Goal: You will choose one of the issues raised in our selections, adopt a position on the issue, and write a reasoned, coherent argument that establishes a clear claim, argument with support, counterargument, and conclusion.Unit 3: ResearchBig Idea: All 10th-grade students will complete a personal project during the final year of the MYP program. Students will be required to select an appropriate research question, determine the outcome of the project, conduct research to produce this outcome, and then report on their process. At this stage, you should be researching your topic. To this end, we will find reliable sources, evaluate the reliability of these sources, and create an annotated bibliography.Ultimate Goal: You will create an annotated bibliography for your personal project.Unit 4: Finding Your VoiceBig Idea: A writer’s unique voice, or style, is made up of elements such as diction (word choice), detail (facts, observations and incidents), imagery (verbal representations of sensory experiences), syntax (grammatical sentence structure) and tone (expression of attitude). Text Selections: House on Mango Street by Sandra Cisneros, “The Bass, The River and Shelia Mant” by W.D. Wetherell, “Those Winter Sundays” by Robert Hayden, “My Papa’s Waltz” by Theodore RoethkeUltimate Goal: You will write three personal vignettes, following the same style as Cisneros.Unit 5: To Kill a Mockingbird and selected non-fictionBig Idea: How can citizens break through barriers of prejudice to create tolerance?Ultimate Goal: You will complete a multi-layered, independent project that allows you to explore the big idea through text-based creative responses (visual/auditory/creative writing). Each response will include a reflective piece that justifies your choices.Unit 6: Hero’s JourneyText Selection: Students will choose from a list of graphic novels.Big Idea: Archetypes are revealed in the stories that humans from different cultures and time periods have created.?From oral and recorded works in the past to modern-day movies and graphic novels, these archetypes continue to influence and shape the stories that humans create.Ultimate Goal: You will explain how the author reveals an aspect of the hero’s journey through the use of text and visual elements.Language is what makes us human. It is a recourse against the meaningless noise and silence of nature and history. Octavio Paz Literature is the art of discovering something extraordinary about ordinary people, and saying with ordinary words something extraordinary. Boris Pasternak ................
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