Michele Clark Academic Preparatory Magnet High School



Michele Clark Academic Preparatory Magnet High School

American Literature Course Syllabus

Teacher: Daniel Chung (Lead Teacher), Nancy Donaldson, and Nina Philips

Course Title: English II

Credit Hours: 1

Session times: 5 days/week 45 minutes Room: 133, 134, & 121

Textbook(s): American Literature Publisher: McDougall Copyright: 2008

E-mail: nthomas-donaldso@cps.edu Telephone: 773-534-6250

Course Objectives: The objective of this course is to take a comprehensive look into the effects of literary movements in which history and societal surroundings impacted various authors’ writings, paying close attention to how those authors’ writings are still relevant to us today. In addition, we will explore ways in which these authors are defined by the influences of their background, current environments, and personal beliefs which have shaped the ways in which their tales unfold. We will teach students how to learn by helping them to ask and write important questions, to seek the answers in collaboration with others and to use the information they find in critical and creative ways, transforming meaning in our world. Finally, this course will integrate the Middle Years Program (MYP): Language A skills, assessment rubrics, the Areas of Interaction, and assisting students with their personal projects.

Curriculum Structure:

Students will read, write and respond to increasingly challenging texts. Within the context of thematic units, students will study the genre of mythology, short story, novel, poetry drama, and nonfiction, as well as the elements found within each genre. They will apply their understanding of language and the writing process to develop organized and coherent response to literature, express their personal ideas, describe situations or events, and inform and persuade their reading audiences. In studying the craft of writing, students will refine writing, oral, and visual representation in response to literature. Through the writing process and through the study of effective composition strategies, students will refine grammar and usage skills. Finally, students will engage in inquiry to develop research-based products.

|Semester I |Semester II |

|Theme: Discovery and Foundation |Theme: Choices and Decisions |

|Primary Reading: |Primary Reading: |

|Theme: Breaking Ties |Theme: New voices |

|Primary Reading: |Primary Reading: |

|Theme: The Idea of America |Theme: Modern and Postmodern Perspectives |

|Primary Reading: |Primary Reading: |

.

Required Student Materials:

Students are required to bring a 3”, three ring binder book, blue or black pen, pencil, a highlighter, lose leaf paper and one spiral notebook and required novels or textbooks.

The International Baccalaureate® Middle Years Programme (MYP)

Michele Clark is an IB middle and high school. It is a programme of international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

The International Baccalaureate® Middle Years Programme (MYP) is designed for students aged 11 to 16.

This period, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and intellectual development and requires a programme that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts. The curriculum contains eight subject groups together with a core made up of five areas of interaction. Students study subjects from each of the eight subject groups through the five areas of interaction: approaches to learning, community and service, human ingenuity, environment, and health and social education.

What are the five areas of interaction?

The five areas of interaction are:

1. Approaches to learning (ATL): Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies.

2. Community and service: This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship.

3. Human ingenuity: Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life.

4. Environments: This area aims to develop students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities.

5. Health and social education: This area deals with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives.

Language A Assessment Criteria

|Criterion A |Content |Maximum 10 |

Michele Clark is an AVID School

AVID is a fourth- through twelfth-grade system to prepare students in the academic middle for four-year college eligibility.  It has a proven track record in bringing out the best in students, and in closing the achievement gap.  AVID stands for Advancement Via Individual Determination.

AVID targets students in the academic middle - B, C, and even D students - who have the desire to go to college and the willingness to work hard.  These are students who are capable of completing rigorous curriculum but are falling short of their potential.  Typically, they will be the first in their families to attend college, and many are from low-income or minority families.  AVID pulls these students out of their unchallenging courses and puts them on the college track: acceleration instead of remediation.

The AVID Curriculum

| |

The AVID curriculum, based on rigorous standards, was developed by middle and senior high school teachers in collaboration with college professors.  It is driven by the WICR method, which stands for writing, inquiry, collaboration, and reading.  AVID curriculum is used in AVID elective classes, in content-area classes in AVID schools, and even in schools where the AVID elective is not offered.

Classroom Rules and Daily Procedures

It is imperative that each student contributes to a positive, academic, leaning environment. Therefore, students will be able to earn up to 100 participation points per week. However, students whose behavior is contrary to the student code of conduct will have points deducted, phone calls home, and any additional corrections for inappropriate behavior.

Each student is expected to arrive punctual to class with the appropriate materials (paper, pen, textbook, etc.). Once in class, each student is expected to immediately complete the bell ringer. Chewing gum, eating, and drinking are to be done in the appropriate, designated areas only. Cellular phones and other electronic devices should be turned off and put out of sight. Each student is expected to be an attentive and a willing participant when called upon to participate. Talking should only be done when the time is appropriate (i.e. when called upon to speak, when working in small groups, when asking a question related to the course, etc.) and when the conversation is relevant to the learning.

Absences impact participation points as well. An absent student does not have the opportunity to earn participation points. However, an absent student may complete makeup work (when it is available) within a timely manner for full credit. In the event of a student’s absence, it is the student’s responsibility to check with the teacher and other classmates for missing work

Homework - Will be assigned AT LEAST 2 nights per week. If homework is not done or not submitted on time, students may bring it to class the next class day for 50% credit. If work is not received on the next day the student will receive a zero for that assignment. If students are out of school because of illness, they should bring homework to class the day they return.

Field Trips- It is your responsibility to turn in assignments due on the day of your trip. Assignment must be turned into the teacher before leaving on the trip. You are also responsible for any class work done in class on the day of the trip and any assigned homework. (You must ask the teacher for class work done and or homework assigned to the class on the day of your trip.)

Student Evaluation

The goal of evaluation is to enable students to become more comfortable with self-assessment. The A – F letter grade system is used each quarter. Each semester grade is cumulative. Therefore, the first semester grade is a culmination of the first and second quarter. The second semester grade is the culmination of the third and fourth quarter. Letter grades will be determined by the student’s weighted average according to the following scale:

A = 93-100% B = 85-92% C = 77-84% D = 70-76%

F = below 70% (no credit is given for a grade of “F” at the end of a semester)

The teacher will regularly observe and assess student knowledge and ability. The teacher will collect and assess student products according to specified rubrics.

Grade Weighting:

|Bell Ringers and Exit Slips 10% |

|Participation 30% |

|Homework 10% |

|Quizzes 20 % |

|Exams and Projects 30% |

I have read these expectations and understand what will be expected of me. I will give my best effort, try to be kind and respectful of others, come prepared to class and do my best to have a great year in English!

Student signature ______________________________________________

Parent/Guardian signature __________________________________Phone#

Michele Clark Academic Preparatory Magnet High School

American Literature By week Course Curriculum

Primary Textbook:

American Literature, Textbook, Illinois, McDougal Littell, Copyright 2008

Writers Choice, Grammar and Composition, Glencoe, Copyright 2001

Language, Literacy and Inquiry, American Literature Anthology of Readings” Bedford and St. Martin’s, Copyright 2008

Primary Novels:

Narrative of the Life of Frederick Douglas, by Frederic Douglass(Excerpts)

The Adventures of Huckleberry Finn,” by Mark Twain

A Raisin in the Sun, by Lorraine Hansberry

The Great Gatsby, by T. Scott Fitzgerald

The Jungle, by Upton Sinclair (excerpts)

Fast Food Nation, by Eric Schlosser

The Things They Carried, by Tim O’Brien

My Jim, by Nancy Rawles

Fences, by August Wilson

Jake, Reinvented, by Gordon Korman

Literature Circle Texts

The Tortilla Curtain, by T. C. Boyle

Love Medicine, by Louise Erdrich

The Color of Water, by James McBride

The Bluest Eye, by Toni Morrison

Catcher in the Rye, by J. D. Salinger

Black Boy, by Richard Wright

Reading Genre Focus:

1. Adventure, Mysteries, the Supernatural and Humor

2. The New Realism (Problems, relationships, friends and society, multicultural world)

3. Fantasy, Science Fiction, Utopias (Place of happiness and prosperity) and Dystopia (Place of unhappiness and lack of prosperity)

4. Nonfiction: Information, Poetry and Drama

5. History and History Makers: People and Places

Writing Focus

1. Narrative/Persuasive/Counter Argument

2. Expository/Descriptive/Creative Writing

Illinois Academic Standards, State Goals and Chicago Public Schools English II Framework, College Readiness Standardts (Language Arts, English, Reading and Writing/MYP(Areas of Interactions), ADVID(Strategies)

1. Read with understanding and fluency (Framework, Word Knowledge, Fluency,

Comprehension)

2. Understand explicit and implicit meaning in literature representing individual, community,

National, world, and historical perspectives.

3. Write to communicate for a variety of purposes. (Framework, Writing)

4. Listen and speak effectively in a variety of situations.

5. Use the language arts for inquiry and research to acquire, organize and analyze, evaluate and

communicate information.

Illinois Academic Standards

Reading Standards (state goal 1)

A. Construct and extend meaning from text by synthesizing the content and ideas from literary

works dealing with a specific issue or subject or written by a single author.

B. Apply knowledge of word origins and language pattes to comprehend texts from a variety of

disciplines.

C. Analyze and evaluate literary texts and support the analysis with references to the text, or

other works or authors, or personal knowledge.

D. Interpret, analyze, and evaluate various types of documents.

Literature Standards (state goal 2)

A. Analyze author's style and literary form and their effects upon the reader, making

connections within and across texts.

B. Illustrate how form, content, purpose, and major themes of literary works reflect the

cultures, Literary periods, and ideas that shaped them.

Writing Standards (state goal 3)

A. Produce documents and other written works that adhere to Standard English conventions.

B. Write with focus, clarity, organization, elaboration, and coherence in a manner that conveys

to the reader a clear understanding and interpretation of ideas and information.

Listening and Speaking Standards (state goal 4)

A. Listen and respond to formal and informal oral presentations or interactions using active,

analytic, and critical listening strategies.

B. Use Standard English to communicate orally in a well-organized and coherent manner

appropriate to the purpose, audience, and context.

C. Deliver clear, organized formal and extemporaneous oral presentations matching message,

vocabulary, voice modulation, expression, and tone to audience and purpose.

Research Standard (state goals 5)

Conduct research on questions and issues using various personal, reference, media and

electronic information sources to prepare comprehensive presentations.

Critical Daily Activities

1. Daily vocabulary activities to develop word knowledge skills

2. Analyze and interpret fiction and nonfiction reading selections.

3. Use comprehensive higher order thinking questions in classroom discussions, and formative assessments ACT/PSAE Formatted

4. Literature Circles activities, to increase comprehension and reflective reading.

5. Timed writing: narrative, persuasive, expository, and descriptive writings.

6. Use Standard English when writing and speaking in class.

Extra Activities for Students Functioning Significantly Above Grade Level

Above Grade Level

1. Special research projects in the media center.

2. Group enrichment activities and projects

Below Grade Level

1. Coordination with Service Providers for Special Education Students

2. Peer tutoring

3. Allowances for more time and extra support to complete assignments

4. Supplemental materials

5. Before, Lunch and After school tutoring

Strategies Vocabulary Improvement

1. Vocabulary workbooks 6. Word Walls

2. Reading lab 7. Vocabulary Squares

3. Peer tutoring 8. Definition mapping

4. Vocabulary quizzes 9. Illustrative Vocabulary

5. Vocabulary games/contest 10. Vocabulary Rating Charts

Course Content/Assessments

Students will engage in the following learning activities

Teacher observation formal/informal

Student peer

Individual / Group projects

Oral presentations

Written presentations

Quiz/Exams

Over Arching American Literature Questions:

“What gives a nation identity?”

“Why is national identity important for Americans?”

“How can literature reflect or shape national identity?”

Weeks 1-4 (Unit One Early American Writing/Romanticism/The Power of Research) Discovery and Foundation/Breaking Ties

Guided Question(s) What do we value as Americans?

Team Building Activities, course requirements/materials, class rules, school rules and expectations, note-taking skills (note taking, graphic organizers comprehension and vocabulary, KWL)

Review MYP Areas of Interaction

Pre-test (reading, grammar, Vocabulary, and writing) HST First quarter Assessment

Introduction to Cornell Note taking /Double Entry Journal

Introduction to the fiction/ short story, Strategies for reading fiction

Review cooperative learning and Socratic discussion formats

Review writing process and types of writing, (Persuasive/counter argument Essay Writing)

Introduction to the writing workshop (peer editing strategy)

Introduction to Vocabulary Strategies

*Introduction to Thematic Unit One)

Mini lesson (text structure)

Media Center Orientation- use of reference materials/ technology (Researching a topic/Use of documentation / plagiarism)

Week 5 Review of weeks 1-4

5-week assessment

Weeks 6-7

(Continue Unit One)Discovery and Foundation/Breaking Ties

Guided Question(s)

Vocabulary development (Structural Analysis, Word Meanings)

Reading comprehension skill development (inferences, drawing conclusions)

Fluency activities

Journal Activities

Continued focus on writing process/sentence structure/ paragraphs

Continued focus Persuasive/counter argument essay writing

Weeks 8-9

Introduction to Thematic Unit 2/Realism)The Idea of America/Identity

Guided Question(s)What are the consequences of accepting or resisting social norms?

Reading comprehension skill development (Main Idea/ Context Clues)

Continue writing, focusing on complete paragraphs

A. strong introduction

B. strong conclusion

C. Vocabulary use in writing

Review Parts of speech/ Use of punctuation in reading for expression

Journal Activities

Literature Circle Activities

Introduction to Narrative Writing

Week 10

Review and assessments targeting state goals 1,2,3 and Illinois Standards (Reading A) (Writing AB)(student due and projects and presentations)

Weeks 11-14

Continued Thematic Unit 2) The Idea of America/Identity

Guided Question(s)

Reading comprehension skill development (Main Idea/ Context Clues)

Continue weekly vocabulary development (Structural Analysis, Word Meanings)

Framework, Comprehension, scaffolding, increasing critical thinking, important information and ideas from texts and interprets and analyzes information from a variety of texts

Journal Activities

Introduction to Expository writing

Week 15

Review and assessments targeting state goals 1,2,3 and Illinois Standards (Reading A) (Writing AB) (Student projects and presentations.

Weeks 16-17

Introduction to thematic unit 3 Naturalism(Choices and Decisions/New Voices)

Guided Question(s)What is the American dream, and is it achievable for all?

Introduction to the Novel / The Authors voice)

Vocabulary Development (Structural Analysis, Word Meanings)

Reading comprehension skill development (Inference/Conclusions)

Introduction to Expository Essay

Journal Activities

Literature circle activities

Continue Expository Writing

Researching: Introduction to topic/Use of documentation / plagiarism)

Weeks 18-19

Continue thematic unit 3(Choices and Decisions/New Voices)

Guided Question(s)

Continued reading of novels (The authors voice)

Vocabulary Development (Structural Analysis, Word Meanings)

Reading comprehension skill development (Inference/Conclusions)

Introduction to Expository Essay writing/Research project

Journal Activities/Book club Activities

Research projects

Week 20

Review and assessments targeting state goals 1,2,3 and Illinois Standards (Reading A) (Writing AB)

Weeks 21-23

Introduction to new thematic unit 4 The Harlem Renaissance and Modernism (New Voices)

Guided Question(s)What does it mean to be a self-made man or woman?

Comprehension continues Engaging students with text

Reading comprehension skill development (Inference/Conclusions)

Vocabulary development (Structural Analysis, Word Meanings

Introduction to nonfiction

Introduction to reflective strategies

Journal Activities

Book club activities

Introduction to descriptive /Poetry writing continued

Week 24

(Thematic unit 4 continued)New Voices

Guided Question(s)

Vocabulary development (Structural Analysis, Word Meanings)

Reading comprehension skill development (Main Idea/ Context Clues)

Journal Activities

Book club activities

Continue descriptive/poetry writing

Week 25

Review and assessments targeting state goals 1,2,3 and Illinois Standards (Reading A) (Writing AB)

Weeks 26-29

(Introduction to Thematic unit 5 Contemporary Literature (Individualism)

Guided Question(s) Is coming to America worth the trip?/Are we the people society perceive us to be?

Vocabulary Development (Structural Analysis, Word Meanings)

Reading comprehension skill development (Inference/Conclusions Main Idea/ Context clues)

Making predictions

Research papers due

Journal Activities

Introduction to Fish bowl activities

Review persuasive/counter argument essay writing

Week 30

Review and assessments targeting state goals 1,2,3 and Illinois Standards (Reading A) (Writing AB) Student Projects and presentations

Weeks 32-35

(Introduction to thematic unit 6 Contemporary Literture( Creating the American Self)

Guided Question(s) Is this the land of the Free and the Brave?

Vocabulary Development (Structural Analysis, Word Meanings)

Writing to demonstrate learning activities

Read and analyze a variety of selected works

Literature circle activities

Creative Writing

Weeks 36-37

(Thematic unit 6 continued) (Creating the American Self)

Guided Question(s)

Vocabulary Development (Structural Analysis, Word Meanings)

Reading comprehension skill development (Inference/Conclusions)

Continue Creative writing

Journal Activities

Literature circle activities

Week 37

End of term projects due and presentations/ final exam preparation

Weeks 38-39

(Thematic unit 6 continued) Creating the American Self

Guided Question(s)

Vocabulary development (Structural Analysis, Word Meanings)

Continue creative writing

Final Assessment

Week 40

Review and assessments targeting state goals 1,2,3 and Illinois Standards (Reading A) (Writing AB)

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