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College Literature 2ENG 202Nikki KillenYearlong Course 2013-2014Clinton-Massie High SchoolRoom 214 nkillen@clinton-massie.k12.oh.us937-289-2109 ext. 2214Course Description:This course will focus on literature that displays the transformation of individuals and the causes of these changes. Students will become skilled readers of both the classics and modern literature. There will be a focus on literary devices and the students’ abilities to analyze these techniques through their writings. This is a writing intensive course with biweekly timed essays and research presentations. Summer reading is a requirement.Required Texts:The Great Gatsby- F. Scott FitzgeraldOthello- ShakespeareTheir Eyes Were Watching God- Zora Neale HurstonPortions from Walden- Henry David ThoreauThe Joy Luck Club- Amy TanOther selected short stories, essays, and poemsClassroom Policies:Due Dates- It is expected that course work be completed on time. Due to the nature of the high expectations of this class, handing work in after it is due will result in half credit. If work is not submitted by the 2nd day, you will not receive credit.If there are reasonable circumstances that prevent submitting your work in on time, you will need to make prior arrangements with me.Performance Expectations- This is a college level course, which means that you are expected to write, present, and analyze at a level that meets collegiate expectations. Sloppy grammar and weak formatting will result in the lowering of your grade by at least a letter grade. Treat all work as formal.Cheating- Plagiarism and copying answers (on tests or on worksheets) are not acceptable…ever. This will result in a zero for the assignment and a detention (for the first offense). Urbana University will also be notified of your academic misconduct. Should you partake in this behavior again, it is Urbana policy that you be removed from their program. Zeroes will again follow with your high school scores along with further disciplinary action.Disability policies- Should you be on an IEP or 504 plan, be sure to meet with me at some time in the first week of school to discuss our plans to meet your identified goals. Attendance- Missing in class discussions and instruction can only hinder your progress in this course. While I understand that advanced high school students are pulled out of class for a multitude of reasons, missing more than 3 days without a valid excuse will result in a loss of a letter grade. See me if there are issues with your attendance so that we might develop a plan to keep you abreast of the instruction and development happening in the classroom.Student Grievances- Should you disagree with a grade or academic misconduct charge, see page 13 and 14 in your catalog for directions.Urbana Communications- You will be given an email account through Urbana University. It is expected that you check this account daily for notices and correspondence. Yearlong Schedule and General AssignmentsVocabulary will be addressed biweekly with lessons from Latin and Greek Roots Vocabulary workbooks.Monthly journaling will occur through REX entries where students will be required to write about life with a thoughtful and evaluative eye.The Great GatsbyJan 3- Jan. 23Summer paper- due on first day of class- Allegorical analysis of characters and what is being said about social class in AmericaEssential Questions: What is the impact of wealth? What is the true definition of love? How does someone’s upbringing impact their decisions and judgments?Literature Work:Point of View- choice of narrator and its influence on themeCharacterization- analyze the allegorical nature of the charactersSymbols analysisColor analysisAnalysis of the American Dream- creative project identifying their own version of the American DreamParty analysis- 3 in the book- look at different meanings within eachGatsby’s self-improvement plan- students will write their owna functional document- organized as a proposal with timelines- “how to” and resources includedConnections between Marlowe’s “Passionate Shepherd to His Love” and Raleigh’s “The Nymph’s Reply” to the men in the novelConnections between Keats’ “La Belle Dam Sans Merci” and Daisy“The Fallacy of Success” by G.K. ChestertonModernist poetry and essays:Sylvia Plath- “Fever 103,” “Lady Lazarus,” “Daddy,” “For a Fatherless Son”Ann Sexton- “Seven Times,” “Madonna,” “Max,” “Baby”Annie Dillard- “The Chase: An American Childhood”“New York”Langston Hughes- “Who’s Passing for Who?” “Funeral in Harlem,” “A Dream Deferred”Literary Analysis Essays of Great Gatsby- read and evaluate the different published perspectives of GG. Timed Essay- What is your definition of the American Dream? How does it compare to the view of Fitzgerald?Assessments- Great Gatsby TestTimed Essay“Fallacy of Success” rhetorical strategies WS and structure analysis WSAmerican Dream projectIndependent Reading Assignment- Non-Fiction- Jan. 28- introduceApril- due dateStudents will choose a piece of non-fiction and complete an extensive project on the ideas presented. Presentations of these projects will help encourage students to pick other non-fiction writing to read on their own. Presentations will include some informational presentation regarding the topic.Some time to work on these projects will be given in class, but reading needs to be done at home.Assessment:Project (including movies, power points, written responses, charts, one to two sentence statements- working on being concise)Their Eyes Were Watching GodFeb. 1- 22Literature Work:Male character analysis- marriage evaluationsFigurative Language AnalysisDialect EvaluationDiscussion of racism, sexism, social class judgmentsFavorite passage posting and analysisSetting Analysis- Eatonville, EvergladesMule Scene Analysis- mini essayChoose a topic to teach from the book- students become the teacherEssays, Short Stories, PoemsNaturalism notese.e. cummings- “buffalo bill,” “into the strenuous briefness,” “pity this busy monster manunkind,” “THANKSGIVING (1956),” “[1(a]”H.D.- from Trilogy- portions of “The Walls Do Not Fall” and “Tribute to the Angels”Amy Lowell- “Patterns,” “Opal,” “Summer Rain”Ezra Pound- “L’Art,” “A Virginal”T.S. Eliot- “The Lovesong of J. Alfred Proofrock,” “The Hollow Men”Robert Frost- “Birches,” “Design,” “Mending Wall,” “Stopping By Woods,” “Desert Places”Robinson- “Richard Corey”Robinson Jeffers- “The Excesses of God,” “Vulture”Stephen Crane- “Open Boat”Anna Quindlin’s “The Melting Pot” p. 130 in Bronze textbookResearch the background and differences between Dubois and Washington.W.E.B. Dubois- “Of Our Spiritual Strivings”Booker T. Washington- “Bricks Without Straw” and “Teaching School in a Stable and Hen- House” from Up From Slavery.Frederick Douglas- portions of “Narrative of the Life of Frederick Douglas”Assessments- Their Eyes Were Watching God testPoem analysis paragraphLine by line explications of a poemCharacter chartsMule scene paragraphTranscendentalism- to be linked with Their Eyes Were Watching GodFeb. 25- 28Literature Work:Read portions of Walden by Henry David Thoreau: “Solitude,” “Brute Neighbors,” “The Bean Field”Analyze his views and the rhetorical strategies he usesDone as whole group with these two- display how to read the lengthy sentences and pick out the significant pointsWrite an outline for his points in “Brute Neighbors”Read portions of Ralph Waldo Emerson’s “Self-Reliance” and “Heroism”Essay- Compare Emerson’s views in “Self-Reliance” to those of Janie in Their Eyes Were Watching God. Use textual evidence as support for your assertion.After rough draft, students will work on finding better supporting details, varying sentence structure, and using specific, detailed vocabulary.Assessments:Timed EssayRhetorical Strategies and Key Term WS with “Heroism”Author Study Project Research paper/ presentation- due in MarchFind information on the historical time period, the literary time period, and the personal background of an author. The paper will draw connections between these parts of the author’s life and the themes or literary strategies that are used in his/her piece of literature.Assessments:Pre-writing assignments (Thesis, MI statements, outlines, WC pg)Final paperPresentationOthello March 4- 14 Literature Work:Notes over Shakespeare and time period- race and TurksView play as a movieRead portions of play as a class- assigning roles-discussion points (assign topics to specific groups- they keep track of these throughout movie and readings)- animal imagery, characterization, conceits, symbols (keep track of these throughout the reading)-irony- structure of prose or poetry, puns, phrases within scenes (analyze Act 2, Scene 1 for irony)-double time clock- purpose of quickened story-define catharsis and identify where it occursgroup work- scene performance (divide scenes between groups and students will perform)translations, costumes, backdrop, propsdiscuss the choices the director made in making changes to the ending of the play with Desdemona’s wordsCluster Discussions- issues or topics that arise throughout the playTopics include love, racism, jealousy, forgiveness, trust, etc.Timed Essay- What limits should we have in our attempts to earn recognition or success? What examples are seen in high school and the business world? What does this say about our views of success?Poems and Essays:“The Night the Bed Fell” by James ThurberShakespearean SonnetsAssessments:Othello TestTimed EssayGroup analysis of the discussion points- each one takes one topic to evaluate and teach to the rest of classScene performance- where would they change a scene (act it out)The Joy Luck ClubMarch 17- Apr. 26Background on women in Chinese historyResearch Kweilin, Kuomintang, Mao Zedong and Communism, concubines, mah-jong, Give informational presentation with prezi on these topicsLiterature Work:List problems with differing familiesHow do the women “swallow their tears” WS- discussionWeak men stories in the families- discussEast vs. West analysisAnalysis of separate sections of the novel- divide into sections, then the chapters and connect to the opening myth for each chapter- what is the overriding theme in each section?Color and symbol analysisCluster discussions- topics that arise from novelChinese zodiac signs and discussionsIllustration or piece of art- Chinese symbol for the word that best describes studentHeritage Project and presentationEssay-“No Gumptions” by Russel Baker p. 566 in Bronze text“This I Believe Essay”Read through a number of essays on AP site- “This I Believe” EssaysEvaluate the reasons and explanations that are used in theseStudents will write their own concerning a topic that they loveWork on elements of persuasion- emotional and logicalWork on effective writing techniques to draw empathy for your topicAssessments:This I Believe EssayHeritage ProjectSection Analysis of book- format/structure chart and paragraph ................
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