Standard Novel and Standard English Preparation

Prerequisites: Standard Composition and Standard Survey of Literature

Level: 11 th grade – Writing Intensive Course

Credits: 1.0

Course Description

The Junior English class focuses on American literature’s diversity; tracing the thought process of American writers through several major genres: novel, poetry, short stories, and non-fiction. There will be background and accompanying literature studied for each novel.

Two plays by William Shakespeare will be read. By this point in their high school career, the students should be familiar with Shakespeare and his language.

Vocabulary will be emphasized through weekly quizzes on roots and origins.

Juniors are required and will be expected to write frequently using the process approach. This process will be preached for several years, so more focus will be on finding their individual voice and letting their opinions come out in their writing.

Furthermore, all students will be prepped for what is to follow in the next several years, including testing skills, college application skills, and real world business procedures.

Course Objectives/Goals

After successful completion of this course, students will be able to:

• Interpret and analyze a variety of literary forms and relate the theme and the characters to personal ideas and attitudes through writing or presentation.
• Interpret a variety of literary genre through responses, critiques, and /or discussion.
• Demonstrate the ability to develop a well-thought and well-planned essay through several writing models.
• Communicate effectively through a development of a personal style and voice in a variety of writing situations.
• Draw valid conclusions from selections to recognize universal themes in literature

Course Outline

1.   The Novel— The Crucible by Arthur Miller, The Scarlet Letter by Nathaniel Hawthorne, The Great Gatsby by F. Scott Fitzgerald, accompanying literature for each novel
• Understand Puritan philosophies, ideas, and culture
• Discuss literary contributions made by early Americans through the study of literature by Native Americans, Spanish Americans and Puritan authors
• Compare and contrast Hawthorne’s themes, characters, and settings in relation to the Puritan time period
• Understand short stories by Hawthorne
• Trace thematic patterns and motifs through all Hawthorne’s work
• Define and write about allegory
• Identify links between the writing of Hawthorne and Edgar Allan Poe
• Understand symbolism as a literary tool for reading comprehension
• Understand the effect the 1920’s had on the changes in America
2. ACT Prep
• Acquire and perfect test taking skills
• Respond to several timed writing prompts
• Collect college information
• Effectively take advantage of scholarship opportunities
• Become knowledgeable of college documents, applications, FAFSA
• Practice resume formats, skills, and letters of application
• Articulate phone and interview skills
3. Shakespearean plays
• Intensively study Shakespeare’s plot and character
• Students should participate in insightful discussions
• Focus on in-depth writing enrichment activities

Teaching Methods

Junior level English classes will be part lecture and part class discussion. The understanding of literature is only improved by interaction with the opinions of others, so during literature units, class time relies more heavily upon student interaction.

The ACT/College Prep will be an opportunity for the students to explore ideas that interest them—this will be an opportunity for each student to focus on their future, so success in this portion of the class is totally up to each individual.

 

Assessment Strategies

• Reading comprehension may be evaluated through daily discussions and quizzes.
• The teacher will evaluate successful writing skills as students adhere to the conventions of written language.
• Students will be evaluated on their successful use of language to communicate and express creativity.

   

Texts

 Literature and Language Yellow Level McDougal, Littell

Write for College Great Source Education Group

Painless Grammar Rebecca Elliot

Vocabulary Builder Merriam Webster

The Scarlet Letter Nathaniel Hawthorne

The Great Gatsby F. Scott Fitzgerald

The Crucible Arthur Miller

“Hamlet” William Shakespeare

“Othello”

“King Lear”

In addition to this list of books, an Enrichment Reading list has been compiled for the students to choose four additional books for reading enjoyment.

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ABOUT ME

August 1997-May 1999— John A. Logan College

August 1999-May 2002—Southern Illinois University @ Edwardsville

--Bachelor of Science in English

January 2002-May 2002—Student teaching @ Red Bud High School

August 2002-May 2003—English Teacher @ Red Bud High School

--Junior Varsity Girls Basketball Coach

--Assistant Softball Coach

August 2003-Present—English Teacher @ Steeleville High School

--Softball Coach

--Girls Golf Coach

--National Honor Society Advisor

--Fellowship of Christian Athletes Advisor

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Rules and Guidelines

Mrs. Bohnert— English classes

I expect you to arrive to class on time and prepared; this means you must be in your seat with the proper materials by the time the bell rings. If you do not bring your textbook or necessary materials to class, there is no way you can be expected to participate. You may not go back to your locker to get something you forgot, so please do not ask. I realize this hurts your learning for the day, but my goal is to make you more responsible and thoughtful; if you are not allowed to go back to your locker, you will start remembering things the first time around. Please do not waste my time, or the time of the rest of the students.

Every day you will need to bring:

• A notebook for class notes and in-class activities
• A folder for all hand-outs/3 ring binder
• Ink pens or pencils
• Textbook and/or any outside readings

Attendance: Consistent attendance is imperative to do well in this course. In-class lecture and discussion is very hard to duplicate, so even though a student may borrow notes from someone, there will still be stuff missed. If an absence is unavoidable, it is the student’s responsibility to acquire any missed homework and information. Any assignment due on the missed day is due the day the student returns. Any homework given the day the student is absent will be due the day after the student returns. It will be your responsibility to see me about any make-up work—I will not run after you. I will simply give you a “0” and be done with it. Please see me before the class period starts—do not wait until during class and then expect it to be put on hold.

All school related absences must have their necessary make up work completed before they leave for the school function. It is the student’s responsibility to check with me and give me notice of the school function—if I am not prepared, we will make alternate arrangements. I can be flexible AS LONG AS THE STUDENT DOES HIS DUTY.

Homework: I do not accept late work. If you do not have an assignment the day it is due, you will receive a zero. If you are absent on the day of a quiz or test the missed exam needs to be taken the day you return. According to school policy, you will have the number of days absent to make up any homework or exams—no more and no less. Unless specifically stated in the directions, all answers for homework, quizzes, and tests must be in complete sentences for maximum credit. Spelling and grammar count on ALL assignments. Any errors will result in loss of credit.

Unless there is a specific spot for the name and date, the name should appear in the top right hand corner of each assignment—failure to do this will result in half credit of what is EARNED on the assignment. This may seem petty, but half of the point of work is taking pride and being thorough—how proud and thorough are you if you forget your name?

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