English

1. Tenative Syllabus

Tenative Syllabus

________________________________________________________________________
Lakes High School 10320 Farwest Dr. SW Lakewood WA 98498

Dear Parent or Guardian:

Greetings! I am Mr. Fisk, 11th grade English teacher for Lakes High School. The second half of the school year is upon us, so I thought I would send you this note to help your child have a smooth, successful finish to the 2009-2010 school year. Below, you will find some useful information.

Website - I have a website that lists assignments and upcoming tests. This website will help you stay updated on what is happening in the class. Many of you have mentioned that your child generally states that they don’t have any homework. Now you are able to easily confirm that. My website can be found by going to the “Lakes High School” website and clicking on the ”Contact Faculty” button. You can also go there directly: http://teacherweb.com/WA/LakesHighSchool/MrCFisk/h0.aspx

Cell Phones - Please be aware that students are not allowed to use their cell phones in my classroom. The reason for this is the success of each student. A single call on the cell phone will always distract the student receiving the call in addition to others nearby. Such distractions will put a fast end to learning opportunities essential for homework or tests. In turn, grades can be easily affected. As their instructor, I want them to achieve the best grade possible. I ask that, if an emergency should occur, you please connect the main office to be transferred to my classroom phone. The number is: (253) 583-5558 ext. 7301. If there is some reason that your child must use a cell phone, please contact me by phone to clarify the situation.

After-School Assistance - I generally am available and happy to assist students with their homework after school four or more days a week. If they need assistance, have them confirm a time to meet with me for help.

Grades/Progress Reports - You or your child can request a progress anytime and as often as you’d like. It typically takes the first four weeks of a new quarter for the grade to be established. If your child’s grade on their mid-term is lower than desired, it is generally a fair assumption that the student will not improve before the final quarter without some assistance from you and I.

Contact Info - Finally, remember that you are always welcome to contact me for updates on your child’s grade or any other reason. Email is the best way to communicate. I am generally very good at responding within a day or two. If I have not returned your email in a timely manner, please send a second. It can get a bit busy, as the weeks progress. If email isn’t your forté, you can call me, or set up a time to meet with me one on one. Again, the number is: (253) 583-5550 ext. 7408. Your communication is most eagerly welcome.

Sincerely,


Clint Fisk
English Instructor
Lakes High School
(Detatch and return to instructor)


I have received information regarding curriculum, class policies, cell phones, contact and website info,

Student’s name: ________________________________Parent/Guardian_______________________________

Parent/Guardian signature: _________________________________________________ Date ______________

Email Address: _______________________________________________Phone: ________________________


_____________________________________________________________________________________________

English 5 & 6 – American Literature
Mr. Fisk
20010-2011 School Year
Room P123

Instructor: Clint Fisk
Phone: 583-5550 X7408
Email: cfisk@cloverpark.k12.wa.us
Course Website: http://www.teacherweb.com/WA/LakesHighSchool/MrC.Fisk

Office Hours: After school. Please call to arrange time for convenient meeting.

I. Rationale:
English 5 and 6, AMERICAN LITERATURE, is geared for junior students. This course is designed to strengthen their understanding of literary devices, develop their ability to think abstractly, guide them through textual analysis, boost self-confidence in their own language abilities, and show them a perspective of national identity through the writings of powerful American thinkers.

AMERICAN LITERATURE draws the students through a wide variety of authors beginning with the pre-revolutionary period of the United States extending all the way through, and possibly beyond the Harlem Renaissance. The more specific literary periods covered include Early American writers, the Revolutionary (Colonial) Period, the American Renaissance, the American Disillusionment, finally concluding with the Harlem Renaissance.

II. Expectations and Grading Procedures:

Classroom Expectations and Rules: Students are expected to:
1. Treat their classmates and teacher with the UTMOST RESPECT.
2. Pay attention in class and refrain from engaging in disruptive behavior, such as talking to neighbors, arriving to class tardy, and unnecessary trips outside of the classroom.
3. ABSOLUTELY no cell phones or electronics. NO EXCEPTIONS!!!!!!!
(Emergency calls for your child should be placed through the office: 583-5558 ext:7408)
4. Avoid cheating and plagiarism. Cheating or plagiarism will not be tolerated and will result in failure of the assignment or test.
5. Complete class work on time. Incomplete daily assignments may not be accepted. If accepted, students will turn them in after school before the prescribed date for possible partial credit.
6. Stay seated at all times unless otherwise instructed by the teacher.
7. There will be no sleeping; this includes resting head on desk. (See #1)
8. Avoid whining, complaining, or arguing with anyone in the class.
9. Avoid bringing food or beverages into class. Water is allowed.
10. Wait for the teacher, not the bell, to dismiss class.
11. Abide by class rules and school policy at all times. Misbehavior will result in after-school detention, in-school suspension, lost points, parent phone call, teacher-parent conference, or removal from classroom, among others.
These rules are guidelines and do not cover every case. The teacher is the authority in the class and will determine fair consequences when needed, and reserves the right to make additions to these expectations when deemed necessary. A safe and pleasant classroom atmosphere is critical to student achievement. In recognition of this, I thank you for cooperative behavior.


Grading - Approximate Percentage Value

Grading Scale:
95-100 = A = 4.0
90-94 = A- = 3.7
85-89 = B+ = 3.3
82-84 = B = 3.0
8 0-81 = B- = 2.7
75-79 = C+ = 2.3
72-74 = C = 2.0
70-71 = C- = 1.7
65-69 = D+ = 1.3
60-64 = D = 1.0
0-59 = F = 0.0

1st Honor Roll requires a 3.67 minimum
2nd Honor Roll falls between 3.17-3.66
Grades are computed on the percentage of total points earned. Some tests and assignments may be weighted. Bonus points, late work, work of poor quality, absences, and misbehavior may affect student grade.


Homework/Daily Work:
The purpose of homework and daily work is to provide independent practice of skills taught in class. Late work or work missed due to unexcused absences will not be accepted for full credit, and may not be accepted at all. It is a student’s responsibility to meet with the teacher to discuss make-up work for work missed due to excused absences. Students and parents must be aware that not all assignments can be made up as not all assignments lend themselves to alternate work. An alternate assignment may be negotiated, but that is at the discretion of the teacher. Any negotiated make-up work must be submitted in a timely manner as determined by the teacher. Students are responsible for getting lecture notes from another student for missed days. Extra credit may be given at times, but it cannot be counted upon to make up for missing assignments, poor quality, or absences. Extra credit is always at the teacher’s discretion. Any exception to this policy is up to the teacher.



III. Materials needed

• 3 Ring Binder specifically for ENGLISH (Preferable a thinner binder.)
• COLLEGE RULED loose-leaf notebook paper
• Highlighter (Optional)
• Pens (black or dark blue ink)






IV. Reading List for School Year

Unit readings may consist of but are not limited to:

• EARLY AMERICAN WRITERS:
o William Bradford’s “Of Plymouth Plantation”
o John Smith “A General History of Virginia”
o Jonathan Edwards, “Sinners in the Hands of an Angry God”
o Anne Bradstreet, Phyllis Wheatley (selected poems)

• HISTORICAL PERSPECTIVE:
o Arthur Miller’s “The Crucible.”

• WRITING FOR REVOLUTION:
o Olaudah Equiano, “The Interesting Narrative of Olaudah Equiano.”
o Benjamin Franklin’s, “The Autobiography of Benjamin Franklin.”
o Thomas Paine’s, “Common Sense” Pamphlet
o Patrick Henry’s “Speech To the Virginia Convention.”

• AMERICAN LITERARY RENAISSANCE:
o Naturalists – Washington Irving and Henry Wadsworth Longfellow
o Southern Gothics – Edgar Allan Poe, Nathaniel Hawthorne, and Herman Melville
o Transcendentalists – R. Emerson, H.D. Thoreau, W. Whitman, E. Dickenson

• THE REALISTS
o Mark Twain: Excerpts from “The Adventures of Huckleberry Finn.”
o Frederick Douglass: Excerpts from “The Narrative of Frederick Douglass.”
o Black Elk: Excerpts from “Black Elk Speaks.”

• AMERICAN DISILLUSIONMENT:
o F. Scott Fitzgerald’s The Great Gatsby
o Zora Neale Hurston’s Their Eyes Were Watching God

• THE HARLEM RENAISSANCE
o Excerpts and poetry from Langston Hughes, James Weldon Johnson, Countee Cullen, Claude McKay, Zora Neale Hurston, etc.

V. Academic Integrity

Each student in this course is expected to abide by the LAKES HIGH SCHOOL CODE OF ACADEMIC INTEGRITY. Any work submitted by a student in this course for academic credit will be the student's own work. To ensure this, all papers will be submitted to Turn It In.com in addition to providing the instructor with an additional copy of the writing.

Students are encouraged to study together, and to discuss information and concepts covered in class with other students. Students can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else in the form of an e-mail, an e-mail attachment file, a disk, or a hard copy.

If copying/plagiarizing occurs, both students involved will automatically receive a zero for the assignment. Penalty for violation of this Code can also be extended to include failure of the course and may be subject to disciplinary action.

VI. Curriculum Map / Unit Descriptions, time frames and Essential Questions:

Unit 1: Early American Writers (Examining Literary Devices)
Approximate Time Frame: Four Weeks (September)
Essential Questions:
1.) What tools (literary devices) does a writer have to create clear communication with his/her audience?
2.) How does reading objectively help to make connections with the writer?
3.) What are some of the key motivations of the early American settlers?
4.) What characteristics of the early Americans help them to succeed?
5.) Why is understanding early American literature essential for understanding the United States in which we live today?
Standards Addressed:
GLEs: 2.1.3, 2.2.3, 2.3.3, 2.4.2


Unit 2: Arthur Miller’s “The Crucible”
Approximate Timeframe: Four Weeks (October)
Essential Questions:
1.) What literary devices does Miller use to impact his audience?
2.) What themes is Miller developing to create his allegorical drama?
3.) What are the pervading moral choices that affect the outcome of the play?
4.) Does the experience of the town of Salem have any relevance to modern events?



Unit 3: The Colonial Writers
Approximate Timeframe: Four Weeks (November)
Essential Questions:
1.) How does the perspective of the colonialists show through their writing?
2.) How do the writers use logos, ethos, and pathos to communicate their message?
3.) What are Rhetorical devices and how can I implement them in regular class discussion?
4.) How has writing sparked revolutions in thinking, politics, and creativity and how does it continue to do so?
Standards Addressed:
GLEs: 1.3.1, 1.6.2, 2.1.7, 2.2.2, 2.2.4, 4.1.1, 4.2.2


Unit 4: American Literary Renaissance
Approximate Timeframe: Six Weeks (December/January)
Essential Questions:
1.) What are the major themes of the Renaissance writers?
2.) How do writers of this era differ from those of America’s past?
3.) Why do you think a renaissance of writing occurred at this time in America’s history?
4.) Since writing ideologies stem from personal experiences, which group of writers would you be most connected to?
Standards Addressed:
GLEs: 2.1.3, 2.1.4, 2.1.5, 2.1.7, 2.2.2

Unit 5: The Realists
Approximate Timeframe: Three Weeks (February)
Essential Questions:
1.) What might be the reason for the dramatic shift in writing purposes?
2.) What issues seem to be at the forefront of writers from this period?
Standards Addressed:
GLEs: 2.1.3, 2.2.3, 2.3.3, 2.4.2


Unit 6: American Disillusionment
Approximate Timeframe: Four Weeks (April)
Essential Questions:
1.) What is the author’s intent in creating this piece of writing?
2.) What writing choices does the author use to communicate this idea?
3.) In your opinion was the author successful?
Standards Addressed:
2.1.3, 2.1.5, 2.2.3, 2.3.3


Unit 7: The Harlem Renaissance
Approximate Timeframe: Three Weeks (May)
Essential Questions:
1.) What was the Harlem Renaissance and what caused it?
2.) How did the Harlem Renaissance influence later eras such as the Civil Rights Movement?
Standards Addressed:
GLEs: 1.1.1, 2.1.5, 2.2.1, 2.3.1, 2.3.4, 2.4.5, 2.4.7, 3.4.4


Specific Learning Objectives
Course Objectives:
Students will strengthen their understanding of literary devices. .
Students will develop concrete and abstract thinking skills.
Students will express their understanding of writing through textual analysis.
Students will gain an understanding of the American literary experience.


Overview of State or District Standards being addressed
GLEs: 2.2.3; 3.4.2; 3.4.3
GLEs: 1.2.2; 1.3.2; 2.1.3; 2.1.4; 2.1.6; 2.1.7; 2.2.3; 3.3.1; 3.4.2; 3.4.3
GLEs: 1.1; 1.3.1; 1.4.1; 2.1.1; 2.3.1; 3.1.1; 3.1.2; 3.3.2-3.3.8; 4.1.1
GLEs: 2.2.3; 3.4.2; 3.4.3

Any additional information on State standards please visit:
http://www.k12.wa.us/ealrs/default.aspx?ca=4
Culminating Student Performance(s) for each Unit

Unit 1: Early American Writers
- Class discussion
- Vocabulary
- Written Test
- Using Step-up-to-Writing and 6 + 1 Trait, students will create
narrative writing pieces using this strategy and assessment.

Unit 2: Arthur Miller’s “The Crucible”
- The students will consider the choice of literary genre.
- Vocabulary
- Class Discussion
- Students will create a Graphic Organizer showing period connections.

Unit 3: Writing for Revolution
- Learning of Logos, Ethos, Pathos
- Students will create a persuasive essay
- Students will employ persuasive techniques and follow the rules of charitable
discourse during class discussions.
- Students will craft and perform a persuasive speech utilizing the three forms of
rhetoric.

Unit 4: American Literary Renaissance
- Literary Devices Focus
- Class discussion
- Written Tests and/or quizzes
- Vocabulary

Unit 5: The Realists
- Literary Devices Focus
- Class Discussion
- Vocabulary
- Using satire to communicate weighty ideas.

Unit 6: American Disillusionment
- Literary Devices Focus
- Class discussion
- Written comprehension tests and/or quizzes
- Vocabulary
- Literary Analysis piece

Unit 7: The Harlem Renaissance
- Literary Devices Focus
- Class discussion
- Written Tests and/or quizzes
- Vocabulary



VI1. Signature Page

*Remember that assignments, completed work, and due dates can be found on my webpage.

After reading the syllabus, please sign below verifying that you have read the syllabus in full and understand the course requirements and expectations. Please keep syllabus pages 1-5 for your records, and return this bottom portion to the teacher.



____________________________________ ____________________________________
Student Name (Print) Student Signature


____________________________________ ____________________________________
Parent Name (Print) Parent Signature


Parent E-mail: _________________________________________

Home Phone Number: _________________________________________

Cell Phone Number: _________________________________________

Back to Top