Adam Kullman Weatherford High School 2016-2017
English IV Course Information
This class is designed to aid the student in developing skills in writing, analytical reading, and critical thinking. Success in this course will be determined by the degree to which the student meets or exceeds the expectations set for him or her by the teacher. It is my goal to equip the students with reading and writing skills that will make them more successful in their academic and everyday lives. In order for this to be possible, students must be present, prompt, and prepared.
Grading:
Minor Grades : 50% (daily writing activities, drafts, vocabulary exercises, grammar exercises, vocabulary quizzes , reading quizzes, minor writing assignments)
Major Grades : 50% (major writing assignments constitute the majority of this category)
Absences:
If a student is absent, it is his/her responsibility to get the missed work and set up a time to come in and discuss any information that he/she does not understand. It is the responsibility of the student to get missed information or work from a classmate if he/she is unexcused and tardy.
Late Work
Assignments that are not turned in by the end of the class day on the day they are due will be assessed according to the situation, and extremely late work without reasonable cause will receive a maximum grade of 50. Work should ALWAYS be turned in, however, as a grade is always better than a zero.
Materials:
Notebook paper
pen and pencil
highlighters
Plagiarism
Plagiarism is an unacceptable compromising of the integrity of the student and his/her respect for the ideas and writing of others. Plagiarism will result in a zero on the assignment.
What is Plagiarism?
Plagiarism is defined (for the purposes of this course) as, but not limited to:
→ Obvious, substantial, verbatim (word for word) reproduction of information
→ Fabrication of sources, falsification of page numbers, or other deliberate misdocumentation
→ Submission of others' work as the students' own. This applies to uncited paraphrasing of another's ideas as well as verbatim use of others' words. (Others' may refer to either scholarly sources, online "cribbed" essays, or the work of other students).
Definitions from:
Syllabus
Some skills that are integral to the study of the English language, such as vocabulary development, grammar and syntax, and spelling and mechanics will be fundamental to student learning in English II and are a part of the year’s daily instruction. Each unit below does not represent a six weeks of study, but a unit of skill development which may span anywhere from two to eight weeks. Every unit involves instruction in the critical thinking skills necessary to analyze and evaluate the ideas, situations, and texts of our society in order to succeed as global citizens.
Fall Semester 2016
"I don't know where I'm going from here, but I promise it won't be boring."
— David Bowie
THE JOURNEY OF THE SELF
Unit 1: Exploring Our Past: How does our past influence our personal journey?
We will explore self and cultural perspectives through the usage of various literary texts including British poetry, British non-fiction, and fiction as well as visuals to study the craft of writing poetry to express a point of view, write personal goals, and develop those goals into statements of intent in order to craft academic or professional applications.
THE HERO’S JOURNEY
Unit II: Analyzing Archetypes: How do common literary elements inform the literature of different cultures?
We will use the folkloric concept of the hero’s journey to analyze a variety of literary works and media including a film study to synthesize the development of the journey in various cultural and historical contexts. We will use our new perspectives to write a critical piece analyzing cultural and archetypal elements in film.
THE JOURNEY INTO ADULTHOOD
Unit III: Analyzing Social Norms and Feminist Theory: Does society choose our journey for us?
Using Shakespeare’s Much Ado About Nothing as an anchor text, we will analyze social norms and gender dynamics in Shakespeare’s world and applying our knowledge of contemporary popular culture, assess the relevance of his commentary. This will lead into literary analysis stylistic writing using text evidence and the embedding of quotes to support. Through application of the various perspectives students will write a critical perspective essay.
Spring 2016
"Not I, nor anyone else can travel that road for you.
You must travel it by yourself.
It is not far. It is within reach.
Perhaps you have been on it since you were born, and did not know.
Perhaps it is everywhere - on water and land."
— Walt Whitman
SOCIAL JOURNEYS
Unit IV: Taking our Place in the Discourse on Societies in Flux
Students will discuss controversial ideas in visual and written texts in order to formulate opinions and explore/evaluate topics. This discussion and evaluation will lead to a researched paper that is argumentative in nature, and skill development in the analysis of sources, evaluation of credibility of source information, selection of evidence from sources, and documentation of sources will be the focus. Topics may range from refugees, immigration, glass ceilings, civil rights, migants and other issues related to social change.
JOURNEYS WITHOUT END
Unit V: Analyzing Postmodern Approaches to the Journey
Using Hemingway’s The Sun Also Rises as an anchor text, we will explore postmodern approaches to the journey in literature. We will examine the continued relevance of the Lost Generation’s pessimistic vision and the ways in which we as humans make sense of our lives through the narrative of the journey. Using our knowledge of cultural and feminist criticism, we will construct critical analysis of the novel.
WHERE DO WE GO FROM HERE?
Unit VI: Using Research and Argumentative Skils: How can we change our course?
This unit takes an analytical look at persuasion and argument through poetry, nonfiction, and fiction in a study of the history and culture behind the Running of the Bulls at Pamplona. Students will evaluate historical and cultural influences on literature as well as the implications of literature as a political venue for social commentary and as a call to action for social reform. Writing will focus on analysis of literature and nonfiction, as well as the crafting of arguments culminating in a debate on human and animal rights. We will conclude with a multi-genre study of literature focused on facing or shaping the future.
August 24, 2015
Dear Parents:
Thank you for allowing me the privilege of working with your student this year. I am looking forward to working with your student!
In English IV, as in any other rigorous high school course, students sometimes have questions or need assistance with an assignment outside of the school day. I am available before and after school by appointment, but with the students’ busy lives, those are not always the most convenient times for them to seek help. MegaLunch tutorials are an excellent opportunity to get extra help from me. My MegaLunch tutorial times are listed below. In addition to my online classroom webpage and school email, I use the REMIND mass texting tool for clarifying instruction and reminding students of assignments outside of the traditional school day. This texting tool is for educational purposes, and students cannot see one other’s phone numbers. This is a notification system only. If you would also like to receive my REMIND messages, please text:
1st Period – text the message @kullman1 to 81010
2nd Period – text the message @kullman2 to 81010
4th Period – text the message @kullman4 to 81010
7th Period – text the message @kullman7 to 81010
Please read the Course Information and Syllabus, and indicate below that you have done so.
Please have your student return the lower portion of this form to me by Friday, August 26th. Students are expected to have supplies for class by Monday, August 29th.
Thank you for giving me the opportunity to work with your student this year.
Sincerely,
Adam Kullman
English IV/ English II Pre-AP
School email:
School phone: 817-598-2858 ext. 3637
Online classroom: englishvoyage.weebly.com
Tutorial Times: Thursday during B Block Lunch or other times by appointment
CUT HERE: Retain the preceding information for your records.
------
Mr. Kullman’s ENGLISH IV
Please sign below and write your student’s name in the blank.
____ I have read the class information and syllabus with my student, and both my student and I understand the expectations of Mr. Kullman’s class.
Student Name (printed)______
Parent Signature ______Printed Name ______Date ______