English 10 HonorsE-mail:
Mr. Rui Guimaraes Webpage:
Office Hours Mr. Guimaraes arrives each day around 7 a.m. and on most days will be around until at least 3:30 p.m. You can arrange to meet me for help on assignments or consult me via email.
English 10 Honors Texts
Texts
- Maus: A Survivor's Tale: My Father Bleeds History – Art Spiegelman (SUMMER READING)
- Night – Elie Weisel [Provided]
- Selections from Diary of Anne Frank – Anne Frank [Provided]
- Animal Farm – George Orwell
- Fahrenheit 451 – Ray Bradbury
- Romeo and Juliet – William Shakespeare
- Selected Sonnets
- Pyramus and Thisbe from Ovid’s Metamorphoses
- Handout on Marriage Documents from the Elizabethan Era
- Their Eyes Were Watching God – Zora Neale Hurston
- Selected essays
- Selected speeches by African American women
- Selected poetry from Harlem Renaissance
- Vocabulary Workshop E
Notebook – 3 Division and a folder for worksheets and handouts.
Writing We will write in a variety of ways, for a variety of purposes:
Reader’s Notebook/Logs
Expository essays
Formal literary essays
Materials Please have the following materials by tomorrow:
Binder
Binder paper
Highlighter
Pens, pencils
Highly recommended by not required:
Good collegiate dictionary (I favor the American Heritage fourth edition)
Personal copy of all books we read so you can annotate them and otherwise mark them up.
Missing/Late
Assignments
As per the Dean of Studies and English Department Chairperson, all essays, papers or other written assignments must be submitted via TurnItIn.com even when the student is late to and/or absent from school. For all other tests, quizzes or other assessments, as per official printed school policy, “if a student is legitimately absent (an excused absence) for a test, quiz or other assessment, the student may be given a make-up test for the missed test, etc. If the student is absent for any additional tests, etc., during the same marking period, he may receive a grade of 55% for the missed test.”
Plagiarism
As per the Dean of Studies and the English Department Chairperson, any essay, paper or other written assignment that is plagiarized in whole or in part, including single phrases or sentences, may result in a 0% credit for the entirety, as per official printed school policy, which states “all students must understand that anything that gives the semblance of cheating, copying or plagiarism will be considered to be so and punished accordingly.”
AttendanceFollow school policies outlined in the planner. Vacations are not automatically excused absences. Inconsistent attendance invariably leads to increased stress: too much make up work, loss of continuity with class activities, and inability to participate fully in discussions. Also, many of you hold leadership positions in the school or participate in athletics, band or drama. Learning to manage yourself is essential to your success at home, in school, and at work.
Daily Notes
When you walk in each day, the daily notes will be posted on the screen. You will be expected to immediately take your books out, and begin whatever task appears for that day. The homework assignment will appear on these notes at the beginning of each class.
Writing Emails
Make sure to use an appropriate tone in your emails. If writing to a faculty member do not use slang or IM “texting” language. Write as formally as you would write a letter. Be specific about what you need help with or any problems, concerns, etc.
The subject heading should always indicate who you are and your purpose.
Ex. Subject: John Smith, Monday’s Essay
Get an email that is more suitable to your actual identity than to your street identity. In other words, do not email me from . When filling out a form for an application of any kind, it is good to have an email that somehow incorporates your name.
Turn It In
“Turnitin is an Internet-based plagiarism-prevention service created by iParadigms, LLC. Typically, universities and high schools buy licenses to submit essays to the Turnitin website, which checks the documents for unoriginal content. The results can be used to identify similarities to existing sources or can be used in formative assessment to help students learn how to avoid plagiarism and improve their writing.” You are required to create an account by WEDNESDAY. The creation of your account will be your first homework assignment for the year. Instructions are below.
Turn It In – Setting up an account…
Introduction
This Student Quickstart will help you get started with Turnitin and will walk you through the steps for submitting your first paper. To begin, you need to first register with Turnitin and create a user profile.
Step 1
To register and create a user profile, go to Turnitin.com. Click on the "Create Account" link on the homepage and the Create a User Profile page will open.
Click on the "Student" link. Fill in the required information in the new user profile form. In order to create a profile, you must have a class ID and an enrollment password. You can get this information from your instructor. Once you have created your profile, click the "I Agree" button to log into Turnitin.
Step 2 - Student Homepage
Your class will show up on your Student Homepage. Click on the name of your class to open your class portfolio.
Step 3 - Class Portfolio
Your Class Portfolio shows the assignments your instructor has created and your submissions to the class.
Step 4 - Submitting a Paper
To submit a paper, click the "Submit" button next to the paper assignment.
The paper submission page will open. Enter a title for your paper. To select a paper for submission, click the browse button and locate the paper on your computer. We accept submissions in these formats:MS Word, WordPerfect, RTF, PDF, PostScript, HTML, plain text (.txt)
After entering a title for your paper and selecting a file, click "Upload" to upload your paper.
If your paper is in a format that we do not accept, you can submit it by cut and paste. To submit a paper this way, select cut & paste upload using the pulldown at the top of the form.
Copy the text of your paper from a word processing program and then paste it into the text box in the submission form. If you submit your paper using the cut and paste method, you can skip the next step.
Step 5 - Submitting a Paper Confirmation
The paper you chose to submit will be in the preview. Look over all the information and make sure that it is correct. To confirm the submission, click the "Submit" button.
After you confirm your submission, a digital receipt will be shown. A copy of the receipt will be e-mailed to you. To return to your portfolio and view your submission, click the "Go to Portfolio" button.
Step 6 - Viewing an Originality Report
To view your Originality Report, click on the Originality Report icon to the right of the assignment.By default, students cannot see their own Originality Reports. If you see the text "Not Available" instead of an Originality Report icon in your portfolio, then your instructor has disabled the ability for students to view the Originality Report for this assignment. If you would like to view your report, contact your instructor.
TEACHER: Guimaraes
CLASS ID: 6756166
PASSWORD: HAYES
First Semester
Close Reading and Literary Terminology
Objectives
- Students will be provided with a list of basic literary terminology, which will be memorized and function as the foundation for all other literary terminology throughout the year.
- Students will learn to annotate a book and to write appropriate marginal notes, and to cross-reference topics and ideas that recur in the text.
- Students will engage instructed on how to perform close readings of texts, with attention paid to vocabulary and diction, discerning patterns, point of view and characterization, and symbolism.
Aristotle and Introduction to Rhetoric
Objectives
- Define and point out examples of logos, pathos and ethos in a series of speeches, presented in either/both text and/or video.
- Identify and explain the efficacy of logos, pathos and ethos as rhetorical techniques in subsequent texts throughout the year, such as the use of propaganda in Animal Farm.
September-October: The Experience of the Holocaust
Art Spiegelman’s Maus: A Survivor's Tale: My Father Bleeds History
Objectives
- Define and point out examples in Maus I of frame narrative, symbolism, metaphor, metafiction, comic relief, irony, foreshadowing, catachresis, parallelism, dialect, pun, epigraph, litotes, paradox, juxtaposition.
- Identify Vladek’s chief motivations and describe the ways in which they help him to survive.
- Evaluate the effectiveness and aptness of Spiegelman’s “cat and mouse” metaphor.
- Demonstrate a basic knowledge the progression of Nazi actions against Polish Jews during World War II, beginning with the setting of the curfews and ending with the concentration camps.
- Demonstrate a basic knowledge of Nazi procedures and practices in Auschwitz and Birkenau.
- Demonstrate an understanding of the unique challenges the Holocaust poses to children born to survivors after the war.
- Develop an appreciation and understanding of how a comic book-presentation can treat a serious subject.
- Compare Maus with other narratives that deal with the Holocaust, such as the Diary of Anne Frank and Elie Wiesel’s Night.
- Answer the following prompt: Discuss the effectiveness of the frequent movement from the story of the young Vladek and the Holocaust and his relationship with Artie (and back). Would the story of the young Vladek have more emotional weight if Spiegelman had decided to tell it in one uninterrupted piece? Defend your answer.
- Answer the following prompt: As a librarian with the challenge of finding an appropriate location for Maus, would you shelve it with histories, comic books, biographies, fiction, or in some other pre-existing section? Defend your answer with specific examples from the book.
- Answer the following prompt: Vladek tells his story in broken English peppered with Yiddish, Hebrew, and German words. What impact does the language in which the story is delivered have on the story itself? What, if anything, would be lost if Vladek’s language were rendered into standard-or proper-English?
- Answer the following prompt: Evaluate Spiegelman’s decision to include the story of Lucia in Maus I. Why does Spiegelman feel it necessary to make the story of Jews in the Holocaust “more REAL, more human”? (Maus I)
- Answer the following prompt: What does the use of metafiction enable Spiegelman to accomplish and communicate in Maus that he would not be able to otherwise?
- Answer the following prompt: George Orwell’s Animal Farm is an allegory. Why is Spiegelman’s Maus not considered an allegory? [To be discussed after reading Animal Farm]
Elie Wiesel’s Night
Objectives
- Discuss the techniques Wiesel uses to convey character and character relationships to his audience.
- Understand the difference between Night as a memoir versus Night as a work of fiction.
- Analyze the importance of literary elements like first person narration, foreshadowing, suspense, and rhetorical questions.
- Explain the title as a symbol throughout the narrative. The title of this memoir alludes to one of the themes present in the memoir. Trace scenes of darkness and light as they occur. Note the conflicts and emotions that are developed in each scene. Explain how the title relates to these scenes and how it functions as a theme.
- Analyze character dialogue to guide interpretation of a character’s thought process
- Identify and discuss the themes of faith, inhumanity, silence, relationships, suffering and survival.
- Trace and discuss recurring imagery: night, animals.
- Discuss the Rabbinical saying, “The secrets of redemption lies in remembrance.”
- Trace the loss of faith throughout the book.
- Answer the following prompt: Why do you think no one would listen to Moishe the Beadle’s story?
- Answer the following prompt: There were several opportunities for Wiesel and his family to escape before they were sent to Auschwitz. What were the opportunities, and why did the family not take advantage of these opportunities?
- Answer the following prompt: Define irony, and discuss Wiesel’s use of irony in the first chapter of Night. What message is he trying to convey about the Jews’ attitude, and how does his use of irony help him to get his message across?
- Answer the following prompt: Define foreshadowing. Discuss Wiesel’s use of foreshadowing in Chapter 2 regarding Madame Schachter.
- Answer the following prompt: In Chapter Three, Wiesel says,” For the first time, I felt anger rising within me. Why should I sanctify his name?...What was there to thank him for? (33). What is beginning to happen to the young religious scholar?
- Answer the following prompt: How would you describe Wiesel’s style of writing? How does his writing style affect the book?
- Answer the following prompt: On the eve of Rosh Hashanah, Wiesel says that he “felt very strong…stronger than this Almighty.” (68) Why does he say this? How is this a paradox? How have his experiences in the camps changed his views on faith?
- Higher Order Question: Oftentimes in literature an author will create characters and relationships in order to contrast the main character or the main character’s relationship with other people, much the same way a foil operates in literature. In Night, Wiesel mentions several father and son relationships. In a well-written essay, discuss the nature of the relationship between Eliezer and his father and how it changes by contrasting it with other relationships in the memoir. Do not merely summarize the plot.
Excerpts from The Diary of Anne Frank
Objectives
- Analyze the importance of narrative perspective in relation to the events that occur
- Trace the development of motifs of hope and optimism, love, isolation, search for identity, family and generosity and compassion
- Answer the following prompt: Literature often times leaves the reader with a sense of hope and optimism or perhaps a sense of despair and cynicism. Based on the selections from the diary, analyze the sense one is left with at the end of her diary.
- Answer the following prompt: Coming of age themes, describing and documenting the transition form adolescence to adulthood appear in all genres and are especially common in the memoir and diary. Analyze Night and the selections from Diary of Anne Frank, as coming-of-age stories, independent of the extraordinary circumstances under which it was written.
November - December
George Orwell’s Animal Farm
Objectives
- Discuss and analyze the allegorical significance of characters and events.
- Discuss the novel as a commentary on the shortcomings and flaws inherent in human nature.
- Discuss the novel as a commentary on the dangers of distorted Socialism and Soviet Communism.
- Examine the elements of fable in the text and analyze the advantages of the fable format for conveying social and political criticism.
- Examine the three major types of irony: situational, verbal and dramatic.
- Analyze the elements and effects of propaganda.
- Trace the of authoritarianism and totalitarianism throughout the text.
- Offer a close reading of Animal Farm and support all assertions and interpretations with direct evidence from the text, from authoritative critical knowledge of the genre, or from authoritative criticism of the novel.
- Answer the following prompt: Why does Orwell choose to use animal characters rather than human characters in order to portray his criticism of the Communist regime? Consider the benefits of the fable format.
- Answer the following prompt: To what extent is Old Major a character who represents the pure origins of Socialism? To what extent is he a character whose ideas and actions already pose problems and promise complications?
- Answer the following prompt: What is the role of religion in Animal Farm? How does it change as the text progresses?
- Answer the following prompt: How does the character of Boxer function as an allegorical representation of the Soviet Union’s working classes? What criticism, if any, does Orwell express in his characterization of Boxer?
- Answer the following prompt: What is the correlation between the manipulation of language and the education of the animals?
- Answer the following prompt: Animal Farm is an allegory portraying the abuse of power and the distortion of Socialism Orwell witnessed in the early-twentieth-century fall of Russia and rise of the Soviet Union. In addition, Animal Farm is a satire and a fable illustrating Orwell’s criticism of the weaknesses and faults present in human nature. Which weaknesses and faults does Orwell consider to the most dangerous?
- Higher Order Question:The use of animal characters in place of humans is a common characteristic of the fable. Write a well-organized essay in which you evaluate the effectiveness of Orwell’s use of anthropomorphism in Animal Farm. Do not merely define anthropomorphism or list the animals and their symbolic significances.
- Higher Order Question: Satires convey a writer’s criticism of a particular person, group of people, or event through the use of humorous language, funny characterizations, and sarcasm. Write a well-organized essay in which you discuss Orwell’s use of satire in Animal Farm and explain how disguising his criticism in satirical and often light-hearted language helps Orwell advance his plot and convey his theme to the audience.
December - January