Wartnik E.4 Documented Syllabus

Wartnik E.4 Documented Syllabus / 1

Syllabus

***English IV***Neil Wartnik*** (Revised 12/28/14)

Mr. Wartnik’s Goal: To build a community of goodwill, where everyone strives to become great readers, great thinkers and great communicators.

Classroom Expectations:

Respect

Honesty

Dependability

Growth Mindset

Resources & Tools:

*Black + Dark Blue Ball Point Pens

*Pencils

*Notebook Paper

*Spiral Notebook (For Warm-ups)

*3-Ring Binder

*Text book/Reading Materials

* Highlighters, Colored Pencils and Rulers are optional

What Do Grades Mean in Mr. Wartnik’s Class?

Proficiency Scale

A-5/6 (100-120%)Exemplary Work; Exceeds Mastery

B-4 (80-89%)Solid Work; Strong Evidence of Mastery

C-3 (70-79%)Sufficient; Evidence of Adequate, not Advanced Mastery

D-2 (60-69%)Mediocre; Evidence of Partial Mastery

I-1 (0-59%)Incomplete: Little or No Evidence of Mastery

AP Grade Scale

9-Exemplary (100%)

8-Outstanding (92%)

7-Very Good (86%)

6-Good (82%)

5-Okay (76%)

4-Close (72%)

3-Floundering (64% Semester 1 and 20% Semester 2)

2-Lost (10%)

1-No Development (5%)

0-No Understanding (0%)

*Because the state has defined proficiency as the goal of public education, I give students multiple opportunities to demonstrate skill. When a student shows significant growth on summative assessments, his/her higher score(s) will replace previous scores on equivalent assessments.

Class Policies & Procedures:

1. Required Assignments? You must complete all summative assessments to a minimum

acceptable standard. Summative assessments include tests and major essays.

2. Passes? a privilege that can be lost. Get them before school, after school, or after class.

3. Groom and dress: Neither hats nor distracting apparel may be worn in class.

4. Technology use? With instructor permission, technology is allowed. Game Over: The Carmen rule!

5. Bathroom Use?

*Is it okay with Mrs. Tatum and Mr. Franklin? Some students lose the privilege

*Are you abusing the privilege?

*Have you made a scene?

*Have you asked respectfully at an appropriate time?

6. Water only; no other food or drink may be consumed in the classroom without my OK.

7. Deadlines?Composition is a creative act. Not everyone creates in the same way or at the same rate. Therefore my composition deadlines have some flexibility. However, you must complete all major compositions to receive credit for the class! If you get stuck on a composition, come to office hours before or after school so you can get you un-stuck. Daily assignments are time sensitive. I expect you to come ready for class discussions or peer editing day-by-day. Bring what you have—even if not finished. Accept and deal with your reality. Make improvements and grow as a student. Never feel stupid because you are struggling on an assignment. Be a problem-solver; overcome fears.

8. Tardy Policy? Be in your seat ready and able to work when the bell rings, or you may be marked tardy.

9. Attendance Policy? Bring a note or have your parent/guardian call within twenty-four (24) hours after an absence. Deal with absences before class! Notesneed the date of and reason for the absence. Remember, not all absences are excused by the office and UA’s affect your grade. Refer to the handbook for clarification. Work missed during an excused absence receives full credit if turned in according to the student handbook guidelines.

10. Cheating/Plagiarism? Major essays and tests, must be redone and resubmitted for you to pass the class. A second offense results in automatic loss of semester credit.

Learning Targets/Standards in Brief:

1. Students will be able to write coherent, fluent paragraphs & essays with all TRIACelements, according to MLA conventions.

2. Students will be able to write essays in the narrative, expository, and argumentative modes, providing an introduction, body and conclusion, using Standard Written English.

3. Students will learn how to build vocabulary knowledge independently.

4. Students will be able to competently analyze themes, characters, irony, symbolism, figurative language, and other major literary devices and elements.

5. Students will be able to analyze and articulate the purpose, organization, development, and style of informational & literary texts.

6. Students will be able to analyze and interpret information presented in a variety of forms/modalities.

7. Students will be able to interpret information and explain its significance.

8. Students will be able to research a topic effectively and express findings ethically.

9. Students will be able to compare, contrast, and synthesize information from a variety of sources.

10. Students will be able to explain how works of literature, art, music, and other rhetorically significant communication forms relate to them personally.

11. Students will be able to express their ideas and understanding in a variety of formsmultimedia.

Parent(s):

If you would like to examine the scope and sequence of my English 4 class, you will find the document on my page of the school web site: , Neil Wartnik.

If you or your child have any questions or need assistance, I am available 7:45-8:20 most mornings and 3:10-4:00 most afternoons. During wrestling season I leave for practice by 3:30 most days, but can stay later if necessary. I truly enjoy getting to know the people I serve and doing all I can to make their experience positive. To contact me, you may call 541-997-3448 or email me at , and I will get back to you as promptly as possible.

Please print your full name(s) and your e-mail address.

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Full Name(s): ______

E-Mail Address: ______

Question/Comment:

We the undersigned fully understand the expectations of this course as outlined above. It is important to have an environment conducive to the educational process, and the expectations above are designed to help accomplish these educational goals.

X______Date______

Student signature

X______Date______

Parent(s) signature

Learning Targets/Standards Expanded:

A. Composition:

1. Standard Written English: Following conventions:

*Grammar/Syntax

*Punctuation

*Capitalization

*Paragraphing (TRIAC)

2. Argumentative

a. Claim>Support>Warrant

~Synthesis of the Comprehensive Comments, Claims, and

Evidence Made on an issue; All Sides Considered

~Resolution of Contradictions Where Possible

~Determination of Additional Info needed to Further Analysis

b. Introduction—>Body—>Conclusion/Synthesis

~Topic Sentences

~Sequencing for Effect

~Transitions

~Balanced Development

c. Stylistic Considerations:

~Clear/Coherent: Reads Well; Easy to Understand

~Writes to a Diverse Audience: Rhetorical Considerations

-Thoughtful Concession and Rebuttal

-Considers all Positions’ Weaknesses, Strengths, and

Reasons.

~Effective Voice, Tone for WriterReader Relationship

~Clearly Defined, Meaningful Purpose

~Effective Development & Structure

~Effective Use of Technology/Multimedia

d. SWE (Meeting the Conventions of Standard Written English)

3. Informative:

a. Assertive Thesis>Support>Analysis>Conclusion/Synthesis

~Selecting premium support

-Best Sources, Content, Analogies, Anecdotes

~Justifying and explaining support where appropriate

b. Introduction—>Body—>Conclusion

~Topic Sentences

~Sequencing for Effect

~Transitions

~Balanced Development

c. Stylistic Considerations:

~Clear/Coherent

~Writes to a Diverse Audience: Rhetorical Considerations

~Effective Voice, Tone for WriterReader Relationship

~Clearly Defined, Meaningful Purpose

~Effective Development & Structure

~Effective Use of Technology/Multimedia

d. SWE (Meeting the Conventions of Standard Written English)

4. Narrative:

a. Based on class reading(s)—writing reflectively.

b. Developing Real or Realistic Experiences/Events

~Well chosen Details

~Effectively Sequenced: Beginning>Middle>End

~Highlighting Life Change and/or Insight

c. Organized:

~Intro>Body>Conclusion

~Logically Sequenced, using Chronology as appropriate

-Flashback and foreshadow are acceptable variations

~Transitions & Unifiers

d. Incorporating Effective Techniques:

~Narrator POV/Voice that engages the reader

~Multiple Plotlines? (Enrichment for those wanting a challenge)

~Characterization: Description, Action, and Dialogue

~Setting: Description

~Plot Devices: Foreshadow, Flashback, Advancing Conflict

~Language Devices: Imagery, Symbolism, Figurative Language

~Intricacy of Tone: Suspense, Intrigue, Irony

e. SWE (Meeting the Conventions of Standard Written English)

B. Literature:

1. Vocabulary Analysis: (Ongoing)

a. Context

b. Dictionary: Print/Online

c. Frayer Analyses

d. RPS (Root, Prefix, Suffix Analysis)

e. Word Analysis: Using Write-in Readers

~Part(s) of Speech

~Origin

~Pronunciation

~Word Meaning(s)

f. Additional Considerations:

i. ambiguity/multiple meanings

ii. symbolism

iii. Nuance: connotation vs. denotation

iv. abstract concepts

2. Objective Summary of a Complex Text: King Lear, The Scarlet Pimpernel

Endurance, Lord of the Flies, and/or Animal Farm

3. Structural Analysis:

a. The effects of Beginnings and Endings on:

i. Structure

ii. Aesthetic Value

iii. Meaning

b. Impact of Structure on Clarity, Engagement, and Persuasiveness

4. Analyze Development of a Complex Set of Ideas or sequence of events over

the Course of a Text (King Lear, Lord of the Flies, & The Scarlet Pimpernel)

a. Impact on Characters, Themes, Conflict, and Plot

5. Literary Analysis Essays:

a. Impact of Author’s Developmental/Stylistic Choices

i. Literary Elements (Novel, Drama, Poetry)

ii. Literary Devices

Specific Analyses:

a. Narrator’s Voice: Satire, Irony, Sarcasm, and/or Hyperbole

Consider the difference between explicit and implicit meaning.

*The Scarlet Pimpernel or Lord of the Flies

b. Symbolism: *The Lord of the Flies

c. Theme: King Lear or Lord of the Flies

d. Setting: *The Scarlet Pimpernel or Lord of the Flies

e. Character/Conflict: *The Scarlet Pimpernel; King Lear; The L o t F

6. Analysis of Interpretations:

a. Analyze works interpreted by multiple authors and/or in

multiple mediums: eg. King Lear, King Arthur, or The Scarlet Pimpernel

7. Rhetorical Effectiveness (Literary & Informational Text):

~ POV

~Purpose

~Language

~Tone

~ Evidence

~Points of Emphasis

~Logic: Premises + Reasoning

*Bacon’s Essays “Of Riches” & “Of Studies”; Shakespeare’s Sonnets,

Psalm 23, Ecclesiastes 3, I Corinthians 13, from The Pilgrim’s Progress,

From Gulliver’s Travels, Lord of the Flies, King Lear; A Vindication to

the Rights of Women, et al

8. Interpreting Diverse Media: Use the Rhetorical Triangle as a lense

~Visual: Pictures, Displays, Art, Cartoons, Ads, Videos, Programs

-Amazing Grace &/or Pride and Prejudice

~Auditory: Music, Speech, Debate

9. Research Essay:

a. Self-initiated (At least once)

b. Formatted according to MLA Conventions:

~Annotated Bibliography

~Works Cited

~In-text Citations

~Quotation, Paraphrase, and Summary

c. Advanced Analysis of Textual Support

d. Synthesis of Multiple Sources (Primary/Secondary Sources)

i. Source Selection: Authoritative (Annotated Bibliography)

-Using Advanced Searches

ii. Literary and Informational Texts

- Literary Texts with Multiple Themes (L of the F, KL, The SP)

e. Analysis of Support Is the Basis of Valid, Insightful Conclusions

*Students will develop a research essay around a focal issue, era, or author

~Issue: Women’s Rights, Abolition of the Slave Trade, Literacy, et al

~Era: The Renaissance, The Victorian Age, The Reformation, et al

~Author: Look at the syllabus. Where applicable there are lists of famous authors.

**Students will present their research to the class using a Powerpoint document.

D. Speech:

1. Panel Discussion:

~Integrating and/or Responding to the ideas of others

~Articulating Personal Views Clearly and Convincingly

~Ability to Interact Effectively with Diverse Partners.

*Topics will be derived from The Scarlet Pimpernel, King Lear, The Lord of the Flies, The Areopagitica, and other compelling works of literature

**Goal: Internalization of a Perspective and the ability to React Thoughtfully and Articulately to Alternative and Opposing views.

2. Oral Presentation:

~Of Findings

~Rich in Meaning/Value

~Compelling Evidence/Development/Support

~Effective Organization

~Style Appropriate to the Task>Delivery + Tone + Language

~Connects with the Audience

~Uses Media Effectively

*Multiple Contexts and/or Tasks

*Short presentation early, Long presentation later in the year

**Assign students to period analyses—based on background information in the LiteratureText.

***Use of Powerpoint or Other Multimedia Resource Is Mandatory.

3. Speech Analysis: Rhetorical Triangle

~ POV: Assessing Stance/Bias

~Purpose

~Organization: Links among Ideas

~Language

~Tone

~Use of Evidence + Rhetoric

~Points of Emphasis

~Logic: Premises + Reasoning

*Use Queen Elizabeth’s “Speech to the Troops at Tilbury” and/or William Wilberforce’s May 12, 1789 Speech to Parliament.

4. Inquiry-based Discussion (Based on Interpretive Questions):

~Allow for Full Range of Positions

~Verification and Clarification of Ideas and Positions

~Challenges to Ideas and Positions

~Conclusions (Based on the Discussion)

*Goal: Help Students Understand, Internalize, Synthesize and Apply Techniques and Skills.

*Assignments will be based on in-class discussions.

Ongoing Learning Activities:

*Vocabulary Development

*Grammar Development/SWE

*Self-Reflective Journaling

Overarching Theme: British Literature

Progression:

1. Introduction-Growth Mindset Unit

2. Pretest-Establish Baseline

3. Overview of the Periods (Open with a Ppt. Presentation of the Anglo-Saxon Period)

4. The Anglo-Saxon Unit (Ballads, Historical Narratives + Beowulf)

5. The Medieval Period (Le Morted’Arthur, Gawain + CanterburyTales)

6. The Renaissance Period (Shakespeare; Milton)

7. The Enlightenment Period (Bunyan, Swift + Defoe)

8. The Romantic Period (Wilberforce; Jane Austen)

9. The Victorian Age (The Scarlet Pimpernel)

10. The 20th Century to Contemporary Period (Endurance, L of the Flies, Animal Farm)

Unit 1: “The Importance of Mind Set”

Goals:

1. Analyzing text to gain understanding and using knowledge of text in written and oral explanations.

2. Knowledge of Oregon Standards for Assessing Comprehension of Informational Text .

Readings:

“Think You’re Smart?” (Kevin Cool) & “Effort Effect” (Marina Krakovsky)

Formative Assignment: Analyze main points: Quotation, Paraphrase & Comment

Formative Assignments: 1. Analyze the structure of the article;

2. Write a summary of “Effort Effect”

Activities:

1. Formative TRIAC: [What is Marina Krakovsky’s goal in her article about Carol Dweck’s

research?]

11-12.RI.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.W.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

3. FRAYER AnalysisTRIAC Explanation of PRIDE acronym

11-12.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Unit 2: The Anglo-Saxon Period (449-1066 AD)

Unit Goals:

1. Strengthen ability to analyze text and demonstrate understanding in a variety of ways, written, oral and multi-media.

2. Student Understanding of Life & Literature in Anglo-Saxon Britain.

3. Accurate Self and Peer Assessment of written explanations and products using Score Guides.

*Option: Break the Class into three groups. Each group will focus on one of the three

short narratives and report back to the class, reviewing their Findings/Revelations.

Activities:

1. Read Unit Background (84 HB): Provide Scaffolding for Unit Readings

~ Top 7 List of most important things to know about Britain at this time

~Class comparison and debrief

~Lecture to fill in gaps

Word Puzzles/Riddles

*from the Exeter Book: “Anglo-Saxon Riddles” (238 SB/107 HB)

~Answer Analysis Question after the selection

~Write a succinct explanation of the riddle-solving process for one of the riddles studied.

Period Narratives:

“The Conversion of King Edwin” (90 HB): QPC’s + Timeline

~Answer text questions; document and cite as necessary

~Formative Assessment: TRIAC interpretation of the reading

*What do readers learn about Edwin and his people by St. Bede’s account?

“The Story of Caedmon” (95 HB): QPC’s + Timeline

~Answer text questions; document and cite as necessary

~Formative Assessment: TRIAC interpretation of the reading

11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain.

11-12.RI.10By the end of grade 12,read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Elegiac Lyric

“The Wife’s Lament” (101 HB)

~Answer text questions; document and cite as necessary

~Formative Assignment: Answer Box Questions, Take QPC Notes + Stanza Summaries

~Formative Assessment: TRIAC interpretation of the reading

*Consider multiple interpretations

11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain.

11-12.RL.10By the end of grade 12,read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.