Course: English IV
Teacher: Kathy Saunders
email: [email protected]
Weebly: https://EnglishIVSaunders.weebly.com/
Classes will use Remind as follows:
English IV A:
Link:
or by phone:
2A
1-Enter this number: 81010
2-Text this message: @mrsksaund
3A
1-Enter this number: 81010
2-Text this message: @k9e248
After January 2020, Lessons are posted to Google Classroom
Purpose of Course
Students in this course will engage in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As they read, students should consider a work's structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.
As the learner progresses through the course, he/she will gain an appreciation for both contemporary and historical literature. This course will also provide the opportunity to develop and enrich writing skills, through skill development in the characteristics of effective writing for a variety of different purposes and audiences.
Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As they read, students should consider a work's structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.
Students in English IV read, discuss, and write about both early through modern, 21st century literature, as well as the influence of British literature through the study of William Shakespeare, through which students will identify cultural significance. They will examine pieces of global literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, informational/explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will:
Course Grading Criteria
Assessments:
Assessments will include written, multiple choice, performance, formal and informal assessments and will be used as an objective measurement of the learning outcome. This allows reflection on what needs to be retaught and/or when curriculum compacting can occur to avoid repetition of mastered material. Assessments will be personalized as self-reflection, student-generated rubrics, group projects to offer assessment capable learners opportunities to thrive. Formative assessments will drive instruction and performance assessments will combine with authentic assessment and learning opportunities to prepare students. Benchmark assessments and partnered reflection/formative planning with drive outcomes. Performance based learning will extend our purpose and enrich the plan which is always to benefit the learner and the learning community.
follow this link to grading policy.
Assignments 100 points
Classwork 100 points
Quizzes 100 points
Exams/Projects 300 points
A: 90-100
B: 80-89
C: 70-79
D: 60-69
NP: 59
Plagiarism:
copying, infringement of copyright, piracy, theft, stealing;
Work Policy:
Assigned work is due at the beginning of the class. Late assignments are accepted; however, they will have a placeholder zero and require a document signed by student and parent/guardian. Students/parents have my contact information and are encouraged to contact me with questions regarding the assignment. Attempts are always celebrated.
Zero Policy: All student work can be re-taken for an adjusted grade when a student has a zero or has a grade below mastery of 80% as the goal is learning at all times. The only exception exists in the plagiarism policy.
CLASSROOM EXPECTATIONS:
1- Prompt arrival;
2- Prepared, ready to work on time; electronics only with teacher permission
3- Completion of homework and assignments on time/at the beginning of class.
4- Promotion of a positive work climate
5- Use of appropriate language and behavior
6- Respect of yourself, peers, faculty and school property
Recommended Supply List: (please see me or contact me if there are any issues obtaining supplies)
1- One-inch binder
2- Loose leaf paper
3- Color pencils
4- Flash/thumb drive
5- Highlighters
6- Composition notebook or journal
7- Erasable pens or pencils
Wish list: paper towels, hand sanitizer, Clorox wipes
Tutoring is offered every Thursday after school in the classroom and upon request; please notify me in advance.
Primary Resources: This course is composed a variety of print, non-print, fiction, informational text and historical documents presented across mixed media and mixed genre. The following primary documents are a representative sampling of materials covered over the year-long course
Tentative Selections :
Selections/Authors (tentative):
Ta Nehisi Coates: Student identity and personal narrative structure
Ava Duvernay: The Color of Change
Ken Burns: Documentary Analysis; Editorial Writing
David Sedaris: "Us and Them"
Amy Tan: "Mother Tongue", "Fish Cheeks"
Chimamanda Idichie "The Danger of a Single Story"
Beowulf: Construct a boast, use proper syllabication, alliteration and devices of an epic proportion
Geoffrey Chaucer: Consider impact of author on British literature
The Canterbury Tales: Analyze The Pardoner's Tale and synthesize cultural impact.
Sir Thomas Mallory: Arthurian literature and ties to culture
William Shakespeare
Sonnets: Integrated in poetry
Hamlet:The play will explore the nature of the tragic hero in relation to both Greek literature and present day writings.
Teacher: Kathy Saunders
email: [email protected]
Weebly: https://EnglishIVSaunders.weebly.com/
Classes will use Remind as follows:
English IV A:
Link:
or by phone:
2A
1-Enter this number: 81010
2-Text this message: @mrsksaund
3A
1-Enter this number: 81010
2-Text this message: @k9e248
After January 2020, Lessons are posted to Google Classroom
Purpose of Course
Students in this course will engage in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As they read, students should consider a work's structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.
As the learner progresses through the course, he/she will gain an appreciation for both contemporary and historical literature. This course will also provide the opportunity to develop and enrich writing skills, through skill development in the characteristics of effective writing for a variety of different purposes and audiences.
Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As they read, students should consider a work's structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.
Students in English IV read, discuss, and write about both early through modern, 21st century literature, as well as the influence of British literature through the study of William Shakespeare, through which students will identify cultural significance. They will examine pieces of global literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, informational/explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will:
- Examine non-literary texts related to cultural studies.
- Research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues.
- Engage in project-based learning to connect to global issues and create of sense of self through experiential learning
- Establish community connections and global awareness through service-based learning and activities
- Critically interpret and evaluate experiences, literature, language, and ideas.
- Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work.
- Identify notable periods of global literature and their general characteristics.
- Describe the genres and stylistic techniques employed by notable authors.
- Compare and contrast the themes and approaches evident in different literary eras.
- Identify literary techniques including figurative language.
- Evaluate the impact and effectiveness of literary techniques on the text and the reader.
- Reference passages from a text to support a theory or analysis.
- Write for a variety of different purposes and audiences.
Course Grading Criteria
Assessments:
Assessments will include written, multiple choice, performance, formal and informal assessments and will be used as an objective measurement of the learning outcome. This allows reflection on what needs to be retaught and/or when curriculum compacting can occur to avoid repetition of mastered material. Assessments will be personalized as self-reflection, student-generated rubrics, group projects to offer assessment capable learners opportunities to thrive. Formative assessments will drive instruction and performance assessments will combine with authentic assessment and learning opportunities to prepare students. Benchmark assessments and partnered reflection/formative planning with drive outcomes. Performance based learning will extend our purpose and enrich the plan which is always to benefit the learner and the learning community.
follow this link to grading policy.
Assignments 100 points
Classwork 100 points
Quizzes 100 points
Exams/Projects 300 points
A: 90-100
B: 80-89
C: 70-79
D: 60-69
NP: 59
Plagiarism:
- the practice of taking someone else's work or ideas and passing them off as one's own.
copying, infringement of copyright, piracy, theft, stealing;
Work Policy:
Assigned work is due at the beginning of the class. Late assignments are accepted; however, they will have a placeholder zero and require a document signed by student and parent/guardian. Students/parents have my contact information and are encouraged to contact me with questions regarding the assignment. Attempts are always celebrated.
Zero Policy: All student work can be re-taken for an adjusted grade when a student has a zero or has a grade below mastery of 80% as the goal is learning at all times. The only exception exists in the plagiarism policy.
CLASSROOM EXPECTATIONS:
1- Prompt arrival;
2- Prepared, ready to work on time; electronics only with teacher permission
3- Completion of homework and assignments on time/at the beginning of class.
4- Promotion of a positive work climate
5- Use of appropriate language and behavior
6- Respect of yourself, peers, faculty and school property
Recommended Supply List: (please see me or contact me if there are any issues obtaining supplies)
1- One-inch binder
2- Loose leaf paper
3- Color pencils
4- Flash/thumb drive
5- Highlighters
6- Composition notebook or journal
7- Erasable pens or pencils
Wish list: paper towels, hand sanitizer, Clorox wipes
Tutoring is offered every Thursday after school in the classroom and upon request; please notify me in advance.
Primary Resources: This course is composed a variety of print, non-print, fiction, informational text and historical documents presented across mixed media and mixed genre. The following primary documents are a representative sampling of materials covered over the year-long course
Tentative Selections :
Selections/Authors (tentative):
Ta Nehisi Coates: Student identity and personal narrative structure
Ava Duvernay: The Color of Change
Ken Burns: Documentary Analysis; Editorial Writing
David Sedaris: "Us and Them"
Amy Tan: "Mother Tongue", "Fish Cheeks"
Chimamanda Idichie "The Danger of a Single Story"
Beowulf: Construct a boast, use proper syllabication, alliteration and devices of an epic proportion
Geoffrey Chaucer: Consider impact of author on British literature
The Canterbury Tales: Analyze The Pardoner's Tale and synthesize cultural impact.
Sir Thomas Mallory: Arthurian literature and ties to culture
William Shakespeare
Sonnets: Integrated in poetry
Hamlet:The play will explore the nature of the tragic hero in relation to both Greek literature and present day writings.
Classes will use Remind as follows:
English IV A:
Link:
or by phone:
1-Enter this number: 81010
2-Text this message: @98e367e
English IV A:
Link:
or by phone:
1-Enter this number: 81010
2-Text this message: @98e367e