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2010-2011
Sophomore English (Period 3) 9/7/10 HW: Catcher in the Rye Chapters 1 and 2. Identify and write down one quote that stands out to you.
CATS Sophomore English (Periods 1 and 6) 9/7/10 HW: Catcher in the Rye Chapters 1 and 2. Identify and write down one quote that stands out to you.
Description
Sophomore English builds upon the SHS English Department’s core academic expectations of reading and writing introduced inFreshman English. Listening and expression activities continue to support theteaching of reading and writing. Grammar and punctuation rules introduced in earlier grades will be reviewed and expanded upon in individual lessons. Students in Sophomore English continue todevelop their comprehension skills through a variety of narrative and informational texts. Students will also be expected to share their thoughts and writing through a variety of oral presentations including class discussions and formal presentations.
Book List
Required reading for all Sophomore English students.
1. The Cather in the Rye, J.D. Salinger
2. Of Mice and Men, John Steinbeck
3. To Kill a Mockingbird, Harper Lee
4. Macbeth (or other play of teachers' choice) William Shakespeare
Books from the optional list that I have covered are in bold. Whenever possible I allow student interest to determine which books from this list we will cover in each class. Because the freshman teachers do not cover Hiroshima by John Hersey, I Know Why the Caged Bird Sings by Maya Angelou, and Shoeless Joe by W.P. Kinsella, I use those in my Sophomore classes.
1. 1984, George Orwell
2. Anthem, Ayn Rand
3. Brave New World, Aldous Huxley
4. Ender’s Game, Orson Scott Card
5. Girl, Interrupted, Susanna Kaysen
6. Great Expectations, Charles Dickens
7. Inherit the Wind, Lawrence and Lee
8. Let the Circle Be Unbroken, Mildred D.Taylor
9. Lord of the Flies, William Golding
10. Night, Elie Weisel
11. The Perks of Being a Wallflower, Stephen Chbosky
12. A Separate Peace, John Knowles
13. Things Fall Apart, Chinua Achebe
14. When I Was Puerto Rican, Esmerelda Santiago
15. When the Legends Die, Hal Borland
16. Winesburg, Ohio, Sherwood Anderson
17. How the Garcia Girls Lost Their Accents Julia Alvarez
18. If I Die in a Combat Zone Box Me Up and Ship Me Home By Tim
C. Short Stories
1. “Bad Characters,” Jean Stafford
2. “Here There Be Tygers,” Ray Bradbury
3. “The Raven,” Edgar Allen Poe
4. “The Scarlet Ibis,” James Hurst
5. “The Sniper,” Liam O’Flaherty
6. “The Story of the Good Little Boy,” Mark Twain
7. “Teenage Wasteland,” Anne Taylor
8. “Tom Edison’s Shaggy Dog,” Kurt Vonnegut
9. Other short stories of the teacher’s choosing.
Senior English (Period 8)
hamletinartophelia.movNatalie Merchant - Ophelia.mp3
Description
Senior English is a world literature class in which students will be expected to read assigned books, including selections of fiction and nonfiction, as well as independently-chosen readings. Short stories and poetry will also be studied in Senior English. The course will focus on literary analysis and writing. Listening and speaking activites, and study skills will supplement reading and writing. A variety of activities will be used to achieve these goals, including daily reading, writing, speaking and listening tasks, along with individual and group projects and presentations.
My section of Senior English will also focus on debate, oration, perfecting college essays, and writing formal business letters and resumes.
Grade 12. Required Reading. These works may not be used in other grades.
Antigone, Sophocles.
The Awakening, Kate Chopin.
Hamlet, William Shakespeare.
Pride and Prejudice, Jane Austen.
Their Eyes Were Watching God, Zora Neale Hurston.
Grade 12. Optional Reading. These works may not be used in other grades. We will most likely be reading the books from the list below that are in bold print.
A Farewell to Arms, Ernest Hemingway.
Anna Karenina, Leo Tolstoy.
As I Lay Dying, William Faulkner.
The Bell Jar, SylviaPlath.
Beloved, Toni Morrison.
The Bluest Eye, Toni Morrison.
Catch-22, Joseph Heller.
Crime and Punishment, Fydor Dostoyevsky.
The Death of a Salesman, Arthur Miller.
The Death of Ivan Ilyich, Fydor Dostoyevsky.
A Doll’s House, Henrik Ibsen.
Don Quixote, Cervantes.
Emma, Jane Austen.
Fahrenheit 451, Ray Bradbury.
Going After Cacciatto, Tim O’Brien.
The Grapes of Wrath, John Steinbeck.
Gulliver’s Travels, Jonathan Swift.
King Lear, William Shakespeare.
The Maltese Falcon, Dashiell Hammett.
A Midsummer Night’s Dream, William Shakespeare.
Moby Dick, Herman Melville.
Mrs. Dalloway, VirginiaWoolf.
Native Son, Richard Wright.
Oedipus Rex, Sophocles.
One Day in the Life of Ivan Denisovitch, Alexander Solzhenitsyn.
One Flew Over the Cuckoo’s Nest, Ken Kesey.
A Room with A View, E. M. Forster.
Rosencrantz and Guildensternare Dead, Tom Stoppard.
Slaughterhouse-Five, Kurt Vonnegut.
Sula, Toni Morrison.
A Tale of Two Cities, CharlesDickens.
Tess of the D’Urbivilles, Thomas Hardy.
The Things They Carried, Tim O’Brien.
To the Lighthouse, VirginiaWoolf.
The Wasteland, T. S. Eliot.
Wuthering Heights, Emily Bronte.
Short Stories
“A&P,” John Updike.
“First Confession,” Frank O’Connor.
“A Good Man is Hard to Find,” Flannery O’Connor.
“How to Be A Writer,” Lorrie Moore.
“I Stand Here Ironing,” Tillie Olsen.
“Two Kinds,” Amy Tan.
“The Yellow Wallpaper,” Charlotte Perkins Gilman.
English Department Introduction to Program of Studies
The English program offers sequential instruction in language skills to freshmen and sophomores and varied electives to freshmen, sophomores, juniors, and seniors. Since four (4) years in English are required for graduation, students are expected to work to fulfill this requirement during each year of high school. Included in the study of literature are recognition of literary types, understanding of techniques of various styles, awareness of values and themes, and introduction to famous writers, past and present. Grammar and composition skills are reviewed and reinforced each year by the English teacher as needs are revealed in oral and written communication.
The English Department offers a strong program involving classic and contemporary literature from diverse voices that challenges students to think about timeless issues that shape our lives.
Students at all grade levels read a core of important works in many genres, including The Odyssey and Hamilton’s Mythology, and various selections of poetry and short stories. Students will also read Shakespearean plays (including Romeo and Juliet, Macbeth or Othello, The Tempest, and Hamlet); Nathaniel Hawthorne’s The Scarlet Letter; Kate Chopin’s The Awakening; Mark Twain’s The Adventures of Huckleberry Finn; Sophocles’ Antigone; and selected writings of world literature. Other texts that students will read include The Catcher in the Rye, To Kill a Mockingbird, The Crucible, and Zora Neale Hurston’s Their
Eyes Were Watching God. Additional classic and modern texts will be read along with these titles.
Through class study of these works, students will learn to read with greater insight. Students will also be required to write analytically, personally, imaginatively, and often. Ultimately, through the process of writing, students will focus, clarify, deepen, and expand their thinking.
Springfield High School English teachers believe that homework is a necessary and appropriate element of high school English instruction. Consequently, homework will be assigned in all courses offered by the department. The amount and frequency of homework will be determined by skills, goals, and objectives represented by each course.
The English curriculum also reflects and includes the Vermont Standards in the are as of reading and writing, and supports Springfield High School’s reading and writing Expectations for Student Learning that are embedded in the SHS Mission Statement. For graduation, students must pass Freshman and Sophomore English, successfully complete American Literature, American Studies, or AP English Language and Composition during junior year, and pass Senior English or an Advanced Placement course in their fourth year of high school. All classes that are not required will be given elective credit.
trategies 9-12
1.1 Students use a variety of strategies to help them read. This is evident when students use a combination of strategies including: sounds, syllables, and letter patterns (e.g. phonological, phonic, and graphic knowledge); syntax,meaning in context, a range of cueing systems to discover pronunciation and meaning; self-correcting when subsequent reading indicates an earlier miscue;questioning; prior knowledge of the topic and sense of story; predicting skimming; following themes; previewing for book selection (e.g., for content,format, style); synthesizing across sources; using knowledge of word structure to extend vocabulary identifying transition words to help understand organization of text; adjusting rate of reading and strategy use according to purpose of reading and type of text, and use knowledge of word
origins and other resources to extendvocabulary development across all content areas.
Reading Accuracy
1.2 Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.
Reading Comprehension
1.3 Students read for meaning,demonstrating both initial understanding and personal response to what is read.This is evident when students: comprehend grade-appropriate materials; analyze and interpret features of a variety of types of text; make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school; make/applications of a text; identify the textual structure and/or the technical, artistic, and literary conventions of text; and explain the meaning of various forms of representation (e.g.,narrative, graphical, cartographic, symbolic, mathematical), and analyze,interpret, and evaluate texts produced for a wide range of purposes and audiences, including their cultural, political, and aesthetic contexts.
Reading Range of Text 9-12
1.4 Students comprehend and respond to a range of media, images, and text (e.g., poetry,narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
Reading Accuracy
1.2 Students read grade-appropriate material, with 90%+ accuracy,
WRITING
Writing Dimensions
1.5 Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:
Purpose-- Intent is established and maintained within a given piece of writing.
Organization-- The writing demonstrates order and coherence.
Details-- The details contribute to development of ideas and information, evoke images, or otherwise elaborate on or clarify the content of the writing.
Voice or Tone -- An appropriate voice or tone is established and maintained.
Writing Conventions
1.6 Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics. This is evident when students: use clear sentences, correct syntax, and grade-appropriate mechanics so that what is written can be easily understood by the reader; use correct grammar; employ a variety of sentence structures; follow conventional spelling; use correct mechanics; display few errors or patterns of errors, relative to length and complexity, and make only intentional, effective departure from conventions.
Responses to Literature 9-12
1.7 In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues;and make judgments about the text. This is evident when students: connect plot/ideas/concepts to experience, including other literature; go beyond retelling of plot by reflecting on what is read and making connections to broader ideas, concepts, and issues; and support judgments about what has been read by drawing from experience, other literature, and evidence from the text, including direct quotations; clearly articulate a point of view, or state a firm judgment about the piece to be discussed; engage the reader effectively and provide closure; and maintain a sense of audience by addressing the reader's
possible questions, and students willalso establish interpretive claims and support them.
Reports
1.8 In written reports, students organize and convey information and ideas accurately and effectively. This is evident when students: analyze a situation based on information gathered, and suggest a course of action based on the information; discuss a situation or problem, then predict its possible outcomes based on information gathered; engage the reader and develop a controlling idea; use appropriate organizing structures; use a range of appropriate elaboration strategies such as including appropriate facts and details, describing the subject or narrating a relevant anecdote; organize information gathered through reading, interviews, questionnaires, and experiments so that a reader can easily understand what is being conveyed; establish an authoritative stance on a
subject, and appropriately identify andaddress the reader's need to know; include appropriate facts and details, excluding extraneous and inappropriate information; and develop a controlling idea that conveys a perspective on the subject; use a variety of strategies to develop the report; and organize text in a framework appropriate to purpose, audience, and content.
Narratives
1.9 In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole. This is evident when students: recount in sequence several parts of an experience or event, commenting on their significance and drawing a conclusion from them; or create an imaginative story with a clear story line in which some events are clearly related to the resolution of a problem use dialogue and/or other strategies appropriate to narration; select details consistent with the intent of the story, omitting extraneous details; establish a situation/plot, point of view, setting, and conflict; develop characters through action, speech, relationship to others,etc.; use a range of narrative strategies;engage readers by creating a context that makes clear
the significance of the story and ofits central idea or tension; control both the movement(chronology) and the pace of the story; effectively use a range of narrative strategies; effectively use dialogue; and unify all narrative aspects of the story.
Procedure
1.10 In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole. This is evident when students: organize the steps of procedures clearly and logically; use words, phrases, and sentences to establish clear transitions between steps; provide instructions for the successful completion of an appropriately complex set of actions; anticipate what a reader needs to know in order to follow the procedures; make use, when necessary, of appropriate graphics to support text; and use a variety of design and writing strategies (e.g. headers,graphics, tone, imagery) to ensure the message is user-friendly.
Persuasive Writing
1.11 In persuasive writing, students judge, propose, and persuade. This is evident when students: clearly define a significant problem, issue, topic, or concern; make an assertion or judgment, or propose one or more solutions; support proposals,as appropriate, through definitions, descriptions, illustrations, examples from experience, and anecdotes; and engage the reader by anticipating shared concerns and stressing their importance, discussing the pros and cons of alternatives, addressing the reader's potential doubts and criticisms; take an authoritative stand on a topic; support the statement with sound reasoning; and use a range of strategies to elaborate and persuade.
Personal Essays
1.12 In personal essays, students write effectively. This is evident when students:
reflect on personal experience, or the experience of an imagined character, using patterns of cause/effect, comparison, and classification; relate personal experiences to concepts, patterns, and ideas; trace the process of reflection, making connections between thoughts and experience; establish a commonplace, concrete occasion as a context for reflection, and maintain a thoughtful voice and style.
Poetry
1.23 In writing poetry, students use a variety of forms. This is evident when students: write poems with a purpose and an awareness of audience; use words for their sounds and textures, as well as their meanings; write poems in a variety of voices for a variety of audiences; use figurative language and descriptive words and phrases in their poems; write poems using dialogue, character, setting, and plot; write poems that express mood, thought, or feeling, and write poems that include the observance and intentional non-observance of conventions.
LISTENING
Clarification and Restatement
1.13 Students listen actively and respond to communications. This is evident when students:ask clarifying questions; restate, and respond through discussion, writing, and using art forms.
Critique
1.14 Students critique what they have heard (e.g., music, oral presentation).This is evident when students: observe; describe; extend; interpret; and make connections.
EXPRESSION
Speaking
1.15 Students use verbal and nonverbal skills to express themselves effectively. This is evident when students: share information; use accepted conventions of the English language (e.g., grammar, usage, word choice, pronunciation) in formal settings (e.g., class presentations, job interviews); show awareness of an audience by planning and adjusting to its reaction; make effective use of such devices as pace, volume, stress, enunciation, and pronunciation; use language expressively and persuasively; constructively express preferences, feelings, and needs, and assume roles in group communication tasks.
FIELDS OF KNOWLEDGE STANDARDS
Critical Response:
Eras and Styles
5.1 Students demonstrate understanding of the historical eras, styles, and evolving technologies that have helped define forms and structures in the arts, language, and literature.
Times and Cultures
5.2 Students demonstrate how literature, philosophy, and works in the arts influence and reflect their time and their local and regional culture.
Universal Themes
5.3 Students discover universal themes by comparing a broad range of cultural expressions from various times and places.
Aesthetic Judgment
5.4 Students form aesthetic judgment, using appropriate vocabulary and background knowledge to critique their own work and the work of others, and to support their perception of work in the arts, language, and literature.
Point of View
5.5 Students develop a point of view that is their own (e.g., personal standards of appreciation for the arts, language, and literature).
Critique and Revision
5.6 Students review others; critiques in revising their own work, separating personal opinion from critical analysis.
Audience Response
5.7 Students respond constructively as members of an audience (e.g., at plays, speeches, concerts, town meeting).
LITERATURE AND MEDIA
Types of Literature
5.8 Students read a variety of types of literature, fiction and nonfiction (e.g., poetry, drama, essays, folklore and mythology, fantasy and science fiction, and public documents, such as newspapers and periodicals).
American Literature
5.9 Students interpret contemporary and enduring works of American literature, and understand how important themes of American experience have developed through time.
Diverse Literary Traditions
5.10 Students interpret works of diverse literary traditions including works by women and men of many racial, ethnic, and cultural groups in different times and parts of the world.
Literary Elements and Devices
5.11 Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
Literate Community
5.12 Students participate as members of a literate community, talking about books, ideas, and writing.
Responding to Text
5.13 Students respond to literary texts and public documents using interpretive, critical,and evaluative processes. This is evident when students: make inferences about content, events, story, characters, and setting, and about the relationship(s) among them; explain the differences between various genres; analyze the impact of authors' decisions regarding word choice and content; make inferences about themes and styles; describe how linguistic structures and the diverse features of language can influence interpretation of texts; identify the characteristics of literary forms and genres; explain the effects of point of view/bias; evaluate literary merit; make thematic connections between literary texts, public discourse, and media; evaluate the impact of authors'
decisions regarding word choice, style,content, and literary elements; and interpret the ambiguities, subtleties, contradictions, ironies, and nuances.
THE ENGLISH LANGUAGE
Changes in Language
5.16 Students demonstrate understanding of the ways in which the English language evolves and changes (e.g., word origins, impact of major events).
Dialects
5.17 Students respect diversity in dialects.
Structures
5.18 Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).
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