Aphrodite
Marriage
of King Arthur
Of
Mice and Men
Sophomore
English
Overview
Sophomore English examines the ethical choices human beings make within the
context of developing Western culture. During the first semester, we will
study the Judeo-Christian concept of the paradise cycle from the Bible, along
with the archetypal elements of the voyage of the hero in both Biblical and
Greek literature. We will also be reading Arthurian Legend and exploring
the exploits of the romantic hero. Second semester includes the study of
the tragic hero in Shakespeare’s Julius Caesar, along with such twentieth
century literature as Steinbeck’s Of Mice and Men, John Knowles’ A Separate
Peace, and/or The Kite Runner and selected offerings in poetry and short story
from an American multi-cultural anthology, Braided Lives.
GOALS
1. Understand that the changing Western culture has affected the ways people make choices.
2. Understand and appreciate the role of literature in shaping and reflecting culture.
3. Enjoy and appreciate literature.
4. Recognize literary allusions and recurring patterns in
contemporary literature dating back to the earliest Western
writings.
5. Apply the complete writing process.
6. Write short essays in the narrative, expository, and persuasive modes, as well as an academic paper and an MLA guided research paper.
7. Prepare and deliver a five minute oral presentation.
8. Continue a study of grammar, mechanics, vocabulary acquisition, spelling, and writing (DOL) throughout the year as it ties into individual literacy units.
9. Participate in small group oral discussions.
|
|
|
|
|
Aphrodite |
Marriage
of King Arthur |
Of
Mice and Men |
| Instructional Units for Study | Quarter | Weeks Allotted |
| Greek Mythology | 1 | 5 |
| The Narrative paper | 1 | 1 |
| The Bible as Literature | 1 | 4 |
| Of Mice and Men | 2 | 4 |
| Expository/academic paper | 2 | 2 |
| King Arthur | 2 | 4 |
| Julius Caesar | 3 | 5 |
| MLA Research paper | 3 | 3 |
| Power Point Presentation | 3 | 1 |
| Braided Lives | 4 | 3 |
| A Separate Peace/The Kite Runner | 4 | 4 |
| Persuasive paper | 4 | 2 |
Assessment of Student Progress through unit tests, semester exams,
quizzes, class
participation and artistic projects.
The following tracking sheet shows the criteria for grading our four major papers:
WRITING FOLDER
SOPHOMORE TRACKING SHEET
2009-2010
NAME
Teacher : Wirtz
*Narrative paper
Title: Date:
Scores: Ideas Organization Conventions Sentence Fluency
Circle
skills/process used to produce paper:
brainstorming rough draft revision using technology publishing stage
*Expository paper
Title: Date:
Scores: Ideas Organization Conventions Sentence Fluency
Circle
skills/process used to produce paper:
brainstorming rough draft revision using technology publishing stage
*Research paper:
Title: Date:
Scores: Ideas Organization Conventions Sentence Fluency
Circle
skills/process used to produce paper:
brainstorming rough draft revision using technology publishing stage
*Persuasive paper:
Title: Date:
Scores: Ideas Organization Conventions Sentence Fluency
Circle
skills/process used to produce paper:
brainstorming rough draft revision using technology publishing stage
Imaginative paper
Title: Date:
Scores: Ideas Organization Conventions Sentence Fluency
Circle
skills/process used to produce paper:
brainstorming rough draft revision using technology publishing stage
Self-Reflective piece
Title: Date:
Circle one: Poem Essay Writer’s self-evaluation/goal setting
Sophomore English
Classroom
Rules
The number one rule in this class is mutual respect. Specifically, this means:
1. Come prepared to class with the materials you need.
2. Do not use obscene, sexist, or racist language.
3. No food in class.
4. No wrappers, crumpled papers, or other debris left by your desk.
5. No defacing or desks or other LOHS property.
6. No applying make-up in class.
7. No throwing of objects; no pushing, shoving, or abusive contact.
8. Gum chewing allowed only if I do not see it or hear it; otherwise, you will be asked to dispose of it properly (wrapped in paper in the wastebasket).
9. Tardy four times constitutes a referral.
Each of you need to bring a college-lined journal for in-class writing. No spiral spines. Please look for a spine that has solid black binding for labeling. Your journal should be no higher than 11 inches to fit on the shelf in our room where it will be kept for your daily use. Put in a good supply of #2 pencils, a large eraser, 3 highlighters and black pens. I will give you a quarterly, hard-copy calendar at the beginning of each quarter which will list our major assignments, dates of major exams, and due dates for papers. I also give students a grade-tracking form to record and keep track of your accumulative grade at any given time within a quarter. This form can be shared with a parent/guardian at any time. In addition, I send home a hard-copy grade report for a parent/guardian's signature every five weeks which is returned to me after signature.
When you are absent, you are responsible to meet with me about missing work and/or information. Arrange to meet with me during student/teacher contact time. On whole day absences due to illness or emergency, you will have as many days to make up work, as you were absent. See me the day you return. If you miss a part of the day or you leave school early, you will need to hand in any assignment due that day. For such work, or any late work, please hand in to me personally in room #208. For planned absences (field trips, school activities) plan on handing your scheduled work in prior to your absence. See me for arrangements.
Late work
Late work is not accepted on assignments under 25 pts. I give you adequate time to produce papers and homework. Major papers/assignments will be reduced by one grade level for each day late.
Grading
90 – 100% = A; 80 – 89% = B, 70 – 79% =C; 60 – 69% = D