Amite High School

ENGLISH IV Syllabus

Instructor: Ms. Robin Jones

 

English IV

English IV is an introduction to British and world literature from the first story ever put in print to the work of contemporary British and international writers. Students will read and analyze novels from state and local curriculum. Writing and technology skills will be developed through composition in various modes. Students will also be required to complete several essays utilizing MLA format throughout the course.

 

Lifelong Learning Standard

Having a solid educational foundation allows room for many options in the "real world." For example, getting into the college of your choice, starting your own business, invitations to work at Fortune 500 companies, and etc. In the 21st century, you must be versatile and accessible which can happen by being dedicated, acquiring all the knowledge you can, and not losing sight of your goals. Be a knowledge soaker!

 

Course Standards

See https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/k-12-ela-standards.pdf?sfvrsn=52b98a1f_38#page53

 

Parents as Partners

At Amite High Magnet School, all parental conferences are to be scheduled through the grade level counselor. 

9th -12th Grade Ms. Whitney Walker – (985) 474 - 9301

 

All parents are encouraged to check their students’ progress daily through JCampus.

 

Classroom Rules – 5 P’s  to Purple Pride

Be Prompt – Be in your assigned seat before the bell rings.  Meet deadlines.  

Be Prepared – Bring necessary materials, including homework.  Study for tests.  

Be Polite – Respect school property and those around you. 

Be Productive – Participate arduously in all class activities.  Follow instructions.  Use your time and energy wisely.  Finish all work.  Everything has its time!   

Be Positive – My expectations for you are to: set high academic and personal goals, be a problem solver, help others, and as for help when necessary.  

Special Requirements: 

Attend class daily 

Pay careful, intelligent attention in class 

Participate in class activities by asking questions, contributing to class discussions, and performing laboratory exercises.  

Take detailed notes during lectures and the playing of videos. 

Pay careful attention to the completion of all readings and homework assignments.  

Spend extra time to complete projects after school, weekends and vacations 

 

CONSEQUENCES/DISCIPLINE POLICY:

1st offense – verbal warning                                                        4th offense – Parent-Teacher-Student conference

 

2nd offense – Student-teacher conference/Parent Call                5th offense – Referral to Administration

 

3rd offense – Detention (lunch or after school)/Parent Call

 

REWARDS 

treats

homework passes

 

Course outline based on the Board of Elementary and Secondary Education Comprehensive (BESE)

 

First Semester (first 9 weeks) - We will read Hamlet by William Shakespeare and a series of related literary and informational texts to explore the question: How are revenge and madness closely related to one another?  Students will explore the concept of revenge, its relationship to madness, and its consequences. Students will also explore how perception can change the concept and understanding of sanity. Finally, students will evaluate characters’ thoughts and actions, determine whether or not they are feigning madness, and examine the reasoning behind their behavior(s). We will express our understanding through a series of class discussions, writing prompts, and a literary analysis where we examine character motivation and behavior.

 

Week 1 & 2 - Students examine the ideas of madness and sanity. Students read Hamlet Act I and participate in a whole-class discussion about how Hamlet’s inability to control situations contribute to his current mental state.

 

Week 3, 4, & 5 -   Students examine the idea of conformity. Students will read Hamlet Act II and analyze Hamlet’s internal and external conflict. Students also read excerpts from Rosencrantz and Guildenstern Are Dead to examine an absurdist view of the original text.Students work together in groups to write an essay analyzing how Hamlet’s internal and external actions contribute to his current mental state.  

 

Week 6, 7 & 8 - Students read Act III of Hamlet to determine the development of Hamlet’s madness.  Students also read “Hamlet and His Problems,” by T. S. Eliot and  “The Real or Assumed Madness of Hamlet” by Simon Blackmore, articles that make claims related to Hamlet and madness.  Students contrast the claims the authors make and prepare for and participate in a socratic seminar.

 

First Semester (second 9 weeks) 

Week 9 & 10 - students read Act IV of Hamlet and  analyze the impact of Shakespeare’s characterization of Ophelia’s madness. Students analyze different works of art which depict Ophelia in her madness and Ophelia in her death. Students evaluate how each work interprets Shakespeare’s characters.

 

Week 11, 12 & 13 - Students read Hamlet Act V. Students use all of the information gained during the unit to write a well-organized essay that examines whether a selected character from the play is feigning his/her madness or if his/her madness is genuine. Students also examine the cause of the character’s current mental state.

 

We will read Educated by Tara Westover and a series of related literary and informational texts to explore the question: What does it mean to be educated?  We will express our understanding through a narrative essay that explores how formal and informal experiences and settings can shape a person’s education.

 

Week 14 & 15 - Students will begin to read Educated by Tara Westover and explore how Tara’s early life experiences as well as her homeschooling contributed to her education.  Students will read “When I Heard the Learn’d Astronomer” and excerpts from Jane Eyre to explore how various factors can influence a person’s education.

 

Week 16, 17 & 18 - Students continue reading Educated and exploring factors that contribute to an education. Students read excerpts from “The Opportunity Myth” and watch “High School Training Ground,” a TED talk from a high school student to explore barriers within the education system and how formal education can limit certain student groups.  

 

Second Semester (3rd 9 weeks)

Week 19 & 20 - Students read Part 2 of Educated and explore how Tara’s education impacts her character and relationship with family members.   Students also continue to read excerpts from Jane Eyre  and examine the influence of education. Students practice narrative writing by responding to a narrative writing prompt for the section diagnostic.

 

Week 21,  22 & 23 -  Students read Part 3 of Educated and continue to examine how sharing life events and personal reflection have contributed to Tara’s education in preparation for writing a narrative essay about their own educational experiences.

 

Week 24, 25 & 26 - In this section, students prepare to write, develop, and publish the culminating task essay. They also reflect on the understanding they’ve built through the unit texts by engaging in a discussion about the unit question, and they prepare for the application unit by previewing possible tasks which relate to Educated.

 

Second semester (fourth 9 weeks) - Each student will select a task that is related to one or more of the units we have studied in the course. We will conduct research to extend our understanding of the texts and/or topics of one or more units. We will express our understanding by creating a product and delivering a presentation which summarizes our research and explains our product.

 

Week 27 - Students learn about the specific goals of the Application Guidebook. Students select a task and begin conducting research for their task. They engage in a discussion with various partners to reflect on their research and understanding and develop a plan for conducting additional research in preparation for their culminating task.

 

Week 28 & 29 - Students continue conducting research. They also brainstorm and create an outline for their culminating task product. They also work with a partner to evaluate the content and ideas of their outline before they create a draft of their product. Students publish their product and create a draft presentation.

 

Week 30 - EOC

 

Week 31 & 32 - Students deliver their presentation to share their research and product and  explain how their task connects to learning earlier in the course. They also reflect on their work, the work of their peers, and the course.

 

 

 

TPSS Board-Approved Grading Scale

 

A 93% to 100%     B 85% to 92%    C 75% to 84%      D 67% to 74      F 66% & below

 

Multiple Opportunities: Learning items and point values with frequency

 

 

Tutoring Resources----

 

Late Assignments: For each assignment that is late, 10 points will be deducted from your grade for each day it is late not including weekends. After an assignment is 1 week, it will not be accepted.

Absences:  See school policy in student handbook.

 

MAKE-UP WORK & Extra Credit Policy

I do not give extra credit work. When you stay on top of your assignments, extra credit is not needed.

 

You will have one day for each day you are absent to makeup work before points are dedicated for lateness. For example, if you are absent 2 days, then you will have 2 days to make up assignments without points being deducted from your grade. 

 

Tardy: School tardy policy is strictly reinforced in the classroom. *Challenge yourself everyday.