English IV Syllabus
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Teacher: Lakita Hampton-Curtis
Loudon High School
Telephone: 865-458-4326
E-Mail: curtisla@loudoncounty.org

Course Description

The course focuses on essential themes in British literature from a variety of literary genres including the novel, short story, poetry, and non-fiction. This class will analyze and discuss literary elements within each work as well as the society in which the work was placed. My goal as a teacher is to encourage students to clarify their own beliefs and values as well as voice their opinions. Deep analysis and discussion is what each student will encounter in all college classes. Students will also be writing a great deal. Since English IV is the student's final English course of his/her high school career students will polish previously developed skills essential to communication in the work place and at the post secondary level.

Standards / Objectives
Reading

Content Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text.

Goal Statement: Reading is a lifelong process which builds on language development. Students must apply a wide range of strategies to enhance the reading process. They improve their comprehension of printed information and gain knowledge of themselves as world citizens through varied experiences with literature. As students respond to texts individually and share in literary communities, they become critical readers and experience increased comprehension and personal satisfaction.

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Learning Expectations:

• Develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.
• Discern reading strategies appropriate to text.
• Extend reading vocabulary.
• Use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
• Improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
• Use oral reading in individual and group presentations.
• Read independently for a variety of purposes.
• Use cognitive strategies to evaluate text critically.
• Develop skills in making inferences and recognizing unstated assumptions.
• Discern the purposes, main ideas, biases, points of view, and persuasive devices found in various texts.
• Interpret ideas, recognize logical relationships, and make judgments based on sufficient evidence.
• Select, evaluate, and adapt resource material in order to apply it effectively.
• Read, interpret, and respond in a variety of ways to various genres.
• Identify and interpret literary elements and figurative language.
• Interact with text to form a personal interpretation.

Writing

Content Standard: The student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.

Goal Statement: Writing is a life-long interactive process that is used to communicate with a variety of audiences and for a variety of purposes, adapting language conventions appropriately according to context. Writing is an act of discovery, a means of personal growth, and a tool for clarifying knowledge. To accomplish writing tasks more effectively, students need exposure to a variety of strategies in order to approach writing systematically, such as those included in the stages of the writing process.

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Learning Expectations:

• Write to acquire knowledge, clarify thinking, synthesize information, improve study skills, gain confidence, and promote lifelong communication.
• Write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
• Identify and write for a variety of audiences.
• Recognize that language has several levels of usage determined by audience, purpose and occasion.
• Approach writing tasks systematically and use elements of the writing process as appropriate.
• Practice a variety of prewriting activities to generate, focus and organize ideas.
• Use a variety of appropriate organizational strategies to develop writing on various topics.
• Develop organized pieces of writing containing focused, well-developed ideas.
• Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.
• Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
• Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.
• Identify and use a variety of resources to revise and edit writing.
• Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.
• Continue to respond actively and imaginatively to literature.
• Demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

Viewing and Representing

Content Standard: The student will use, read, and view media/technology and analyze content and concepts accurately.

Goal Statement: Visual communication is becoming an essential element of today's rapidly changing technological society, and students must be prepared for the demands they will face in the twenty-first century. Students must learn how to communicate effectively using visual media for specific purposes and audiences. Furthermore, as consumers, they must develop the skills to discern and evaluate the persuasive devices inherent in multimedia and technology. Educators must provide students with the necessary tools to function productively in tomorrow's world.

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Learning Expectations:

• Access and demonstrate multiple technological reference sources.
• Develop media applications for a variety of audiences and purposes.
• Use media to view, to read, to write, to communicate, and to create.
• Analyze the impact of media on daily life.
• Research, organize, interpret, and present information from print and non-print media.
• Utilize multimedia to create, to display, and to explain information.
• Explore the advantages and limitations of the computer as a communication tool.
• Examine the differences between using print and non-print media as a means of communication.
• Explain creative strategies used in the production of print and non-print media.

Speaking and Listening

Content Standard : The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas.

Goal Statement: Throughout their lives, students will communicate through speaking and listening as informed individuals, as employees and co-workers, and as family and community members. When students explore the connections such as audience, speaker, purpose, and form, they become more versatile and confident in the choices they make as language users.

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Learning Expectations:

• Demonstrate skills in analysis, interpretation, and evaluation of literary works through spoken language.
• Demonstrate confidence and poise in various speaking situations.
• Demonstrate effective listening skills through note-taking.
• Demonstrate critical listening skills essential for comprehension and evaluation.
• Utilize appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication incorporating appropriate language structure.
• Analyze audience and determine purpose in preparing oral presentations.
• Define and solve problems rationally and creatively through speaking, listening, and viewing.
• Utilize appropriate verbal and non-verbal feedback in a variety of situations.

Attendance:

Your job as a student is to be at school giving 100% at all times. If you are absent, it is your soul responsibility to inquire about the missing assignments and turn them in. An excused absence which is reported to appropriate school personnel and approved should be reported to me, the instructor, in a timely fashion . It is the student's responsibility to get make up work and have me sign the excuse at an appropriate time during the school day (before class begins, at the end of class or at break). If you are in such a situation you need to make arrangements to be in class earlier than usual so as to get an explanation of the work you should already know you missed. I will not sign an excuse and give make-up work a minute before the bell rings signaling the beginning and end of class. My class time is especially precious to me-- I strictly prohibit the interruption of my class for such a reason and will only give make up work within the number of days established in the handbook. If the days are exceeded for make-up work—make up work will not be given and a 0 will be given for that assignment. If a student misses a test day but had been in class the day previously—he or she is responsible to take the test the day they come back to school. Any amount of time allowed other than this would put the student at an advantage because he or she would have time to asked peers about the material and presentation of material on the exam.

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Grading Policy:
Each student will receive a numeric grade based on the statewide grading scale:
93-100 A
85-92 B
77-84 C
70- 76 D
69 or below F

Your average for each six weeks will be based on the following:
*major tests, projects, and writing assignments, quizzes, daily grades, homework/class work

Reading journals and homework will be assigned and checked regularly. Quizzes may be scheduled or on a “pop” basis. Vocabulary is assigned weekly and is assessed on a weekly basis. Major tests, projects, and essays will be announced a minimum of three days before they are due. LATE WORK will not be accepted if the assignment is for homework or a daily grade.

The policy for late papers and projects is that ten points will be deducted for each day the work is late up to the amount of days excused or 2 consecutive days if the student was in class and chose not to be responsible. Late homework will not be accepted. If an assignment is not in the classroom at the time it is collected, it is considered late.

•  Rubrics will be used for most major assignments and projects

•  All assignments will be given a point value when assigned. When the assignment is returned to the student it is his/her place to keep up with it. If for whatever reason I haven't recorded the correct grade in the grade book this is an excellent way to right the wrong in a quick and painless way .

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Textbooks / Materials
Students will need:

* a three ring binder * tab dividers * at least 4 highlighters of different colors * a jump drive that can be left in my classroom * a small composition book * purple or green pens * pencils *loose leaf paper * Post it notes …as long as they have adhesive on the back they don't have to be name brand but the color needs to be light.

* Individual assignments may require other materials but you will be told in advance

* Students may also be asked to buy novels… if this is a problem PLEASE let me know ahead of time!!!!! If the student will need a book I need to make arrangements to get one—this may take a week or so.

Elements of Literature, 5th Course Literature of the United States . Holt, Rinehart, Winston, 2000.

Assessment:
A variety of assessment instruments will be used to address the various learning styles of students. Students will be reading and analyzing the literature, writing, exploring grammar, completing projects, and working on a major research unit.

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Senior Project :

* The senior project is a culmination of skills learned throughout high school years.

* The four components of the senior project are Product, Paper, Presentation, and Community Involvement.

* All Criteria will be described in detail in the Senior Project Booklet.

* Please check Mrs. Curtis's webpage for senior project assignment dates (To be posted soon).

Expectations:

•  Students are expected to follow all school and classroom rules AT ALL times. Students who do not adhere to this policy will be referred to the administration. I ask for your support in making this a positive learning environment for all.

•  It is the STUDENT'S responsibility to find out which assignments were missed, to get the handouts, and to borrow a copy of the class notes for the day(s) that were missed. This should all be done before you see me to sign an absentee excuse… your peers are more than willing to help you be successful !!!!

•  Respect is EXPECTED and will be given to every member of the class including myself. This class experience can never be duplicated, life can't be relived and apologies aren't always fun to give.

•  Disciplinary action will be taken according to the discipline matrix.

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My expectations for you :

•  Be on time- this means in your seat ready for class to begin when the bell rings

•  Be prepared… excuses are like elbows everyone has one!!!! My patience wears very thin when particular students make them frequently. LET YOUR EFFORTS RISE ABOVE YOUR EXCUSES!!!!!

•  Do not insult my intelligence. I EXPECT EACH STUDENT TO GIVE ME HIS/HER BEST WORK. Any assignments that are turned in that I deem to be unacceptable will be returned without a grade (If I can't read it—I won't grade it), if the sentence structure is bad throughout-- I will have you read it out loud to one of your peers or family members. They will be responsible to sign your work saying you read it to them and you will be responsible to make further corrections. No first draft should be turned in as a finished product. Work I refuse to grade on the grounds that it is unacceptable should be corrected by the next day of class to receive credit—NO LATER!!!!!

•  Classroom disruptions will not be tolerated… this includes but is not limited to talking out without being called upon in a context outside of a class discussion, cutting up with those around you, tapping on desks or squeaking your shoes.

Things not to ask me:

•  Did I miss anything yesterday? The answer is “yes you did”. Our educational experience didn't stop because you weren't here.

•  Are we doing anything important today? The answer is “yes we are”. Would you like to be considered important along with us?

•  Can I go to Mr. or Ms. ________________ class during English—I need to work on a _______________? The answer is “no, you may not.” I am as important as any other teacher in the building… if I let you go I am essentially saying that my class and I are not as important and my self esteem indicates otherwise.

I am so looking forward to this year with you. If your PARENTS need to reach me with any questions or concerns they should feel free to e-mail me or call the school during my planning period. I encourage them to become involved with your endeavors. I ask for their continuous support in monitoring and encouraging your participation in the learning experiences presented in this class.

Sincerely,

Lakita Hampton-Curtis

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