Integrated Syllabus

 

Welcome

Syllabus

Welcome

Integrated English Syllabus

Contact Information:

Instructor: Mrs. Theresa Christian

Email Address: tchristian@berwicksd.org

Planning Period:            4

Text and Resource Materials:

            Required Text:

Prentice Hall Literature, Grade 9 / 10

To Kill a Mockingbird by Harper Lee

Of Mice and Men by John Steinbeck

Fahrenheit 451 by Ray Bradbury

Shoeless Joe by Ray Kinsella

Pride and Prejudice by Jane Austin

Once and Future King by T. H. White

Course Description:

·         An accelerated, honors-level course (1.5 credits) integrating advanced composition skills, academic writing, and a wide variety of world literature from multiple genres.

Core Ideas:

·         An accelerated course (1.5 credits) in preparation for English Department AP offerings

·         Literature content – “breadth over depth”

·         Assessment philosophy – “depth of analysis”

·         Reading focus – comprehension and analysis (literary and rhetorical choices)

·         Writing focus – the development of advanced composition skills in academic writing

·         Keystone test preparation – How to score advanced?

·         Pacing – finish main curriculum by May; review main ideas, concepts, skills; prepare for Keystone exam

·         Independent reading – “practice becomes habit”

·         *Drama unit – Draw parallels to the major themes and readings studied and read throughout the year

·         At conclusion of course, students will have the skills necessary to score advanced on Keystone exam and to enter into AP classes.

Prerequisites:  Application required

Learning Objectives:

Upon completion of the course, the student will be able to:

1.    Become more open-minded and well-rounded, and to understand the importance of being a life-long learner who is willing to study and understand new ideas, philosophies, and concepts.

2.       Expand their vocabulary.

3.       Further develop their critical thinking skills through reading and writing.

4.      Intensify their study and analysis of literature (both fiction and nonfiction).

5.       Perfect their writing and communication skills through various types of writing.

6.       Use computers and other types of media for learning purposes such as for research regarding novel background information and themes.

Assessments and Grading:

Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.

Once a week we will part from formal writing and jump into our journals.

All work will be graded. Students MUST meet deadlines. Late work will not be accepted. All work must be completed. Partial essays, projects and journals will receive a zero.

 Notes:

1. Create a folder in your Google Drive and label it "Integrated English" 

2. Bring your laptops

3. Be ready to begin class.  Have all materials called up on your laptop

Class Expectations:

-All assignments must be turned in before entering the classroom.

-All assignments must be turned in on time

-You are responsible for meeting ALL deadlines. The success of this program is dependent on your contributions.

-All assignments will be graded.

(Partial homework or class work assignments will receive a "0" with no make-ups)

(You MUST learn to be responsible in this class!!)

-The final exam will cover the material from the entire year.

Student expectations

1. Arrive on time.

2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class.

3. Be respectful of others.

4. Follow directions the first time they are given

Class Rules:

Classroom rules

1.               Wear a mask at all times

2.               Sanitize your area

3.               Books under your chair

4.               No Cell Phones

5.               Bathroom rules: One at a time; Must sign out and in;  Wash your hands

6.               Always sign out if you leave the room for any reason

7.               Drinks on the floor

8.               Sanitizing station outside of room

9.               Manners

10.        Absolutely NO eating in the classroom

11.        Homework must be completed and turned in prior to entering class

12.        Grading

13.        All work must be turned electronically

14.        School rules

15. Always raise your hand

16. One person talks at a time

17.        Be prepared for class

18.        Social distance and Wash your hands

HAVE A BEAUTIFUL YEAR!!!

Assignment 1: Writing Sample

Today is your first day as a high school student, CONGRATULATIONS!!!! I know this is a new experience, and frankly this year, it is an odd experience! The unknown is challenging!! Let's channel this idea for your writing sample.

You are going to write a paragraph on the following topic:

Topic: How do you feel about attending high school? Growing up, you have watched at least a thousand tv shows that featured high school scenarios. Now it's your turn to talk about your expectations.

Rules:

I. Paragraph details:

A. Introductory statement (Do not begin with a question). 
B. Thesis statement: (This is going to be the idea that you are going to prove/ support/ develop throughout the paragraph)

C. Be sure to include specific details.....don't be vague

(You can include vivid background details to support/ develop your idea of high school)

D. Conclusion

**This paragraph should be at LEAST 8-10 sentences.......If you write more.....awesome!!

-You are allowed to use first person.....NEVER second person (you)

-Use complete sentences

-Transitions between new ideas to connect them

-Check your spelling

-Be clear and organized

-Have fun with it.....Be creative!!

Due:

Day 1 (M/W)- your assignment is due WHEN you walk in to class on Monday, 8/24 We will turn it in together.

Day 2 (T/Th)- your assignment is due WHEN you walk in to class on Tuesday, 8/25 We will turn it in together.

Assignment 2: Vocabulary Unit 1 *You will find this unit in your in Google Classroom

Complete Unit 1 (Pages 8-11) and use 10 vocab words in original sentences. Be sure to include context clues to help identify each word.

*The Vocab is Due Friday, 8/28 (All sections)

Turn in Unit 1 and the sentences separately. I will explain in class.

www.turnitin.com

Directions

Common Core:

Reading CC.1.3.9-10.B L.F.2.1.1 L.F.2.1.1 L.F.2.3.4 L.F. 1.1 L.F.2.3.1 L.F.2.1.2 CC.1.3.9-10 L.F.1.1 L.F.1.3.1 L.F.1.3.2 L.F.2.3.6 L.F.2.5.2 C.C.1.5.9-10.C L.F.2.3.5 L.F.2.2.3 CC.1.3.9-10.E  CC.1.3.9-10.E CC.1.3.9-10.K L.F.1.2 & 2.5.1 L.F.1.3.2 L.F.1.2.3 L.F.1.2.2 L.F.1.2.1 & 3 L.F.2.4.1 L.F.1.2.4

__________________

 All assignments will be turned in to www.turnitin.com

Please turn in to www.turnitin.com 

TURNITIN.COM DIRECTIONS

Please turn in to www.turnitin.com

I. HOW TO SUBMIT YOUR ASSIGNMENT:
The assignment must be turned in to www.turnitin.com:

IF YOU ALREADY HAVE A TURNITIN.COM ACOUNT

1. go to www.turnitin.com and sign in
*If you forgot your personal password, just click on Forgot Password.
-turnitin.com will send it to you in your email.

2. IF you have a turnitin.com account:
A. You must add the class

Class number:25990809
Enrollment Key:  integrated1

3. Upload the Key Point Worksheets to the assignment entitled:
Part1: Key Point Worksheets

 4. Upload the Novel Questions to the assignment entitled:
Novel Questions

IF YOU DO NOT HAVE A TURNITIN.COM ACOUNT

1. Go to www.turnitin.com
2. In the upper right corner, click on CREATE NEW ACCOUNT
3. On this page, scroll down until you see Create a New Account / NEW ENROLLMENT
4. Under New Enrollment, Click on Student

A. You must add the class:

Class number:25990809
Enrollment Key:  integrated1

**You MUST use your district email.  
EX:
23msmith@berwicksd.org
(23 = graduation year,  m= first initial, smith= last name)
You must use YOUR personal information

It will also ask you to make a personal password.  You are responsible for remembering this password.  I do not have access to it.
*If you forget your personal password, just click on Forgot Password.
-turnitin.com will send it to you in your email.

JC Review and audio

 

Julius Caesar Review

Shakespeare's The Tragedy of Julius Caesar Act Summaries from Shakespeare.net Act I: The play opens humorously with a little word play between Flavius, Marullus, and a few workers. The workers are on their way to see Julius Caesar who has recently returned from his victorious battle against Pompey. The reader immediately sees the dislike the tribunes have towards Caesar. However, the commoners seem to love Caesar. The scene moves to a large gathering where Caesar is the focus. As Caesar converses with Mark Antony, we learn that Caesar is superstitious. The belief in the supernatural and the forces of nature are very prevalent in the play, and Caesar's comment is but one example. To keep with the idea of the supernatural, a soothsayer speaks, warning Caesar to beware the Ides of March. He acts as though he is not concerned. After the exchange with the soothsayer, Caesar is offered the crown three times and refuses each time, even though the people are cheering for him to accept the emperor ship. At the same time, Cassius is trying to convince Brutus that Caesar is too ambitious and should be killed before being allowed to rule the Roman Empire. Brutus, always seeking to do what is right, says that he will not betray his honor and loyalty to Rome. That evening, there are strange and unusual natural occurrences--the weather is very strange and violent and fire falls from the sky. Most of the people believe that the weather is a bad omen, but Cassius disagrees. He uses the unusual weather to reason that it is only for evil men (such as Caesar) who need to be afraid. The plotting against Caesar continues.  Julius Caesar Act One.pdf Act II: Brutus is convinced by Cassius that it is for the good of Rome that Caesar be killed. Some of the other conspirators want to kill friends of Caesar's, but Brutus feels that it is not necessary to kill anyone else. Only the person responsible for the downfall of Rome should perish according to Brutus. Caesar is contemplating on whether he should remain home during the Ides of March (which is March 15th). Calphurinia, Caesar's wife, tells Caesar of the horrible dream she had about his death and that the strange occurrences the night before are a prelude of his death. He agrees to stay until Decius, a conspirator, tells him her dreams were not of his death, but of him saving Rome. Thus Caesar leaves for the Senate despite his wife's pleas. Meanwhile, Artemidorus waits in the streets of Rome for Caesar to pass so he can give him a note, warning Caesar of the conspiracy.  Julius Caesar Act Two.pdf Act III: Attempts are made to warn Caesar of the plot to kill him, but none are successful. Caesar is murdered in the Senate House. Brutus keeps the others from killing anyone else and they all believe that their deed will be celebrated throughout the ages. Antony enters and pretends that he agrees with the conspirators actions and is granted permission to speak at Caesar's funeral. Brutus speaks first at the funeral to explain their reasons for killing Caesar. The people seem to accept his explanation and then Antony speaks. Throughout his speech, Antony never really says anything bad about Brutus and the others, but he talks about Caesar being such a great and noble man willing to sacrifice all for his people. The listeners become angry and a mob runs through the streets in search of the conspirators; they even kill a man because he had the same name as one of the conspirators.  Julius Caesar Act III 2010.pdf Act IV: Battle plans are being made as well as a list of people supportive of Brutus and the conspirators. These people are to be killed. Octavius and Antony methodically pick people (even family members) who are to be executed. This next part somewhat confused me. Brutus and Cassius are arguing with each other because Brutus would not pardon a friend of Cassius caught accepting bribes. It is almost as if Brutus is mad at Cassius for convincing him to kill Caesar and uses this to vent his anger. I'm not really sure if this is true, so don't take it as gospel. Then they make up saying they weren't really in their right minds. As if things aren't bad enough for Brutus, he finds out that his wife committed suicide by swallowing hot coals. Later he sees the ghost of Caesar who tells him that they will meet again in Philippi.  Julius Caesar Act IV 2010.pdf Act V: The battle is about ready to begin. First Octavius, Antony, Cassius, and Brutus meet on the battlefield to talk, but obviously they cannot and will not cooperate. Brutus and Cassius talk after the meeting about the inevitable battle. They say their farewells and part. It appears that Brutus has been defeated. Pindarus tells Cassius that Brutus has been taken and Antony has defeated him. Thus, Cassius kills himself and then after seeing Cassius's body, Titinius kills himself. Later Brutus says that Caesar's spirit "walks abroad" and I take that to mean that Caesar is making sure his killers will die. By the end, Brutus and Cassius' armies have been overwhelmed and Antony and Octavius are fast moving in on Brutus. Brutus asks Strato to kill him and he agrees. Once Antony and Octavius find the body they say that Brutus was the only noble person among the conspirators.  Julius CaesarAct V.pdf To listen to any of the Acts from the play please click on the link below. Scroll down to the Act and Scene you would like to hear. http://etc.usf.edu/lit2go/title/j/julius_caesar.html

OMM Character list

 CHARACTER LIST

Lennie -  A large, lumbering, childlike migrant worker. Due to his mild mental disability, Lennie completely depends upon George, his friend and traveling companion, for guidance and protection. The two men share a vision of a farm that they will own together, a vision that Lennie believes in wholeheartedly. Gentle and kind, Lennie nevertheless does not understand his own strength. His love of petting soft things, such as small animals, dresses, and people’s hair, leads to disaster. Read an in-depth analysis of Lennie.

George -  A small, wiry, quick-witted man who travels with, and cares for, Lennie. Although he frequently speaks of how much better his life would be without his caretaking responsibilities, George is obviously devoted to Lennie. George’s behavior is motivated by the desire to protect Lennie and, eventually, deliver them both to the farm of their dreams. Though George is the source of the often-told story of life on their future farm, it is Lennie’s childlike faith that enables George to actually believe his account of their future. Read an in-depth analysis of George.

Candy -  An aging ranch handyman, Candy lost his hand in an accident and worries about his future on the ranch. Fearing that his age is making him useless, he seizes on George’s description of the farm he and Lennie will have, offering his life’s savings if he can join George and Lennie in owning the land. The fate of Candy’s ancient dog, which Carlson shoots in the back of the head in an alleged act of mercy, foreshadows the manner of Lennie’s death. Read an in-depth analysis of Candy.

Curley’s wife -  The only female character in the story, Curley’s wife is never given a name and is only mentioned in reference to her husband. The men on the farm refer to her as a “tramp,” a “tart,” and a “looloo.” Dressed in fancy, feathered red shoes, she represents the temptation of female sexuality in a male-dominated world. Steinbeck depicts Curley’s wife not as a villain, but rather as a victim. Like the ranch-hands, she is desperately lonely and has broken dreams of a better life. Read an in-depth analysis of Curley’s wife.

Crooks -  Crooks, the black stable-hand, gets his name from his crooked back. Proud, bitter, and caustically funny, he is isolated from the other men because of the color of his skin. Despite himself, Crooks becomes fond of Lennie, and though he derisively claims to have seen countless men following empty dreams of buying their own land, he asks Lennie if he can go with them and hoe in the garden. Read an in-depth analysis of Crooks.

Curley -  The boss’s son, Curley wears high-heeled boots to distinguish himself from the field hands. Rumored to be a champion prizefighter, he is a confrontational, mean-spirited, and aggressive young man who seeks to compensate for his small stature by picking fights with larger men. Recently married, Curley is plagued with jealous suspicions and is extremely possessive of his flirtatious young wife. Read an in-depth analysis of Curley.

Slim -  A highly skilled mule driver and the acknowledged “prince” of the ranch, Slim is the only character who seems to be at peace with himself. The other characters often look to Slim for advice. For instance, only after Slim agrees that Candy should put his decrepit dog out of its misery does the old man agree to let Carlson shoot it. A quiet, insightful man, Slim alone understands the nature of the bond between George and Lennie, and comforts George at the book’s tragic ending.

Carlson -  A ranch-hand, Carlson complains bitterly about Candy’s old, smelly dog. He convinces Candy to put the dog out of its misery. When Candy finally agrees, Carlson promises to execute the task without causing the animal any suffering. Later, George uses Carlson’s gun to shoot Lennie.

The Boss -  The stocky, well-dressed man in charge of the ranch, and Curley’s father. He is never named and appears only once, but seems to be a fair-minded man. Candy happily reports that the boss once delivered a gallon of whiskey to the ranch-hands on Christmas Day.

Aunt Clara  -  Lennie’s aunt, who cared for him until her death, does not actually appear in the work except at the end, as a vision chastising Lennie for causing trouble for George. By all accounts, she was a kind, patient woman who took good care of Lennie and gave him plenty of mice to pet.

Whit -  A ranch-hand.

Two Tramps in Mud Time Worksheet

 

Two Tramps in Mud Time – Robert Frost

Avocation- a hobby

Vocation- Occupation

1.       Write the number of the line or lines that support each of the following inferences.

A.      The speaker is suspicious of strangers

B.      He does not normally express his emotions

C.      Chopping wood is a pleasure for him

D.      He is sensitive to seasonal changes

E.       He is aware of nature and its tiniest details

F.       He is proud of his wood-chopping  ability

G.      He feels he should hire the two tramps.

H.      He has a clear understanding of what he wants his life to be like

2.       Who is the speaker of the poem?

3.       List the rhyme scheme of the first stanza

4.       Find two examples of personification

(Write out the lines)

5.       Find an example of alliteration

(Write out the entire line)

6.       Find an example of a hyperbole

(Write out the entire line)

7.       How, according to the speaker, does chopping wood give “a loose to my soul”? (Makes him feel free)

8.       How do the tramps probably earn a living?

9.       How might the two tramps judge other men?

10.   What does the speaker think the tramps want?

11.   Does the speaker give them what they want?  Explain your answer

12.   In line 16, what is the “unimportant wood”

13.   Why do the two tramps make the speaker love his work more?

14.   How do you know that the speaker does not enjoy the outdoors?  Find evidence in the poem to support your answer

15.   Do you agree with the speaker that the tramp’s right was the “better right”?  Explain

Have you ever been in a situation where you did something you didn’t want to do because you didn’t want someone else to replace you/ look better than you?