Pre-IB English III
Pre-IB/AP Course Outline
For English: Language and Literature
Instructor: Michael Sanks
Email: michael.sanks@fwisd.org
Google Classroom Join Code: c2e5kkf
Google Meet Office Hours: https://meet.google.com/lookup/eslqhbsnpf
· All students will login via the Google Meet found in the Google Classroom for the first 10 minutes of each period. I will give directions and check for attendance at that time. I will determine if the days lesson will be synchronous or asynchronous and will communicate it with the you then.
· Office Hours: I will be available for virtual tutoring every school day from 2:00 – 3:00pm at the Google Meet Office Hours link provided above.
English: Language and Literature Course Rationale and Description:
Pre-IB/AP English: language and literature comprises six parts—each relating to various aspects of the study of language and literature.
The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the Pre-IB/AP English: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course.
The Pre-IB/AP English: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.
As noted above, a wide range of factors, including the circumstances of production and reception, and the role of culturally determined reading practices, are seen as being equally important. A wider aim of the course is the development of an understanding of “critical literacy” in students.
In view of the international nature of the IB and AP and their commitment to intercultural understanding, the Pre-IB/AP English: language and literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.
The aims of Pre-IB/AP English: language and literature are to:
1. introduce students to a range of texts from different periods, styles and genres
2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
3. develop the students’ powers of expression, both in oral and written communication
4. encourage students to recognize the importance of the contexts in which texts are written and
received
5. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
7. promote in students an enjoyment of, and lifelong interest in, language and literature.
8. develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts
9. encourage students to think critically about the different interactions between text, audience and purpose.
Assessment Objectives
There are four assessment objectives for the Pre-IB/AP English: language and literature course.
1. Knowledge and understanding
– Demonstrate knowledge and understanding of a range of texts
– Demonstrate an understanding of the use of language, structure, technique and style
– Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning
– Demonstrate an understanding of how different perspectives influence the reading of a text
2. Application and analysis
– Demonstrate an ability to choose a text type appropriate to the purpose required
– Demonstrate an ability to use terminology relevant to the various text types studied
– Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader
– Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings
– Demonstrate an ability to substantiate and justify ideas with relevant examples
3. Synthesis and evaluation
– Demonstrate an ability to compare and contrast the formal elements, content and context of texts
– Discuss the different ways in which language and image may be used in a range of texts
– Demonstrate an ability to evaluate conflicting viewpoints within and about a text
– Produce a critical response evaluating some aspects of text, context and meaning
4. Selection and use of appropriate presentation and language skills
– Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
– Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations
– Demonstrate an ability to discuss and analyse texts in a focused and logical manner
– Demonstrate an ability to write a balanced, comparative analysis
Teacher’s Role
I am here primarily to be a supporter of student learning, rather than a transmitter of knowledge, and will strive to promote the IB/AP learner profile in students and their work in the following ways:
• Providing an inclusive, positive and safe class ethos. Students should feel confident to explore and experiment with their own responses and to challenge those of others.
• Empowering students. They will have a variety of opportunities, both critical and creative, to demonstrate their understanding of skills through a wide variety of active learning approaches, including discussion, debate, role play, reading, writing and oral presentation.
• Recognizing that students learn in different ways. Students will experience a range of activities and assessment tasks that best advance their understanding and enjoyment of the texts they encounter.
• Facilitating critical discourse. I will try to ensure from the very beginning of the course that students acquire, in an integral and practical way, the language of critical discourse for language and literature.
• Promoting the appreciation of language as an art form. Students will have opportunities to go beyond the mere “decoding” of texts towards a wide and humane appreciation of the texts studied.
• Enabling students to explore a wide variety of texts. A wide range of texts that are diverse in convention, culture and complexity will be made available.
• Providing opportunities for student inquiry into the subtleties and implications of cultural contexts. This will include such dimensions as the geographical, the historical and the ethnic situations of texts.
• Providing opportunities for writing about language and literature. Effective feedback will support students in writing in a structured and analytical manner.
• Scaffolding the processes necessary for making reasonable comparative judgments about texts. Students will be able to express these both orally and in writing.
• Ensure students acquire core skills. These are the skills that are particular to the study and expression of students’ experience of literature and language.
• Clarify learning goals for students. This will be done on a regular basis and will refer to the requirements and learning outcomes of the course.
• Provide systematic formative assessment. There will be regular feedback to students about their performance against specified assessment criteria, which will consider the question “What do I need to do to improve?”
• Ensure practice of rhetorical skills. These are the skills that students require in order to deliver effective oral presentations to a variety of audiences.
Skills
In order to achieve the learning outcomes of this course, students will need a strong grasp of specific skills.
Language skills
Although Pre-IB/AP English: language and literature is not a language acquisition course, it nevertheless provides an opportunity for students to develop and refine their language skills. In particular, they are expected to acquire the vocabulary appropriate to the analysis of texts. Furthermore, they develop the ability to express their ideas in clear, unambiguous language. The production of a range of texts, intended for different audiences and purposes, requires effective use of register and style. Students will be expected to show facility in both written and oral communication.
Close analysis of texts
Pre-IB/AP English: language and literature is centrally concerned with the ways in which meaning is generated by the meeting between texts and the contexts within which they exist. Close attention to the details of the text and its features is important in developing an informed understanding of the links between the text and its context. Consequently, the ability to undertake detailed critical analysis of texts, which is an important skill in its own right, is crucial in allowing students to assemble the evidence they require to justify the validity of their reading of the texts they encounter in the course. While being specifically addressed in some parts of the cours, it is, however, an important concern in all parts of the course.
Visual skills
Viewing is part of a general multimodal literacy. Written text is often found in combination with still images, moving images and sound. As students become adept at the other literacy skills of reading, writing, listening and speaking, it is also essential that they develop skills in understanding and interpreting the visual images used in conjunction with these texts. Considerations of visual analysis feature throughout the Pre-IB/AP English: language and literature course. In addition, moving images in the form of film are likely to be frequently used in parts of the course. Students will grow in their awareness of the way in which images may be analyzed for form, content and meaning in much the same way as a conventional written text.
Pre-IB/AP English: Language and Literature Course Outline
The various parts of the course, while clearly having some thematic connections, are broken up by genre to ensure students have ample opportunity to read, analyze, and write about the different types of texts they will be exposed to in either IB or AP courses. Additionally, though this is not a regular English III: American Literature course, the texts have been selected to represent a cross-section of American writers, dramatists, poets, and speakers so that students are exposed to some of the works they would have worked with in an on-level English III course.
Part One: The Novel (1st Six-Weeks)
Text Studied: The Scarlett Letter by Nathanial Hawthorne
Part Two: Autobiography (2nd Six-Weeks)
Text Studied: Up From Slavery by Booker T. Washington
Part Three: Drama (3rd Six-Weeks)
Text Studied: A Raisin in the Sun by Lorraine Hansberry
Part Four: Poetry (4th Six-Weeks)
Texts Studied: Selected poems by Robert Frost
“Ghost House”
“At Woodward’s Garden”
“Birches”
“Mowing”
“Mending Wall”
“To the Thawing Wind”
“Going for Water”
“For Once, Then, Something”
“A Serious Step Lightly Taken”
“The Oven Bird”
“Design”
“The Road Not Taken”
“After Apple-Picking
“The Silken Tent”
“A Prayer in Spring”
“Choose Something Like a Star”
“Acquainted with the Night”
“Away”
Part Five: Non-Fiction and Rhetoric (5th Six-Weeks)
Texts Studied: Selected modern and contemporary passages and shorter full texts from various writers and Speakers
“How to Tame a Wild Tongue” by Gloria Anzalduia
“Living Like Weasels” by Annie Dillard
“The Nobel Lecture in Literature” by Toni Morrison
“Go Carolina” by David Sedaris
“Mother Tongue” by Amy Tan
“Address to the Nation” by George W. Bush
“One Moment on Top of the Earth” by Naomi Shihab Nye
From Hunger of Memory by Richard Rodriguez
“Footprints on the Flag” by Anchee Min
“Independence Day” by Dave Barry
Part Six: Fantasy (6th Six-Weeks)
Text Studied: A Wizard of Earthsea by Ursula K. Le Guin
In addition to the primary texts listed above, there will be various connection texts assigned throughout the year that will be used to facilitate discussion and dialogue over different aspects of language and literature.
Miscellaneous
Close Reading Strategies
The course focuses on developing the literacy skills necessary for reading, understanding, and
analyzing a variety of texts. Students learn strategies for effectively annotating texts.
Students are taught to use strategy when confronted with text and to choose a close reading
application appropriate for that text. For example, if the text is a photograph, they should use the
Photograph Deconstruct strategies; For analyzing texts for rhetorical purpose, students can use any of the following: SOAPSTone Plus, which is the preferred method in the course (Speaker, Subject, Occasion, Audience, Purpose, Tone, Plus Stylistic Devises and Rhetorical Techniques.
Style and Rhetorical Analysis
Using close reading strategies, students develop the skills necessary to write effective style and
rhetorical analysis. Students learn to view style as a component of rhetoric rather than some
“ alien” or separate element. Students learn to discern the connection and nuances between
purpose, meaning, style, effect, and structure. The oftentimes challenging task of moving
students from close reading application to the actual writing of analysis paragraphs and essays
led me to create an analysis helper packet entitled, “ From SOAPSTone to Style Analysis Paragraphs and Essays.” We use these packets throughout the course, as they remind students that analysis is not the mere identification of the writer’s techniques, but rather the effect of those techniques. Here also, students learn to realize that writers are using various techniques and devices to achieve their purpose and that this is the root of analysis. The helper packets break analysis into manageable “ ingredients” that must present and be sustained throughout their analysis. In addition to the teacher-made packets, we use activities from Nancy Dean’s Voice Lessons: Classroom Activities to Teach Diction, Detail Imagery Syntax, and Tone. Formulaic writing is discouraged, and the six week basic training period in the first semester will help students to write analytically under the Toulmin and Rogerian models.
Discussion (Listening and Speaking)
Discussion is a key component of the course. Students participate in Think-Pair-Share and
Socratic seminar discussions throughout the course. Students learn to develop their listening
and speaking skills and to make relevant contributions to these conversations. During these
activities, students are provided with a variety of texts such as film, speeches, letters, essays,
research, and photographs. Students learn to identify the assertions made in the texts and to
take positions, ask questions, and share ideas. This process includes refuting the ideas of
others, accepting the ideas of others, and meaningfully engaging in conversations that lead
them to be better listeners, speakers, and writers. Discussions are student or teacher lead.
Divergent thinking and multiple viewpoints are encouraged.
Visual Literacy
Throughout the course, students learn to read their visual world. Students are introduced to
photographs, political cartoons, graphics, and film. Visual texts are paired with thematically
linked written texts. To help develop visual literacy skills, students use a Cartoon Deconstruct
Helper and Photograph Deconstruct Helper that students use in the same way they use
SOAPSTone with written texts. Film is also used and analyzed as text using visual literacy
strategies.
Argumentative Writing Skills
The introduction, development, and refining of argumentative writing skills serve as a curriculum power piece throughout the course. Students are taught the Toulmin as well as the Rogerian model of argumentation as they appear in The Norton Reader and in Everything’s an Argument. This process includes learning the terminology such as syllogism, data, claim, warrant, logos, ethos, pathos, concession, refutation, etc. More importantly, students learn to view the rhetorical triangle as the relationship between speaker, audience and text. Further, students learn to SOAPSTone their own arguments and to use strategy in order to construct an effective argument.
Students participate in interactive writing intensive workshops in order to develop their
argumentative compositions. Here, students read and discuss the works of authors from the
reading list as well as give peer response to student samples. Students learn to revise and
refine their drafts modeling the good work of others as well as by using the writing process.
Student-generated samples from within the class are also used as “masterpiece” models. The
competition and desire to create a “masterpiece” serve as an incentive to strive for improvement.
Narrative, Expository, and Descriptive Writing
Opportunities to write in the argumentative mode are balanced with assignments that require
students to use narrative, expository and descriptive writing. Most of the writing takes place in
an on-demand, in-class timed setting; however, some writing assignments are completed as
homework. Major essay assignments require students to use the writing
process and to show evidence of this process through prewriting and drafts. Following all major
writings, students are required to reflect, revise, and refine their work.
Sentence Composing
During the revising and refining of drafts, students learn to deconstruct and rebuild their own
writing. This step is a sentence-by-sentence process. Here, we teach the value and power of
sentence variety and techniques for constructing simple and compound sentences into complex
structures. Here, we teach the use of polysyndeton, asyndeton, gerunds, infinitives, inverted
sentences, loose sentences, period sentences, etc. We analyze the sentence structures of
some of the representative authors and require students to model their techniques. These
imitation exercises help them when they are assigned full-blown style-modeling essays. As an aid in this process we will incorporate various lessons from Don Killgallon’s Sentence Composing for High School throughout the year.
Digital Writing Journals
Each student is expected to obtain and maintain a digital writing journal which they will use throughout the entire year for in-class timed writings. This means each student must bring a laptop to every class. Keeping a digital journal such as this will allow the student to take ownership of his/her own writing and track their progress over the course of the year.
Behavioural Expectations
Since this is a class which is preparatory for the entrance of college-level courses, students should conduct themselves in a manner appropriate to the best universities’ standard; careful listening, mutual respect, and extreme courtesy are essential in maintaining a class where all members feel comfortable participating.
Online Attendance
Attendance will be taken every day for each class period. You will be marked present if you meet one of the following “engagement Measures:”
- Attend class period Google Meet or Office Hours Google Meet
- Complete and turn in that day’s assignment in Google Classroom or in Focus (as directed) by 11:59 pm
- An email explaining why you could not do either of the items above by 11:59 pm
- Complete the Google Attendance Form by 11:59 pm: https://forms.gle/D2nTWipTNaewo5xy5
If you happen to miss the day’s “engagement measures,” you are still able to turn in the assignment/s for the day (according to the Late Work policy below), but you will not be marked “Present” for that day.
Coursework and Grade Expectations
In a college preparatory course students are expected to be the primary responsible party in keeping up with coursework and grades. As the teacher I will do all that I can to assist students in maintaining or raising scores or keeping up with coursework, but true success at the college level does not happen unless the student him/herself take personal responsibility.
Grading System
10% - Participation
60% - Formative Assessment (classwork, journal work)
30% - Summative Assessment (Essays, Seminars, presentations, Exams)
Late Work
The fast pace of the Pre-IB/AP English: Language and Literature course does not easily lend itself to a student who wishes to turn in work late. I will review each late work request on a case-by case basis, taking a 5 point deduction per class day.
Class Supplies
Due to the building nature of this course, it is imperative that students have a large three-ring binder to keep up with all assignments and handouts. There are many items that I will hand out at the beginning of the year that will be used on a recurring basis throughout the course. If a student fails to keep up with his materials, it is his/her responsibility to obtain a copy from a classmate—paper is scarce so I don’t have enough to give out multiple copies of the same handout.
Also, for the purpose of analytical writing journals and writing portfolios, students must have a working laptop, either from home or from the school.
I do not have a strong preference about writing utensils, but students should not use red or pink ink as that makes my comments hard to distinguish from the students writing.
Bibliography
Textbooks
Borders, Barbara; Connell, James; Hayes, Joyce; Mullen, Eileen; and Perrotta, Marie.
Nonfiction: A Critical Approach. The Center for Learning, 2001.
Brereton, John C. and Barnet, Sylvan. The Norton Reader: An Anthology of Nonfiction, Twelfth
Edition. New York, W.W. Norton and Company, 2008.
Killgallon, Don. Sentence Composing for High School. Portsmouth, N.H.: Boynton/Cook,
1998.
Dunn, Kathleen; Kovacs, Mary Anne; and Manear, John. Advanced Placement Writing 1;
Strategies for Honors, Gifted and AP Students. The Center for Learning, 1997.
Lundsford, Andrea. A., John J. Ruszkiewicz, and Keith Walters. Everything’s an
Argument: With Readings. 3rd ed. Boston: Bedford/St. Martin’s, 2004.
Rankin, Estelle and Murphy, Barbara. 5 Steps To A 5; AP English Language. New York,
McGraw-Hill, 2010.
Rodriguez, Richard. Hunger of Memory: The Education of Richard Rodriguez: An
Autobiography. New York: Bantam Books, 2004.
Course Supplements
Dean, Nancy. Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax,
and Tone. Gainesville, FL.: Maupin House, 2000.
Harmon, William., and Hugh Holman. A Handbook to Literature. 9th ed.
Upper Saddle River, New Jersey: Prentice Hall, 2002.
Harvey, Michael. The Nuts and Bolts of College Writing. Indianapolis: Cambridge, 2003.
Jolliffe, David., and Hephzibah Roskelly. Everyday Use: Rhetoric at Work in Reading and
Writing. New York: Pearson/Longman, 2005.
Joseph, Nancy L. Research Writing: Using Traditional and Electronic Sources. Upper
Saddle River, New Jersey: Prentice Hall, 1999.
Lopate. Phillip, ed. The Art of the Personal Essay: An Anthology from the Classical Era
to the Present. New York: Anchor Books, 1994.
Shea, Renee H., and Lawrence Scanlon. Teaching Nonfiction in AP English. Boston:
Bedford/St.Martin’s, 2005.
References
College Board. AP English Course Description. New York: The College Board, 2005.
College Board. The AP Vertical Teams Guide for English. New York: The College
Board, 2005.
College Board. The Official SAT Study Guide: For the New SAT. New York: The
College Board, 2004.
College Board. AP English Language and Composition: 2006-2007 Professional Development
Workshop Materials. New York: The College Board, 2006.
College Board. AP English Language and Composition: Writing Persuasively. New
York: The College Board, 2006.
College Board. AP English Language and Composition Teacher’s Guide. New York: The
College Board. 1998.
Erickson, Lynn. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction. 2nd
ed. Thousand Oaks, California: Corwin Press, 2001.
Erickson, Lynn. Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.
Thousand Oaks, California: Corwin Press, 2001.
Online Sources
www.collegeboard.org
www.timemagazine.com
www.newsweekeducation.com
www.apcentral.com
www.rhetoric.com
www.tea.state.tx.us
www.politicalcartoons.com
* In addition to the above teacher sources, I developed the course using my notes from
colleague training, the AP Summer Institute, 2009, 2014, and 2015, and IB Trainings in courses 1-3, 2009-2011, 2014 & 2017.
Academic Honesty Policy
Western Hills High School has a set of core values which encourage all students to act in a responsible manner. An important aspect of being a responsible student is to practice academic honesty. Cheating, therefore, will not be condoned at all.
Academic honesty means acting with integrity in all your school work by making sure that your work is your own and not copied from friends, books or the Internet. Academic dishonesty is therefore defined as submitting as your own work that which is not your own. All kinds of cheating are academically dishonest and come under the following broad terms:
· Malpractice: Gaining an unfair advantage in a class or homework assignment. Malpractice includes offenses such as receiving unauthorized help from friends, parents, tutors or siblings on what should be an individual assignment.
· Collusion: Assisting someone to cheat. Collusion includes offenses such as allowing one's work to be copied or handed in by another student.
· Plagiarism: The act of presenting another's words and ideas as one's own without crediting the source - this includes the Internet. Paraphrasing material or an original idea without properly acknowledging the source.
Copying: taking work of another student, with or without his or her knowledge and submitting it as one’s own.
Exam cheating: communicating with another candidate in an exam, bringing unauthorized
material into an exam room, or consulting such material during an exam in order to gain an unfair advantage.
Duplication: submitting work that is substantially the same for assessment in different courses without the consent of all teachers involved.
Falsifying data: creating or altering data which have not been collected in an appropriate way. Falsifying documents and/or signatures will be treated as academic dishonesty.
Any student guilty of academic dishonesty will face the following consequences:
· First Offense: A zero for the work, a meeting with the principal, counselor and IB & AP Coordinators if applicable, a meeting with, or letter sent home to parents. The student's name will be shared with the faculty.
· Second Offense: Each of the consequences of the first offense, plus a two-day suspension from school and the consequences attached to that.
· A violation of the Academic Honesty Policy signifies that a student is not in good standing with the Advanced Academics department.
· Offenses may result in expulsion from the Pre-IB/AP program after review of the offense by the Academic Honesty Committee.
· If a student has been found in violation of the Honor Code, he or she will not be recommended for the National Honor Society or any of the other honor societies. If the student is already a member, the sponsor will be notified.
As a deterrent the school will use a computer program, Turnitin.com, to spot check for plagiarism. Students can avoid plagiarism by properly acknowledging the source of all materials using the APA and MLA style guide adopted by the school. If further assistance is needed, ask your teacher or a librarian for clarification.
How you can avoid academic dishonesty: Always strive to do all your work on your own. Do not give your work to another student. If you use someone else's words and thoughts, acknowledge them. Learn how to cite and reference sources using APA. When in doubt, ask for help.
How the school will help: subject teachers will provide lessons and review on this issue, showing examples of academic dishonesty and examples of good practice. Some of those teaching examples are included below:
1. Looking on someone else’s paper during a test or quiz.
2. Plagiarizing another’s words or ideas (including data downloaded from the internet) in a report, research paper, or extended essay.
3. Revealing to someone who has not taken a test or quiz what the questions or problems are.
4. Copying or conferring with other students or with adults on any independently designated assignment.
5. Writing notes in a convenient place and referring to them during a test or quiz.
6. Sliding your paper into viewing range of another student during a test or quiz.
7. Working out signals and using them to help someone on a test or quiz.
8. Looking at the paper of a student who is still working on a test when you come into the room from another class; checking out the teacher’s desk to see what might be helpful.
9. Misrepresenting the submission of information (events, hours, or other data).
10. Unauthorized use of technological devices to complete, disseminate or reveal to self or others information or answers.
11. Having knowledge of another student’s plan or participation in “cheating” without confiding directly or anonymously to WHHS personnel.
12. Any infraction that warrants a school referral, or violation of civil or criminal law.
Whether you are specifically asked to sign the honor pledge for each assignment or not, it will be understood that as a Leonard 6th, Leonard Middle or Western Hills student, you will always be able to sign the following:
On my honor, I promise that I will have neither given nor received help on this assignment/examination, nor will I pass information to others.
Cell Phone Policy
Though cell phones are allowed on school property, it is the policy of Western Hills High School that they not be visible and cannot be in use during the school day. When a student’s phone is visible and in use during class, he or she will surrender it to me for the remainder of the class period. Any resulting loss or damage to the phone will be the fault and responsibility of the student for not adhering to school policy.