College Prep. English 1-- American Literature
Instructor: Mrs. Debi George, B.S. Ed. & M.A. Lit. --UM-St. Louis
Phone Number: 636-528-5148, room 221
Prep Times: 2nd Purple and 1st Gold, before school from 6:45-7:20, and after school from 2:30-3:00 or later
Email: georged@troy.k12.mo.us
Web page(s): https://tbhsgeorge.wikispaces.com/
Texts: The Language of Literature: American Literature, To Kill a Mockingbird, The Awakening, Into the Wild, The Great Gatsby,
various handouts, notes from lectures
Course Description:
Students will study selected American short stories, poems, plays, and novels. Students will improve
their writing skills as they create and revise various essays, including persuasive (research) and literary
analysis essays.
Course Objectives:
College Prep English 1 students will study and analyze a variety of literature and will use these works as
examples to improve their own writing. The focus of American literature will allow students to gain a
broader perspective on changes in writing style and the impact historical events have had on the literature in
our country. Students will be:
 reading and responding to a variety of literary genres written from many perspectives.
 becoming active observers of language in the world today.
 organizing, producing, and presenting oral, written, and visual materials for a variety of audiences and
purposes.
 Applying English grammar knowledge to written work
 extending vocabulary through predicting, determining, and confirming meanings of words from context,
structural analysis, or appropriate sources.
Evaluation:
In order for grades to accurately reflect ability and knowledge, all students must complete all
assignments. Students, this means that if you skip, lose, or forget an assignment, I will remind you to
complete it, offer to help, summon you to my academic lab, assign you to tutoring, contact your family, your
coach, and whatever else it may take to ensure that there are no blank spaces in your grade column.
Parents, although I am reluctant to bother you and hope your teenage son or daughter won’t need to do so, I
will ask them to call you during class to ask for your help remembering to complete or bring a missing
assignment. If any of your assignments are missing at the end of a quarter, your report card will show an
“I” for incomplete. MSHSAA views an I as an F, so please know that neglecting academic responsibilities
can affect eligibility for sports and school activities.
Assignment Type
Portion of Total Grade
20%
60%
20%
assignments and class work
quizzes, tests, projects, and essays
final exam
There are no extra credit opportunities in Mrs. George’s classes; however, students may choose to promptly
re-do (not merely revise) an assignment or project to demonstrate recent or additional learning,
understanding, or ability and, therefore, a new score.
Supplies:
Required:
 pen or pencil
 college rule note paper or notebook
 folder or binder for organization (notes, returned
work, etc.)



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Recommended:
multi-color set of highlighters
flash drive
Appreciated:
purchasing your own copies of the novels
studied in class
donations of tissues, hand sanitizer, or wipes
College Prep English 1 Content
anthology: McDougall Littell’s The Lanugage of Literature
Most short works are available online. See my web site for links.
This list of basic titles does not include supplementary articles, stories, criticism, poems, or essays.
Quarter 1
Quarter 3
emphases: imagery, ethos, pathos, logos, voice,
emphases: setting, theme, mood, character
tone, theme, historical context, grammar, traits of
quality writing
development, symbolism, grammar, traits of quality
writing
titles:
titles:
The Interesting Narrative of Olaudah Equiano
Speech in the Virginia Convention
Lecture to a Missionary
The Crucible (play)
Narrative of the Life of Frederick Douglass
(independent reading assignment)
The Masque of the Red Death
The Raven
significant writing assignments:
 personal narrative/college admission
essay
 timed writing on a given topic
various poems
The Yellow Wallpaper or Dr. Heidegger’s Experiment
A Rose for Emily
To Kill a Mockingbird (independent reading assignment)
If a student has studied this book in the past, A Separate Peace
may be substituted.
significant writing assignments:

TBD (The research essay will occur during third or
Quarter 2
drawing conclusions, social commentary, grammar,
traits of quality writing
titles:
development, historical context, grammar, traits of
quality writing
The Great Gatsby (novel)
The Story of an Hour
The End of Something
The Man Who was Almost a Man
Ambush
The Awakening (independent reading assignment)
Poetry Out Loud—poetry memorization & recitation
significant writing assignments:
observation, descriptive, and/or opinion essay
timed writing on a given topic
emphases: theme, social commentary, character
titles:
A Psalm of Life
Walden
Self Reliance
various poems
Into the Wild (independent reading assignment)

timed writing on a given topic
Quarter 4
emphases: tone, theme, voice, perspective,

fourth quarter.)

significant writing assignments:

TBD (The research essay will occur during third or

fourth quarter.)
timed writing on a given topic
Independent Reading Assignments
On a quarterly basis, students will read an assigned novel or memoir, as indicated above. Some reading time will be allotted
during class, though it is expected that students and parents regard reading as homework. A calendar will be provided so
that students can pace their reading for quizzes, discussions, and completion by the deadline, which involves a test.
Grade Definitions
A quality work is consistently accurate with detailed evidence of strong ability, thorough knowledge, deep understanding,
and thoughtful consideration that is free (or nearly free) of errors.
B quality work lacks one or two components expected for A work, yet demonstrates course-level understanding and effort.
C work represents a score of 70%-79% on objective * assignments, quizzes, or tests, and on other assignments is
characterized as average, typical, or lacking independent/original ideas. * multiple choice, matching, fill-in, or sequencing
Work categorized as D or F (not yet gradable) should be re-done to meet expectations for course-level understanding or
achievement, detail, editing, ability, or completion.