Westinghouse High School
English I: Survey of Literature Honors
Course Syllabus
Periods: 4th and 6th
Credits Offered: ½ credit per semester
Semester: Fall 2009
Course number: 15110
School phone: (773)534-6400
Instructor: Hailey
Email: jlhailey@aol.com
Room Number: 182D
Class Schedule:
2nd Period
English 1
3rd Period
English 1
6th Period
English 1- Honors
7th Period
English 1
9th Period
English 1
7th Period
Communications
9th Period
Communications
Office Hours: 7:30am-8am daily
Instructor: Witt
Email awitt1@cps.edu
Room Number: 184D
Class Schedule:
2nd Period
Communications
3rd Period
Prep
4th Period
English 1 Honors
Office Hours: 3:30pm-4:30pm Monday and Wednesday
Welcome and congratulations! Freshman Honors English is designed for
students who have strong work ethic, and demonstrate an exceptional interest in
being challenged with classic literature and increased writing expectations.
Students who do not appear to be correctly placed for their best chance of
success in Language Arts may be moved to regular English at the teacher’s
discretion.
Class assignments, exams, and homework will reflect a rigorous program
designed to enhance students' understanding of universal themes. Additionally
students will be able to communicate understanding of those themes by making
connections through analysis and synthesis. Most literary works read are by
authors who also appear on the AP curriculum.
Most of the class assignments must be word-processed either at home or
beyond school hours in available labs. Students who earn A's and high B's, along
with a consistent demonstration of positive learning behaviors, may be
recommended for Sophomore Honors, which is the course preceding the
Advanced Placement Program for 11th and 12th graders. All assignments will be
based on meeting the criteria set by the Illinois State Board of Education and
Chicago Public Schools, as well as the AP/College Board Standards for College
Success.
Course Overview
English I: Survey of Literature is the first of four required courses in the English
sequence and serves as a foundation for further English coursework. In this onecredit course, students will read, write, and respond to increasingly challenging
texts. Within the context of thematic units, students will study the following
genres: short story, novel, poetry, drama, nonfiction, and film. They will apply
their understanding of language and the writing process to develop organized
and coherent responses to literature, express their personal ideas, describe
situations or events, and inform and persuade their audiences. Using elements of
the craft of writing, students will refine written, oral, and visual representations
in response to literature. Through the writing process and effective composition
strategies, students will refine grammar and usage skills. Students will also
engage in inquiry to develop research-based products. These reading and
writing skills will help set the foundation for further coursework in English. This
honors-level course is designed to help students meet and exceed the Illinois
Learning Standards for English and prepare them for future work in Honors and
AP courses.
Central Concepts
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Develop critical oral and listening competencies in the areas of
presentation, discussion, and public speaking.
Read and respond to a variety of texts orally and in writing.
Recognize the various genres of writing: narrative, expository, descriptive,
persuasive, poetry, write-to-learn.
Write in a variety of genres and for different audiences and purposes.
Write and revise well-organized responses to texts, concepts,
philosophies, and ideas.
Use grammar and conventions in context to revise writing.
Develop an understanding of grammar, conventions, and rhetorical
devices.
Demonstrate control in own writing.
Demonstrate competence in the skills and strategies of the writing
process.
Self-monitor comprehension.
Use a variety of strategies to solve problems (activate prior knowledge, set
purpose, preview, and predict).
Conduct inquiry.
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Use, evaluate, and cite a variety of informational sources including
traditional texts and journals, electronic databases, the Internet,
interviews, etc.
Create inquiry-based products (such as research-based short paper, Isearch, project, oral presentation, etc.).
Curriculum Structure
At Westinghouse, English I: Survey of Literature is organized around the
Springboard Level IV curriculum, which is focused on the theme “Coming of
Age” and divided into five (5) instructional units. These instructional units allow
students to make connections between reading and writing genres and have
multiple exposures to those genres. Students will develop a deeper
understanding of texts and concepts because inter-textual links, or comparisons
across texts, are more readily made. Teacher and students will build learning
communities as students read materials they can relate to on a personal level and
write in both academic and personal modes. Throughout the year, students will
reflect on their learning and select major projects for inclusion in a portfolio, a
record of their growth in the English language arts over the year.
Classroom Expectations
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A desire to learn—be excited about what is being taught, make personal
connections, apply the content of this class to your own life.
Tolerance and Respect—recognition and celebration of our differences.
Active participation—contribute your ideas and opinions. Don’t be afraid
to make mistakes.
Own It—give everything your best shot. Take pride in your work.
Look into the future—consider how the choices you make in this class will
impact your life in the future.
Cheating and plagiarism will not be tolerated. Both will result in lose of
credit for the assignment.
There will be no eating or drinking allowed in class (bottles of water are
okay).
Cell phones, I-pods, mp3 players, etc. need to be turned off and kept out
of sight. Students will receive ONE warning. After that, they will be
confiscated by Administration.
All assignments must be submitted with a proper heading. All essays,
book reviews, and final projects must be typed (12 point Times New
Roman font, 1.5 line spacing), or written in blue/black ink (skipping
lines).
Profanity is not acceptable.
Unit I: Coming of Age (September 8th-October 9th)
This unit introduces the theme “Coming of Age” and presents two major
learning foci: voice and persuasion in effective writing. Students will study these
concepts and skills through a variety of strategies and then demonstrate their
knowledge through two embedded assessments: 1) Presenting an Interview; 2)
Creating an Ad Campaign for a Novel; 3) Writing a persuasive essay on an issue
of their choice related to class or independent readings.
Tentative Texts
 My Name, Sandra Cisneros
 Incident, Countee Cullen
 Eleven, Sandra Cisneros
 Oranges, Gary Soto
 Every Ghetto, Every City, Lauren Hill
 Cut, Bob Greene
 Race Politics, Luis Rodriquez
 Excerpt from Always Running, Luis Rodriquez
 Novels for independent reading
IL Standards/Benchmarks
■ 1.B4a Preview reading materials, clarify meaning, analyze overall themes and
coherence, and relate reading with information from other sources.
■ 3.B4a Produce documents that exhibit a range of writing techniques
appropriate to purpose and audience, with clarity of focus, logic of organization,
appropriate elaboration and support and overall coherence.
■ 3.C4a Write for real or potentially real situations in academic, professional, and
civic contexts (e.g., college applications, job applications, business letters and
petitions).
■ 4.A.4a Apply listening skills as individuals and members of a group in a
variety of settings (e.g., lectures, discussions, conversations, team projects,
presentations, interviews).
■ 4.B.4b Use group discussion skills to assume leadership and participant roles
within an assigned project or to reach a group goal
■ 5.C.4b Produce oral presentations and written documents using supportive
research and incorporating contemporary technology.
AP/ College Readiness
This unit focuses on refining three important skill and knowledge areas for
AP/College Readiness:
■ Understanding and applying the relationship between diction, syntax, and
imagery in the creation of an author’s voice.
■ Recognizing the connection between the audience of a writing piece and the
rhetorical appeals and advertising techniques used to persuade that audience
identifying and owning self-selected reading strategies to access a variety of
texts.
Lit Circles/Book Clubs (October 12th-October 23rd)
At various times throughout the year, small groups of students (3-4) will read a
single book together, discuss its features and ideas at designated times during
the class period, and complete a project, such as a book review or oral
presentation, which demonstrates thoughtful engagement with the text.
Tentative Texts
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A Hole in My Life
Speak
The Friends
Stargirl
Feed
The Secret Life of Bees
The Chocolate War
Stuck in Neutral
The Curious Incident of the Dog in the Nighttime
Parrot in the Oven
The Book Thief
The Bean Trees
The Astonishing Adventures of Fanboy and Goth
Girl
The House on Mango Street
The Absolutely True Diary of a Part-time Indian
Carrie
The Spy Who Came in From the Cold
Scorpions
Hairstyles of the Damned
Pretty Monsters
IL Standards/Benchmarks
All standards in State Goals 1 (Reading), 2 (Literature), and 4
(Listening/Speaking) apply.
AP/College Readiness
All reading, writing, listening, and speaking standards apply.
Unit II: Defining Style (October 26th-November 25th)
This unit focuses on 1) literary and stylistic elements such as point of view,
imagery, motif, foreshadowing, and irony; and 2) cinematic devices used to
develop a director’s style. In the first part of this unit, students will read several
short stories and then select one to adapt into a storyboard (visual outline of a
film). They will then write a business letter to a producer pitching their
adaptation, before conducting and writing a thorough analysis of film director
Tim Burton’s style. As a capstone, students will write their own short stories
featuring the literary and stylistic elements studied.
Tentative Texts
 A Poison Tree, William Blake
 The Cask of Amontillado, Edgar Allan Poe
 Thank You M’am, Langston Hughes
 The Stolen Party, Liliana Heker
 The Scarlet Ibis, James Hurst
 Charlie and the Chocolate Factory, directed by Tim Burton
 Edward Scissorhands, directed by Tim Burton
 Big Fish, directed by Tim Burton
 Corpse Bride, directed by Tim Burton
IL Standards/Benchmarks
■ 1C4b Explain and justify an interpretation of a text.
■ 2.A4b Explain relationships between and among literary elements including
character, plot, setting, theme, conflict, and resolution.
■ 3.A 4 Use standard English to edit documents for clarity, subject/verb
agreement, adverb and adjective agreement and verb tense; proofread for
spelling, capitalization and punctuation; and ensure that documents are
formatted in final form for submission and/or publication
■ 5.C.4b Produce oral presentations and written documents using supportive
research and incorporating contemporary technology.
AP/ College Readiness
This unit focuses on refining three important skill and knowledge areas for
AP / College Readiness by helping students:
■ Develop a firm understanding of how an author presents themes, ideas,
and/or images by means of literary and stylistic elements.
■ Understand the relationship between an author’s purpose, use of
literary/stylistic/cinematic devices, and the effect of those choices.
■ Apply the writing process to a literary/style analysis essay.
Lit Circles/Book Clubs (November 30th-December 11th)
Unit III: Exploring Poetic Voices (December 14th-January 29th)
This unit further explores voice and style through the reading and the writing of
poetry. Students will compose poems throughout the unit as they read the work
of professional poets, and then select and defend their own poems for inclusion
in a personal poetry anthology. They will then orally present an analysis of one
of the professional poets read during the unit. Finally, they will write a
persuasive essay on the topic “Is Poetry Dead?”
Tentative texts
 Imagine, John Lennon
 We Real Cool, Gwendolyn Brooks
 Danse Africane, Langston Hughes
 American Hero, Essex Hemphil
 Combing, Gladys Cardiff
 Dreams, Langston Hughes
 The Eagle, Alfred Lord Tennyson
 Mind, Richard Wilbur
 Harlem, Langston Hughes
 Mushrooms, Sylvia Plath
 The Negro Speaks of Rivers, Langston Hughes
IL Standards/Benchmarks
■ 2.A4c Describe relationships between the author’s style, literary form (e.g.,
short stories, novels, drama, fables, biographies, documentaries, poetry, essays)
and intended effect on the reader.
■ 3.A 4 Use standard English to edit documents for clarity, subject/verb
agreement, adverb and adjective agreement and verb tense; proofread for
spelling, capitalization and punctuation; and ensure that documents are
formatted in final form for submission and/or publication
■ 3.B4a Produce documents that exhibit a range of writing techniques
appropriate to purpose and audience, with clarity of focus, logic of organization,
appropriate elaboration and support and overall coherence.
AP/ College Readiness
This unit focuses on refining several important skill and knowledge areas for
AP/College Readiness:
■ close reading and analysis of poetry in many forms
■ completing an extensive analysis of one poet’s style and writing a style analysis
essay
■ applying the various stages of the writing process
■ writing in a variety of modes
■ extending oral interpretation and communication practice
Lit Circles/Book Clubs (February 1st-February 12th)
Unit IV: Interpreting Drama Through Performance (February 15th-March 19th)
This unit focuses on the drama of William Shakespeare, specifically Romeo and
Juliet. Students will read the play, studying major components of Shakespeare’s
style, as well as researching his time period and the content of the play. They will
then demonstrate their knowledge by interpreting a thoughtful and wellrehearsed scene from Romeo and Juliet. Students will write an updated version of
Romeo and Juliet and defend their adaptation. Students will write an essay
exploring the nature of tragedy and heroism.
At this point in the course, students have practiced many learning strategies and
studied a few key concepts in depth. Students will reflect on their growth over
the year in a metacognitive essay, examining their own learning process.
Tentative Texts
 “We Wear the Mask,” Paul Laurence Dunbar
 Romeo and Juliet, William Shakespeare
 Westside Story
 “Romeo Must Die”
IL Standards/Benchmarks
■ 1C4d Summarize and make generalizations from content and relate them to the
purpose of material.
■ 2.A4b Explain relationships between and among literary elements including
character, plot, setting, theme, conflict, and resolution.
■ 2.A4c Describe relationships between the author’s style, literary form (e.g.,
short stories, novels, drama, fables, biographies, documentaries, poetry, essays)
and intended effect on the reader.
■ 3.A 4 Use standard English to edit documents for clarity, subject/verb
agreement, adverb and adjective agreement and verb tense; proofread for
spelling, capitalization and punctuation; and ensure that documents are
formatted in final form for submission and/or publication
■ 4.A.4a Apply listening skills as individuals and members of a group in a
variety of settings (e.g., lectures, discussions, conversations, team projects,
presentations, interviews).
■ 5.C.4b Produce oral presentations and written documents using supportive
research and incorporating contemporary technology.
AP/ College Readiness
This unit will focus on skills and knowledge that improve students for AP and
College Readiness by:
■ Focusing on a work from another century, with an emphasis on understanding
archaic words and syntactic structure.
■ Deepening students’ experiences with interpretation of literature through close
reading, literary analysis and application of
literary elements.
■ Researching historical, social, and cultural contexts of Shakespeare’s drama,
Romeo and Juliet.
■ Practice self-evaluation of strategies for learning.
Lit Circles/Book Clubs (March 22nd-April 2nd)
Unit V: Coming of Age Amidst Controversy (April 5th-May 7th)
This unit focuses on research and literary analysis. Students will read a novel, To
Kill a Mockingbird, and then present an investigation into some aspect of the
history surrounding the novel. To end the unit and the year, students will write
two essays, one analyzing a passage from the novel and another analyzing the
rhetorical structure of each genre studied during the semester and
comparing/contrasting them all.
Tentative Texts
 To Kill a Mockingbird, Harper Lee
 “Jim Crow: Shorthand for Separation”
 “In Defense of To Kill a Mockingbird
IL Standards/Benchmarks
■ 1.B4a Preview reading materials, clarify meaning, analyze overall themes and
coherence, and relate reading with information from other sources.
■ 1.C4a Use questions and predictions to guide reading.
■ 1C4b Explain and justify an interpretation of a text.
■ 2.A4b Explain relationships between and among literary elements including
character, plot, setting, theme, conflict, and resolution.
■ 2.A4c Describe relationships between the author’s style, literary form (e.g.,
short stories, novels, drama, fables, biographies, documentaries, poetry, essays)
and intended effect on the reader.
■ 3.B4a Produce documents that exhibit a range of writing techniques
appropriate to purpose and audience, with clarity of focus, logic of organization,
appropriate elaboration and support and overall coherence.
AP/ College Readiness
Students develop important skills and knowledge areas for AP/College
Readiness in this unit by:
■ Researching the cultural, historical, social, and geographical context of a novel
and applying the research to an understanding and appreciation of the work.
■ Reading and analyzing a novel of literary merit.
■ Practicing close textual analysis for use of language and the complex
relationships between literary elements and thematic development.
Lit Circles/Book Clubs (May 10th-May 21st)
Final Exams
Semester I and II final exams will be ACT-style tests composed of three (3) 30minute sections: Reading, English, and Writing.
The Reading section will present short passages for students to read and
questions about the passage that require students to identify main concepts, the
author’s/characters’ point of view, and facts within the text; infer meanings; and
recognize vocabulary in context.
The English section will present short passages with errors to be corrected by the
student. This section tests knowledge of standard English grammar, usage, and
style.
The Writing section will present a writing prompt and ask students to
brainstorm, plan, compose, and edit a short essay on the topic of the prompt.
Primary Textbook
Springboard English Textual Power Level 4
Independent Reading
For Unit I: “Coming of Age”, each student will read a novel of his/her choice
independently. A list of suggested titles follows:
The Catcher in the Rye, J.D. Salinger
Monster, Walter Dean Myers
The Secret Life of Bees, Sue Monk Kidd
A Separate Peace, John Knowles
She’s So Money, Cherry Cheva
Slam, Walter Dean Myers
Sleeping Freshmen Never Lie, David Lubar
Speak, Laurie Halse Anderson
Stargirl, Jerry Spinelli
Twisted, Laurie Halse Anderson
A Yellow Raft in Blue Water, Michael Dorris
Ellen Foster, Kaye Gibbons
The House on Mango Street, Sandra Cisneros
The Adventures of Huckleberry Finn, Mark Twain
Students may choose books not on this list, subject to their teacher’s approval.
Although copies of these and other books may be found in classrooms or the
school library, students are responsible for providing themselves with their
chosen book however they can, through the Chicago Public Library or a local
bookstore.
Westinghouse High School
Grading Policy ~ GRADEBOOK 2009-2010
WHS GRADING
SCALE
A
100—90
B
89—80
C
79—70
D
69—60
F
59 and below
WEIGHTING ITEMS IN GRADEBOOK:
CATEGORY
Formative assessments:
class work, bell ringers,
discussions, etc.
Homework
PERCENTAGE
40%
20%
FREQUENCY
Approximately 3 per
week
Approximately 4 times
Class participation*
Quizzes
Summative
Assessments: Written
tests, essays, and
summative projects
5%
15%
20%
per week
Opportunities for Success
1 per week
Minimum 2 per quarter
Late-Work Policy
It is expected that Westinghouse High School students turn in all assignments on
time, complete and of the highest quality. Assignments not completed by the
due date are automatically late and will only be worth a maximum of fifty
percent (50%) of their original value. The one exception is excused absence; if
you are absent for a legitimate reason and provide a note from your
parent/guardian, you may turn your work in at the beginning of the period on
the day you return to school. Teachers will not accept late work after it has been
graded and/or reviewed in class. If you miss a class for other than an excused
absence (i.e. class cut), any work (including quizzes, exams and major projects)
due that day will be not be accepted. You will automatically receive a zero on
those assignments.
Attendance and Tardy Policy
Success in this course requires students to be in class and in their seats when the
bell rings every day. If you are not, you will be considered tardy or absent. If
you must be absent for a legitimate reason, you must bring a note from your
parent/guardian and doctor (if applicable) to have your absence excused.
Otherwise, work completed for class or during class the day of your absence will
be considered late and you will lose the appropriate number of points.
Materials
Students will need to have the following items with them on the first day of
school:
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Two (2) composition notebooks (the kind with black-and-white covers)
dedicated entirely to this class
One (1) spiral notebook or section of a multi-subject notebook dedicated
entirely to this class
At least three (3) pens or pencils (every day)
Please complete this form and return it to your teacher on or before 9/11/09
Student/Parent/Teacher Statement of Understanding- Freshman Honors English
Student Name:
__________________________________________________________________
Period: _______________
Teacher:__________________________________
Student Email: _____________________________________
We have read and understand all of the contents of the course outline and
syllabus for the Freshman Honors English class.
We understand:
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This class is at an accelerated 9th grade level, and the curriculum is paced and weighed
as such.
Homework must be completed and turned in on time, and all assigned reading must be
completed before class.
That I will be expected to be an active part of a cooperative and respectful learning
community whose goal is to provide a rigorous education in preparation for future
honors and AP courses in literature.
That attendance is crucial to maintaining an acceptable grade in the class, and excessive
absences will affect my grade. If there is a paper due and I am ill, I must contact my
teacher and make arrangements for my paper to be delivered in order to retain all
possible credit.
That plagiarism, cheating, and other dishonorable behaviors will not be tolerated, and
will result in a zero grade for the assignment in question. If there are further problems,
removal from class will be strongly considered at the discretion of the teacher.
That a recommendation for Sophomore AP or Honors English is based on class
performance (A or high B), attendance, Testing level, and teacher input.
Student Signature_____________________________________________________
Parent/Guardian: _____________________________________________________
(Print legibly)
Parent Signature _________________________________________
Parent Email _________________________________________
Phone: (Day)________________________ (Evening) ______________________
Best Day and time to call: ________________________________
Emergency Contact: _______________________________________________
Relationship:______________________________________________________
Phone: ___________________________________________________________
Additional Information or comments