Virginia York
virginia.york@killeenisd.org
British Literature (English 411)
Term: Aug. 24, 2015 – June 2, 2016
Tutorials: Tuesday 8:10 – 8:40
Phone: 336 - 0900
Conf. time: 11:36 – 12:27
Thursday. 4:15 – 4:45
Introduction to Subject
Students enrolled in English IV continue to increase and refine their
communication skills. High school students are expected to plan, draft, and
complete written compositions on a regular basis. Students edit their papers for
clarity, engaging language, and the correct use of the conventions and mechanics
of written English and produce final, error-free drafts. In English IV, students are
expected to write in a variety of forms, including business, personal, literary, and
persuasive texts as well as create various forms of multimedia projects. English IV
students read extensively in multiple genres from British literature and other world
literature. Periods from British literature may include the old English period,
medieval period, English renaissance, 17th century, 18th century, romantic period,
Victorian period, and modern and postmodern period. Students learn literary
forms and terms associated with selections being read. Students interpret the
possible influences of the historical context on a literary work.
Textbooks/Resources
Literature The British Tradition. New Jersey, Pearson, 2011.
www.PHLitOnline.com
Assorted Novels - TBA
Supplies/Equipment
Composition Notebook
Folder with pockets
Loose-leaf paper
Ink pens
Pencils
NOTE:
THE FOLLOWING IS NOT AN ALL INCLUSIVE LIST OF TOPICS,
ASSIGNMENTS, TESTS, OR OTHER GRADED ACTIVITIES. THE
TEACHER RESERVES THE RIGHT TO CHANGE AN ASSIGNMENT
SHOULD HE/SHE DEEM IT NECESSARY DUE TO UPDATED
MATERIALS OR CLASS INTEREST.
FIRST SEMESTER
FIRST NINE WEEKS: August 24 – October 16
YEAR AT A GLANCE:
Unit 1: Exploring British Literature
1.
Using the writing process and the conventions of language, write a fictional story incorporating literary techniques that
lead to complex plot structure which shapes the main character, sets the mood and tone, advances the action, and
2.
depicts the theme.
Record multiple entries that include personal and world connections, thoughts, and responses to literary and
3.
informational texts.
As a class, read multiple genres of fiction written by British authors. Choose one selection and identify the effects of
narration and relate the characters, setting, and theme to its historical, social, and economic time period. In a small
group, create a visual representation to compare and contrast three to four fictional writings. Present the visual to the
4.
class.
Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
Unit 2A: Evaluating Poetry Across Time
1.
Identify the changes in sound, form, literary technique, and structure in two poems from different literary
periods. Write an essay explaining the impact of history and culture on the changes and the effectiveness of the
author’s techniques to connect to an audience.
2.
Select a poetic form and employ the conventions and structures for that form by writing an original poem that
communicates a universal theme and illustrates effective use of sensory details.
3.
Record multiple entries that include personal and world connections, thoughts, and responses to literary and
informational texts.
4.
Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
SECOND NINE WEEKS: October 19 – December 18
YEAR AT A GLANCE
Unit 2B: Evaluating Drama Across Time
1.
Read a classical play and view a film version of the play. Write a film review comparing and contrasting the
similarities and differences and critique the effectiveness of the movie in presenting the original theme, plot, mood,
tone.
2.
Record multiple entries that include personal and world connection, thoughts, and responses to literary and
informational texts.
3.
Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
Unit 3: Analyzing Techniques in Literary Nonfiction
1.
2.
Write and orally present a speech on a social issue that includes the use of sarcasm and/or paradox.
Record multiple entries analyzing and comparing the effects of language in literary essays, speeches, journals,
3.
memoirs, autobiographies, biographies, and diaries.
Identify important, relevant, and interesting events about yourself and write an engaging personal statement for a
potential employer or for admission to a training program or college. Share the essay with a partner and review the
essays for clarity and coherence.
4.
Record multiple entries that include personal and world connections, thoughts, and responses to literary and
informational texts.
5.
Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
SECOND SEMESTER
THIRD NINE WEEKS: January 4 – March 11
YEAR AT A GLANCE:
Unit 4: Synthesizing Informational Text
1. Read multiple expository texts on a specific issue or event written by different authors. Evaluate the information and
synthesize ideas to draw a conclusion about the issue or event. Write an analytical essay to report findings, using
textual evidence to support understanding.
2. Read a procedural text independently and record multiple entries including personal reflections during the application
of principles and/or instructions stated in the text. Evaluate the clarity and understandability of the text and write and
present a book review for the text.
3. Create a professional resume and complete an application tailored to a chosen job posting or college of choice
4. Record multiple entries that include personal and world connections, thoughts, and responses to literary and
informational texts.
5. Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
Unit 5A: Inquiry and Synthesis Through Research
1.
2.
3.
4.
Choose a topic of interest that is not currently reflected in mainstream media, formulate a research question and plan,
follow the research plan to collect information from multiple perspectives, and develop and organize an annotated
bibliography of credible, relevant sources according to a standard format.
Write and refine a documented report that analyzes multiple perspectives on a topic of interest that is not currently
reflected in mainstream media.
Produce and present a multimedia presentation that includes an argument of how biased the media is toward a certain
issue. Present the presentation to the class.
Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
FORTH NINE WEEKS: March 21 – June 2
YEAR AT A GLANCE:
Unit 5B: Inquiry and Synthesis Through Research Continue
1.
2.
3.
4.
Choose a topic of interest that is not currently reflected in mainstream media, formulate a research question and plan,
follow the research plan to collect information from multiple perspectives, and develop and organize an annotated
bibliography of credible, relevant sources according to a standard format.
Write and refine a documented report that analyzes multiple perspectives on a topic of interest that is not currently
reflected in mainstream media.
Produce and present a multimedia presentation that includes an argument of how biased the media is toward a certain
issue. Present the presentation to the class.
Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
Unit 6: Evaluating Merits of Argument
1.
Write an evaluative essay on a specific world issue that includes logical reasons with evidence to support a clear thesis
or position. Present your essay to a small group using appropriate diction and rhetorical strategies to deliver your
intended message. Assess the persuasiveness of the presentations made by the small group members.
2.
Read a classmate’s evaluative essay. Evaluate the merits of the argument and its credibility.
3.
As a class, view multiple media coverage (e.g., web pages-online information, internet, television, documentaries,
commercials, blogs, newspaper) on a specific world issue. In groups, select a medium and create a visual representation
analyzing the purpose, audience, bias, formality, tone, and different techniques used to convey the message. Present
and display group visual representations and engage in a class discussion to evaluate how media influences perception.
4.
Record multiple entries that include personal and world connections, thoughts, and responses to literary and
informational texts.
5.
Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.
Academic Dishonesty
Any form of cheating, copying, and/or plagiarism will be considered a most serious offense. The work in question,
whether formative or summative, will be awarded a grade of “0” and will not be eligible for make-up or re-do in
accordance with the guidelines set forth in the Killeen Independent School District Student Code of Conduct.
“Cheating/Copying: Activities which involve cheating and copying are considered to be academic problems for
which academic penalties are most appropriate. If a teacher, in his or her professional judgment, finds that a student
is cheating or copying, they should determine what the appropriate consequence would be for the particular
situation. Consequences could include assigning a grade of “0” for the assignment affected, and providing no
opportunity for make-up work” (page 28).
Grading Policy
Formative=
40%
(Includes:
homework,
class
participation, class work, short quizzes
etc...)
Summative=
60% (Includes: quizzes, exams, projects,
major writing assignments)
Final Exam=
10% Semester Final
Grading Scale
100 -
90=
A
89
-
80=
B
79
-
75=
C
74
-
70=
D
69
-
0=
F