Delmar School District
Course Syllabus & Outline
Faculty:
Mrs. Carol Kline
B. A. English, M.Ed.
Course Title: Honors English IV
Grade Level: 12
Method of Contacting Teacher:
Preparation Period: Periods 7 & 8
Phone: 302-846-9544
E-mail: carol.kline@delmar.k12.de.us
Course Description
Honors English IV is for twelfth grade students and focuses on British literature. The course is designed to
help students improve their skills in the areas of reading comprehension, writing, speaking, listening, critical
thinking, researching, processing, categorizing, predicting, analyzing, and evaluating.
Course Rationale/Objectives
The objective of Honors English IV is to help students become more competent in reading, writing,
speaking, listening, research, study, and life skills. Students will engage in grammar study as a means to
improve the quality of their writing. This course involves an in-depth study of British literature and various
forms of writing.
Major Learning Goals/Standards
Students will be expected to meet the Delaware state adopted Common Core Standards for ELA Grades
11-12.
Learning Outcomes
A. Students will improve writing proficiency through journal writing, revising and
editing activities, sentence variety activities, and creating multi-paragraph
expressive, informative, and persuasive compositions.
B.
Students will improve reading comprehension abilities by using word
recognition strategies, context clues, literal and figurative meaning
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determination, and sight words, by reading for details; by establishing point-of
view and purpose; and by using reference materials.
C.
Students will improve listening skills as delineated by the Delaware standards.
D. Students will improve their oral communication skills by participating in class
discussions, presenting oral reports, and taking an active role in cooperative
learning groups.
Primary Textbook
Holt McDougal Literature Series: British Literature
Additional Texts
Cloud Atlas, Focus on Writing, Individually selected (reading level/age appropriate) reading project
books.
Optional: Hamlet, The Importance of Being Earnest
References and Resource Materials
 Patterns for College Writing, A Writer’s Reference, Everyday Writer, Easy Writer
 Grammar and usage websites, edu writer’s resources websites
Technology
A.
The class will periodically have access to computers which the students will use to conduct
research, prepare projects, and compete assignments.
B.
The teacher will demonstrate knowledge of informational websites as well as
sites that demonstrate excellent student resources (literature sites and writing
sites: ex. www.grammarqueen.com)
C.
Students are encouraged complete all written assignments using Microsoft Word and
standard formatting rules.
Course Outline/Curriculum Map:
Non-Fiction Narrative Reg
(Week 1, 8 Weeks) Through the study of Non-Fiction Narratives, often called Creative Non-Fiction,
students will learn the essential elements to include when working within this genre such as a strong
voice, anecdotes & vignettes, and pacing. Through the study of this genre and the techniques used to
accomplish successful writing, students will be prepared to take on a personal Non-Fiction Narrative,
better known as the College Application Essay.
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How do Non-Fiction Narratives effectively convey the author’s personality through life stories
and experiences?
Concept 1
•
Narrative Techniques
Concept 2
•
Back-to-Basics Grammar
Concept 3
•
Reaching Your Audience
Concept 4
•
Writing Techniques
Lesson Essential Questions for Concept 1
•
How do we use literary devices we typically associate with Fiction to strengthen our Non-Fiction
writing?
Lesson Essential Questions for Concept 2
•
Why is it important to understand grammar when reading and writing Non-Fiction Narratives?
Lesson Essential Questions for Concept 3
•
How can we write narratives that convey who we are to the audience?
•
How do we give our Non-Fiction Narrative an appropriate title?
Lesson Essential Questions for Concept 4
•
How can we use standard writing techniques to perfect our writing?
Academic Vocabulary for Concept 1
•
plot
•
description
•
characterization
•
dialogue
•
pacing
•
point of view
•
audience
•
setting
•
diction
•
tone
•
voice
•
simile
•
metaphor
•
allusion
•
syntax
•
imagery
•
Non-Fiction Narrative
Academic Vocabulary for Concept 2
•
parallel structure
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contractions
•
apostrophes
•
commas
•
complete sentences
•
subject-verb agreement
Academic Vocabulary for Concept 3
•
anecdotes
•
vignettes
•
aspirations
•
adversity
•
title
Academic Vocabulary for Concept 4
•
sentence structure
•
paragraph structure
•
sentence fluency
•
transitions
•
conventions
•
presentation
•
revision
•
sentence variation
"You'll Never Believe This..." - Narrative Technique Lesson Task
Lesson Task 1: Written: Narrative
Ripley's Believe It or Not has decided to come to Delmar! They are doing a meet and greet and an
exhibit, but only are inviting a limited amount of students. To gain an invitation, you have to write an
unbelievable, 1-page non-fiction narrative beginning with the phrase, "You'll never believe this, but..."
Using your Non-Fiction Narrative Frayer Diagram and your narrative techniques graphic organizer,
write a short non-fiction narrative about an experience you've had that seems like it could come from the
world of Fiction. You must bring in 5 of the narrative techniques discussed during the lesson.
Back-to-Basics Grammar Lesson Task
Lesson Task 2: Performance: Skill Demonstration
You are a writing tutor at Delmar High School and the student you are working with is preparing to
apply for college. They give you the first draft of their application essay at your next meeting. Using
your knowledge of important grammatical concepts provided in your graphic organizer, revise your
student's essay, making sure to correct all grammar and spelling errors you locate.
Once your revisions are complete, based on your understanding of our reading of "I Won't Hire People
Who Use Poor Grammar. Here's Why." by Kyle Wiens, explain why colleges most likely won't accept
people who use poor grammar. Why are grammar skills so important to our writing?
College Admissions Board - Reaching Your Audience Lesson Task
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Lesson Task 3: Performance: Authentic Task
In a group of 3-4 students, you will act as a college admissions board for the newly-founded Delmar
University. Together, you will review each college essay in the time limit allowed (5 essays in total). At
the end of each reading, the “board” will have to write a short critique of the essay (3-5 sentences). You
will also come up with an appropriate title for each essay.
Once all essays have been read, as a board, you will have to choose to accept 3 of the students based on
their essays and reject the remaining 2. Together, the “board” must write a summary of their actions,
sharing why you chose to accept the students you did and reject the students you didn't take.
Peer-Revisions and Conference - Writing Techniques Lesson Task
Lesson Task 4: Written: Explanatory/Informative
You are working for the semester as a counselor at a local college's writing center. A student comes in
with an essay that needs revisions. Using your Sentence Variation graphic organizer, partner up with a
student in class and go through their essay citing places where they exhibit sentence fluency, sentence
variation, and transitions, or places where these writing techniques are needed. In a developed
paragraph, explain what techniques they have done well or what techniques they need to work on. In a
second paragraph, address the LEQ by explaining to your peer how we can use standard writing
techniques to perfect our writing.
Non-Fiction Narrative Lesson 1.doc
Anglo-Saxon Literature Reg
(Week 9, 7 Weeks) Through the study of Anglo-Saxon life and times, key literature in the form of
epic poems, and the conventions of an epic hero students will be able to understand the Anglo-Saxon
belief in fate that controlled not only their literature, but their lives. This was a fatalistic and grim view
of life that only changed with the introduction of Christianity, which gave hope to the Anglo-Saxon
people, and was expressed as a changing view in their literature.
Does fate control our lives?
•
Historical Background: Anglo-Saxon Period
•
Elements of an Epic Poem / Epic Hero
•
Beowulf ("Grendel", "Beowulf", "Battle with Grendel")
•
Beowulf ("Grendel's Mother", "Battle with Grendel's Mother")
•
Beowulf ("Beowulf's Last Battle", "The Death of Beowulf", "Mourning Beowulf")
•
Variation on Beowulf in Film - Compare and Contrast
•
Fate: Anglo-Saxon's View vs. Today's View
Lesson 1
•
How does the historical context impact the literature seen throughout the Anglo-Saxon period?
Lesson 2
•
How can we define characteristics of an epic hero?
•
How can we identify elements of an epic poem?
Lesson 3
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How does Beowulf fulfill the characteristics of an epic?
Lesson 4
•
How does Beowulf fulfill the characteristics of an epic?
Lesson 5
•
How does Beowulf fulfill the characteristics of an epic?
Lesson 6
•
How can we compare and contrast the epic poem Beowulf with a film based on the original
piece?
Lesson 7
•
How do the views of fate from our time and the Anglo-Saxon time period compare?
•
How can we determine fate's control on our lives by evaluating both literary and informational
texts?
Lesson 1
•
Old English
•
Anglo-Saxons
•
Vikings
•
Norman Conquest
•
monasteries
•
Wyrd
•
epic poems
•
mead halls
•
scops
•
lyric poems
Lesson 2
•
epic poem
•
stock epithets
•
kennings
•
epic hero
•
universal themes
•
alliteration
•
caesura
Lesson 3, 4, 5
•
epic poem
•
epic hero
•
stock epithets
•
kennings
•
caesura
•
alliteration
Lesson 6
•
compare and contrast
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point-by-point organization
•
subject-by-subject organization
Lesson 7
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wyrd
•
fate
•
claim / argument
•
counterclaim
•
author's purpose
•
reliable source Predicting the Literature
Lesson Task 1: Written: Explanatory/Informative
You are a literary detective! Using the clues and background information provided in the historical essay
on the Anglo-Saxon period, "solve the mystery" of the Anglo-Saxon texts. Predict and infer what the
literature of this period will look like based on the clues from the essay. How do you think the themes of
fate and heroism will be presented in the literature of the period? How will the historical events be
represented in the literature of the period? Use specific details from the essay ("the clues") to support
your response ("mystery solved!").
Film Trailer Critic
Lesson Task 2: Written: Explanatory/Informative
You are a film critic. Critique the Beowulf trailer. Identify the elements of an epic that it portrays. What
elements of an epic poem and epic hero are missing? Discuss what elements of an epic should be
included to improve this trailer.
Mead Hall Boast
Lesson Task 3: Written: Narrative
You are now a famed Anglo-Saxon warrior and epic hero. Like the great boasts given by the warriors of
the Anglo-Saxon age, you will prepare a speech where you will boast about your epic deeds and great
triumphs. This can take the form of a typical speech, a poem, or, if you want, a rap song. In your boast,
you must emulate Beowulf’s tone as he was proclaiming his accomplishments to King Hrothgar and the
Danes. You should focus on your successes as an Anglo-Saxon warrior. Don’t forget to include at least
1 writing technique typical of Old English poetry (stock epithets, kennings, caesura, or alliteration).
Directions: Your boast must:
•
Be no less than ½ page and no more than 1 page
•
Be written in the style of a typical speech, a poem, or a rap
•
Reflect the warrior culture of the Anglo-Saxon age seen in Beowulf
•
Emulate Beowulf’s tone
•
Include an example of at least 1 Old English poetry writing technique:
o
Stock epithets
o
Kennings
o
Caesura
o
Alliteration
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•
BE CREATIVE! Have fun with this! Take it in the spirit it’s meant. Explore your inner AngloSaxon warrior. What is your weapon of choice? How many monsters have you slain? How many
villages have you saved? Do you measure up to the revered Beowulf?
Poetic Language Analysis
Lesson Task 4: Written: Explanatory/Informative
After reading the account of Beowulf’s battle with Grendel’s mother, reflect on the poet’s technique.
How does the poet use language to add tension and excitement to the struggle? Cite examples from the
text to support your response.
Epic Hero for a Modern Age
Lesson Task 5: Written: Explanatory/Informative
You are currently working for a TV network executive who has recently become obsessed with the idea
of creating a new show that mirrors the Anglo-Saxon epic. She has tasked you with the job of creating a
modern day character who fits the 4 characteristics of an epic hero and whose story follows the elements
of an epic. Write 2 paragraphs, 1 detailing how this character will fulfill the 4 characteristics of an epic
hero and 1 detailing how the character's story will follow the elements of an epic. Underneath your
paragraph, list 3 actors that you believe could fill this role for your new TV show.
Beowulf: Should the film be used in the classroom?
Lesson Task 6: Oral: Presentation
In groups of three or four, you will be a panel that is about to present in front of a board of English
teachers. What are you presenting? You must convince the board of English teachers that Zemeckis'
Beowulf either has worth in a classroom setting or should not be used in English classes. As a group,
you must come to a consensus and present 1 argument in both written and oral forms. Your argument
should include specific evidence to support your claim.
Your written argument should be in the form of a short essay. It should be between 2 to 3 paragraphs.
Make sure that you present your claim and provide specific evidence as support.
Your oral argument should be in the form of a short presentation. It should not exceed 4 minutes. Each
member of your group must participate in your presentation. Additionally, your presentation will be
assessed by the quality of how you present including: eye contact, volume, and overall delivery.
Remember to keep in mind who your audience is.
Beowulf: Should the film be used in the classroom?
Lesson Task 6: Written: Argumentative
In groups of three or four, you will be a panel that is about to present in front of a board of English
teachers. What are you presenting? You must convince the board of English teachers that Zemeckis'
Beowulf either has worth in a classroom setting or should not be used in English classes. As a group,
you must come to a consensus and present 1 argument in both written and oral forms. Your argument
should include specific evidence to support your claim.
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Your written argument should be in the form of a short essay. It should be between 2 to 3 paragraphs.
Make sure that you present your claim and provide specific evidence as support.
Your oral argument should be in the form of a short presentation. It should not exceed 4 minutes. Each
member of your group must participate in your presentation. Additionally, your presentation will be
assessed by the quality of how you present including: eye contact, volume, and overall delivery.
Remember to keep in mind who your audience is.
Fate on the Radio
Lesson Task 7: Written: Explanatory/Informative
You’re hanging out and listening to the radio, when someone calls in to speak to the DJ about whether
or not it is her “fate” to end up with some big star (probably Harry Styles or someone equally
ridiculous). They are clearly fangirl-ing out of control, but it sparks an interesting debate and soon the
DJ’s phone lines are all busy with people who want to talk about fate and the role it plays all around us.
You think half of these people are idiots and are sure there is only one clear answer. You pick up the
phone and dial the station’s number. The call actually goes through. You are told by an employee at the
station that you have the length of Sam Smith’s “I’m Not the Only One” before you are going on to give
your opinion on the role of fate in the world around us. Well, what are you going to say? And how are
you going to back it up?
Address the question whether or not you think fate would control our lives. Write the statement you
would make on the radio in paragraph form and make sure to bring in your personal views and some of
the points made in the recent articles you have read in English class as support.
Anglo-Saxon Literature Lesson 7.docx
Medieval Literature
(Week 16, 10 Weeks) Through the study of the Middle Ages and the reading of Medieval texts, students
will gain a deeper understanding of text analysis, character development and common themes of the age
such love, chivalry, importance of religion, and high societal expectations.
Can people live up to high IDEALS?
Concept #1
•
Historical Context - Middle Ages
Concept #2
•
The Canterbury Tales- "The Prologue" - Characterization Analysis - Section 1
Concept #3
•
The Canterbury Tales- "The Prologue" - Characterization Analysis - Section 2
Concept #4
•
The Canterbury Tales- "The Prologue" - Characterization Analysis - Section 3
Concept #5
•
Classification of Characters and The Canterbury Tales
Concept #6
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Chaucer's Inspiration and A Knight's Tale
Concept #1
•
How can we use the historical context of the Middle Ages to better understand literature from the
same time period?
•
What major events of medieval times will influence the literature of the period?
Concept #2
•
What makes a great character?
•
How does Chaucer use imagery and figurative language to create vivid characters?
Concept #3
•
What makes a great character?
•
How does Chaucer use imagery and figurative language to create vivid characters?
Concept #4
•
What makes a great character?
•
How does Chaucer use imagery and figurative language to create vivid characters?
Concept #5
•
How can we classify the characters of Chaucer's The Canterbury Tales?
Concept #6
•
How is Chaucer's The Canterbury Tales an inspiration for the film A Knight's Tale?
Academic Vocabulary for Concept 1
•
Henry II; Richard the Lion-Hearted; Robin Hood; King John; Magna Carta; Black Death;
Hundred Years' War; Henry Tudor; feudalism; chivalry; courtly love; King Arthur; Geoffrey Chaucer;
frame story; ballads; knights; Thomas a Becket
Academic Vocabulary for Concept 2
•
narratives; medieval narratives; imagery; figurative language; irony; characterization; frame
story
•
courtliness; sedately; personable; accrue; malady; entreat
Academic Vocabulary for Concept 3
•
narratives; medieval narratives; imagery; figurative language; irony; characterization; frame
story
Academic Vocabulary for Concept 4
•
narratives; medieval narratives; imagery; figurative language; irony; characterization; frame
story
Academic Vocabulary for Concept 5
•
classification
Academic Vocabulary for Concept 6
•
anachronisms; style comparison
The Middle Ages and Medieval Times Scavenger Hunt
Lesson Task 1: Written: Report
Students will use the resources provided in the classroom to write a report of information about the
Middle Ages.
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Modern Pilgrim - Part 1
Lesson Task 2: Written: Narrative
Canterbury Tales Lesson Task – Section 1
Now that we have read through the first part of The Canterbury Tales: Prologue, imagine you are taking
a pilgrimage of your own today. Think about what other types of people would be traveling with you on
your journey. Write a description that contains vivid images and commentary on the type of person one
of your fellow pilgrims is, using strategies similar to Chaucer’s own. Make sure you provide
descriptions of their appearance as well as their personality. Your pilgrim should be a modern translation
of one of the pilgrims used so far in Chaucer’s tale. Think about the societal commentary Chaucer
makes about each character and be sure to include a similar commentary through your description.
Canterbury Tales Lesson Task – Section 1.docx
Modern Pilgrim - Part 2
Lesson Task 3: Written: Narrative
Canterbury Tales Lesson Task – Section 2
Imagine you are continuing your pilgrimage today. Think about what other types of people would be
traveling with you on your journey. Write a description that contains vivid images and commentary on
the type of person one of your fellow pilgrims is, using strategies similar to Chaucer’s own. Make sure
you provide descriptions of their appearance as well as their personality. Your pilgrim should be a
modern translation of one of the pilgrims used so far in Chaucer’s tale. Think about the societal
commentary Chaucer makes about each character and be sure to include a similar commentary through
your description.
Choose a character from the Merchant to the Miller.
Canterbury Tales Lesson Task – Section 2.docx
Appearance Reflects Personality - Character Analysis
Lesson Task 4: Written: Explanatory/Informative
Canterbury Tales Lesson Task – Section 3
You overhear a conversation where it is being discussed whether or not a person’s appearance reflects
their personality. The person making the argument that a person’s appearance does not reflect their
personality is able to persuade the other. He claims that a person who looks like this could be incredibly
intelligent, organized, and confident. Yet you see a person who is clearly scatterbrained, ditzy, and
anxious. You disagree with his argument and are going to prove it!
Throughout The Canterbury Tales “Prologue,” Chaucer uses physical details to help develop his
characters. Choose three pilgrims and describe how their outward appearances reflect their personalities
in an extended response paragraph. Make sure to use quotes to support your response.
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Canterbury Tales Lesson Task – Section 3.docx
Canterbury Tales: Open Note Quiz
Lesson Task 4: Other: Quiz
Multiple Choice Questions
True/False
Classification Essay
Lesson Task 5: Written: Essay
Throughout our reading of The Canterbury Tales “Prologue,” we have been focusing on the character
analysis of each pilgrim. Now, you are going to use that analysis along with the historical information
provided for you and from the historical essay at the beginning of the unit to classify all of the pilgrims
in an essay. You will also use this essay to address the UEQ: Can people live up to high ideals?
What you need to do:
•
Determine a system of classification with a minimum of 3 categories
•
Determine which pilgrims fall into which categories of your system
•
Write an introduction that introduces the text, explains the classification system, and write a
thesis that explains what your classification system shows about medieval society
•
Write a body paragraph that discusses each category and the pilgrims within it; your body
paragraphs should give details about the characters who are the best examples of that category; you
should also include what the characters in this category say about society
•
Write a conclusion that synthesizes the main ideas of your classification system and explains
whether or not the people of Medieval times live up to the ideals of their society based on the groupings
you have created
Classification Essay.docx
Classification Essay Rubric.docx
A Knight's Tale Lesson Task
Lesson Task 6: Written: Journal/ Diary
As a student, you love watching movies in class. Your class has been reading "The Prologue" from The
Canterbury Tales, but your teacher is not planning on showing a movie. You want to convince your
teacher that there is a movie out there that would pair well with the text, A Knight's Tale.
Using your viewing of the film, knowledge of the text, and the notes you've taken in you graphic
organizer, write a "Dear Teacher" letter explaining why this film is more than appropriate to pair with
the text based on the anachronisms throughout the film and the similarities to the text's style and
characters. Use specific details from the film to support your response.
Knight's Tale Lesson Task.docx
Culminating Activity: My Modern Pilgrimage
Written: Narrative
You are going to write an original take on the Chaucer’s “Prologue.” Your prologue must include:
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The location of your pilgrimage (religious or cultural)
o
Explain the circumstances of the journey (time, place, etc.)
o
Explain why you have picked this location to make a pilgrimage to
•
3 Modern Day translations of characters introduced in the prologue
o
Make sure these pilgrims would want to go on the journey you are going
o
The destination should be of interest to them
•
3 New Characters based on today’s society
o
Make sure these pilgrims would want to go on the journey you are going
o
The destination should be of interest to them
•
Physical descriptions of all characters
o
Consider as Chaucer does whether each character’s appearance should reflect their personality
•
Descriptions of all characters’ personalities
o
Don’t just tell the audience the characters’ personality, show it through their actions
o
Use their personal traits to show their role in society
o
Remember to consider whether or not the person lives up to the modern values of today’s society
My Modern Pilgrimage.docx
Renaissance Literature: The Age of Shakespeare
(Week 26, 14 Weeks) Students will look closely at a variety of William Shakespeare's writings to
analyze the overall impact he has made on British Literature. This will include the analysis of sonnets as
well as one of his most famous tragedies. Looking at these works, students will see how and why they
stand the test of time and are something that we still talk about to this day.
How have the works of William Shakespeare shaped and impacted British Literature?
Concept 1
•
Historical Context: The Renaissance and William Shakespeare
Concept 2
•
Introduction to the Sonnets
Concept 3
•
William Shakespeare's Sonnets
Concept 4
•
Macbeth, Act I - Characters' Actions
Concept 5
•
Macbeth, Act II - Iambic Pentameter
Concept 6
•
Macbeth, Act III - Dramatic Irony
Concept 7
•
Macbeth, Act IV - Foreshadowing
Concept 8
•
Macbeth, Act V - Tragic Hero
Lesson Essential Question for Concept 1
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How can understanding the background of the Renaissance and Shakespeare's life affect how we
view the impact he has made on British Literature?
Lesson Essential Question for Concept 2
•
Why is it essential to understand the format of the Shakespearean sonnet?
•
How can the traditional sonnet format be modernized for new content?
Lesson Essential Question for Concept 3
•
Can lovers see clearly?
•
How does the Shakespearean sonnet format allow for the content of each poem to be expressed
clearly?
Lesson Essential Question for Concept 4
•
Can you ever be too ambitious?
•
How can analyzing characters' actions reveal their inner traits?
Lesson Essential Question for Concept 5
•
Can you ever be too ambitious?
•
How does understanding the rhythm of iambic pentameter help us get more meaning out of the
text?
Lesson Essential Question for Concept 6
•
Can you ever be too ambitious?
•
What role does dramatic irony play when used within a tragedy?
Lesson Essential Question for Concept 7
•
Can you ever be too ambitious?
•
How does foreshadowing alter and inform the audience of a tragedy?
Lesson Essential Question for Concept 8
•
Can you ever be too ambitious?
•
How does Macbeth fulfill the role of a tragic hero?
Academic Vocabulary for Concept 1
•
Henry VIII; Martin Luther; Church of England; Reformation; Elizabethan Era; Renaissance;
Shakespeare; pastoral poems; William Shakespeare; Shakespearean Sonnet; drama; morality plays;
Globe theater; tragedies; comedies; histories; Humanism; King James Bible; Metaphysical poets;
cavalier poets; Renaissance man
Academic Vocabulary for Concept 2
•
sonnet; Italian sonnet; Petrarchan sonnet; English sonnet; Shakespearean sonnet; octave; sestet;
quatrains; couplet; rhyming couplet; iambic pentameter
Academic Vocabulary for Concept 3
•
Shakespearean sonnet; quatrains; rhyming couplet; rhyme scheme; turn; imagery
Academic Vocabulary for Concept 4
•
Shakespearean tragedy; Greek tragedy; tragic hero; catharsis; hubris; tragic flaw; conflict;
antagonists; catastrophe; comic relief; acts; scenes; dialogue; stage directions; verse drama; blank verse;
iambic pentameter; soliloquy; aside; dramatic irony; foreshadowing
Academic Vocabulary for Concept 5
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Shakespearean tragedy; Greek tragedy; tragic hero; catharsis; hubris; tragic flaw; conflict;
antagonists; catastrophe; comic relief; acts; scenes; dialogue; stage directions; verse drama; blank verse;
iambic pentameter; soliloquy; aside; dramatic irony; foreshadowing
Academic Vocabulary for Concept 6
•
Shakespearean tragedy; Greek tragedy; tragic hero; catharsis; hubris; tragic flaw; conflict;
antagonists; catastrophe; comic relief; acts; scenes; dialogue; stage directions; verse drama; blank verse;
iambic pentameter; soliloquy; aside; dramatic irony; foreshadowing
Academic Vocabulary for Concept 7
•
Shakespearean tragedy; Greek tragedy; tragic hero; catharsis; hubris; tragic flaw; conflict;
antagonists; catastrophe; comic relief; acts; scenes; dialogue; stage directions; verse drama; blank verse;
iambic pentameter; soliloquy; aside; dramatic irony; foreshadowing
Academic Vocabulary for Concept 8
•
Shakespearean tragedy; Greek tragedy; tragic hero; catharsis; hubris; tragic flaw; conflict;
antagonists; catastrophe; comic relief; acts; scenes; dialogue; stage directions; verse drama; blank verse;
iambic pentameter; soliloquy; aside; dramatic irony; foreshadowing
Renaissance Man
Lesson Task 1: Written: Explanatory/Informative
Lesson Task
A “Renaissance man” was a person who encompassed a wide range of interests and abilities, such as
Italy’s Leonardo da Vinci, who was not only a painter and sculptor but also an architect, a scientist, and
an engineer. England’s Queen Elizabeth I could be considered the ultimate Renaissance woman. She
was educated in Latin, Greek, French, Italian, history, and theology; she was an accomplished poet and
speechwriter; and she was a consummate politician.
WRITING PROMPT: Imagine you are a journalist and have been tasked with writing a weekly column
on the Modern Renaissance. Who are today’s “Renaissance people”? In our current world of increasing
specialization, is there still value in being well-rounded? Write one article for your weekly column that
shares an example of a modern Renaissance man (or woman) and what their qualifications are that help
them fulfill this title.
Why Shakespeare?
Lesson Task 1: Written: Explanatory/Informative
Why is William Shakespeare an important literary figure? What parts of his background have led him to
be such a famous figure throughout history?
Provide a response in the form of a developed paragraph (that means ~8 sentences). Make sure to use
details from the textbook’s historical essay as well as details from the video “Shakespeare in the
Classroom.”
Introduction to Sonnets
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Lesson Task 2: Written: Explanatory/Informative
The sophomore classes are beginning their study of sonnets with Mrs. Kline and Mrs. Sharkey. They
have asked the seniors to lend their expertise in their classes. Mrs. Kline and Mrs. Sharkey are trying to
show their students that sonnets aren’t all love poems as most of them believe. They want to stress the
variety of subjects that sonnets can cover as well as show how the traditional form can highlight all of
those subjects. Write a paragraph that you will present to the sophomore class that discusses how the
sonnet form and structure suits the topics discussed in both sonnets read in class (“The Facebook
Sonnet” and “Star Wars: Prologue”). Use details from each of the sonnets as well as information from
“Text Analysis Workshop: The Sonnet Form”.
Learning Activities:
A. Students will analyze the sentence constructions used by authors and
attempt to emulate such constructions in their own writing.
B. Students will read, analyze, and respond (orally and in writing) to a
variety of essays, poems, novels, myths, and dramas.
C. Students will make oral presentations to the class.
D. Students will produce multi-paragraph written works for a variety of
purposes.
E. Students will respond to literary works in ways that demonstrate the
connections the students make with the text.
Teaching Methods:
A. informal lecture
B.
note-taking
C.
newspaper/magazine reports
D. teacher created supplementary materials
E. Internet use
F. group activities
G. demonstration/modeling
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H. peer evaluation
I. directed reading
J. directed and independent writing
K. use of computers
L. research
N. professionally prepared videos
O. acting/role playing
P. Partner activities
Homework Policy:
Homework will be assigned regularly. All homework assignments are due the following class period unless
otherwise indicated. In the case of student absences, in accordance with the Board adopted homework
policy in the student handbook, the student will have one day per day absent to make up the missed work.
Students who are absent are responsible for getting their missed assignments immediately upon their return
to school. If a student is out for an extended period of time, s/he may make special arrangements with the
teacher. The teacher may give opportunities to make up missing assignments. In the event a make-up date
is scheduled, all late work must be completed and submitted at that time, or no credit will be given for the
assignment(s). The student will not have the opportunity to make up the work later in the marking period.
It is also important to note that the majority of class time consists of class discussions, not worksheets.
Therefore if a student is out for an extended period of time, s/he will miss instruction that cannot be made
up.
Assignments, projects, expectations:
A. Assignments: Students will have various practice activities correlating with daily
writing and reading activities.
B. Projects: Students will conduct research, write up their findings, and correctly
document all their sources of information. Student-produced projects will
include essays, stories, visual representations of reading selections, skits, or any
other outlet that best suits the individual student’s needs and abilities. Because
of the diverse population of the class, a project assignment will always have a
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variety of alternatives from which the student may choose.
C. Expectations: Students are to abide by the following expectations:
1. Be prompt (in their seats when the bell rings).
2. Be prepared (bring all necessary materials to class daily).
3. Be polite (to each other and the teacher).
4. Be respectful.
5. Obey all school rules.
Grading, Assessment, and Evaluation Procedures:
A student’s grade is based on his/her class participation, homework, written assignments, projects,
and test grades. Each student’s grade will be determined by using a point scale. At the end of the
quarter, the total points the student has earned will be divided by the total points possible during
that marking term. The resulting percentage will be reflected on the student’s report card. Please
note--there is ONLY full class voluntary extra credit in this class. Students who don’t use their
allotted hall passes will be given extra credit points at the end of the first and second semesters..
Students may be offered extra credit points for helping with food drives, etc, but there are no
individual extra credit assignments.
Delmar Middle & High School Grading Scale
Grade
A+
A
A-
Percents
98 – 100
95 – 97
92 – 94
Grade
B+
B
B-
Percents
89 – 91
86 – 88
83 – 85
Grade
C+
C
C-
Percents
80 – 82
77 – 79
74 – 76
Materials provided by Teacher
Textbooks, handouts, markers, highlighters, scissors, staplers, tape
Materials provided by Student
Pen/pencil, binder with loose leaf paper and dividers, usb drive (optional)
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Grade
D+
D
DF
Percents
71 – 73
68 – 70
65 – 67
Below 65