English IV – Senior English Unit 1A
Syllabus
Mrs. Huntzinger
Bridges Learning Center
Course Description: In this first unit, you will learn to view ideas from different perspectives and
consider how your past experiences, prejudices personality, context and perceptions filter your
interpretation of the world. You will learn and apply multiple literary theories as filters in order to
have deeper and richer ways to think about, interpret, and critique literature and life.
Textbook: SpringBoard, by The College Board, 2011.
Requirements: In order for both you and me to know how much you have learned and understand, it’s
it absolutely essential that you do your own work. SHARING ANSWERS OR COPYING SOMEONE ELSE’S
WORK IS CHEATING AND WILL RESULT IN NO CREDIT FOR THAT WORK.
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Assignment
Writing Pre-Assessment – Getting to Know You
Read p 4, “Learning Focus” then complete the “Previewing the Unit”
on p 5 on Cornell Notes.
Activity 1.2, p 6: View Power Point 1.2 from class web page, then
discuss what you see with a partner. Read p 6 on aphorisms. Select
one of the aphorisms and copy it down on your Cornell notes. Next to
it, explain, in your own words, what you believe the aphorism means.
Finally, do the writing prompt listed at the bottom of the page (you
can have more than 15 minutes) and turn it in.
Activity 1.3: Watch the following YouTube clip
(http://www.youtube.com/watch?v=Hzgzim5m7oU) & complete class handout
Activity 1.4: write the term mis en scène your Cornell notes and
highlight and define it. Ask any additional questions about the term in
the note margins. Then complete the QHT activity, p 9. Finally, view
the Power Point 1.4 from the class web page. Select a photo of your
choice and complete the prompt by writing a one-paragraph
description of the scene composition and the effects of those
composition elements, overall. Be sure to use at least 5 of the
photography element terms in your answer.
Complete p 10 and compare your answers with a partner
Go back to the “Essential Question 1” in your Cornell Notes, and write
your thoughts on it.
Activity 1.5: Read Theodore Roethke’s poem, “My Papa’s Waltz,” p 11
through one time. Then go back and circle any words or phrases you
don’t know yet. Find the meaning of the words/phrases.
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Then, reread the poem. In the margin, comment on specific lines, the
overall meaning and any questions you have. Write your overall
interpretation of the poem’s meaning at the bottom.
Participate in an in-class Socratic Discussion
Read pp 12-14 and highlight key ideas; discuss your ideas about each
of the Scenarios (p 13) with the teacher. With a small group of 2-4
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classmates, create a mini-poster to summarize Reader Response
Critical Theory.
Activity 1.7 (treat this as a first assessment to see what you
understand so far). Select only one of the three poems to complete
the project. Sketch out your ideas of the poem’s meaning (your
interpretation) in the box at the bottom. Finally, write a oneparagraph interpretative response
Attend a class discussion of Edward Montez’s poem, “I Remember,”
and the use of diction, imagery, and POV to affect tone.
Activity1.9 Read the Prologue to Ralph Ellison’s Invisible Man. As you
do, visualize the text and then, actually sketch images on a piece of
paper that reflect Ellison’s multiple and conflicting images of self.
Read the author bio on p 24, then revise your images using the
“Sketched Images” instructions on that page.
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Finally, start a new section in your Cornell Notes. Write the word
syntax and define it. Underneath that analyze the syntax of Ellison’s
opening sentences and explain how his style, here, affects the
readers’ perceptions.
Finally, complete p 25, using that same syntax pattern. Show the
teacher these notes and p 25.
Complete a sentence structure activity.
Complete Punctuation Analysis, pp 26-27
Write a College Application essay describing yourself (use the handout
with step-by-step instructions). This piece will go into your electronic
portfolio.
Participate in a discussion and note taking about vignettes
Bring a photo from home that shows a specific memory (i.e. birthday
party, athletic game, contest, holiday celebration…).
Read p 29, Activity 1.10. Read Cisnero’s vignette a second time, this
time marking it for words or phrases that indicate her self-perception.
Write a literary vignette exploring the memory represented in the
photo you brought from home (handout given)
With a partner look at print ads (given) and analyze the visual
techniques used for persuasion and effect
Read Kincaid’s “On Seeing England for the First Time,” pp 35-38 and
create the photo essay plan for it on page 38. (you may use other paper
or the computer if you wish)
Create a Photo Essay of your own, pp 39-43)
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Read pp 44-45 and take notes on your reading (Cornell form). In the
summary area of your notes, define “cultural criticism” in your own
words. Ask for help if you need it.
Graphic Organizer (p 48) & read both poems, pp 49-52; complete
handout
1.17 Do preview “Shooting an Elephant” pp 56-57; then read full story.
Highlight significant lines that show the narrator’s thoughts & feelings
to events.
Complete 1.18 by filling in the boxes and watching the video clip.
Reading (to be assigned)(ideas about US Imperialism today?)
Assessment 2 – Writing a Reflective Essay pp 80-81
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