Cato Middle College High School Honors English IV Syllabus
Instructor: Mrs. L. Roberts-Hoefer
E-mail: latarsha.lewis@cms.k12.nc.us
School Phone: (980) 343-1542
COURSE DESCRIPTION: This class is taught in a seminar fashion, covering a chronological examination
of British literature, as well as international authors who have shared their experiences with British
Imperialism, and incorporating skills necessary to prepare for the end of course exam, the SAT and ACT
Exams. Works are studied in their cultural, historical, and sociological contexts, with emphasis on theme,
tone, structure, diction, style, point of view, and methods of character development. Students evaluate
the language used in the various readings, exploring the development of the English language over time,
and investigate the cultural and historical contexts that produced the works under study. Students are
encouraged to form and share their own opinions, and to back their opinions up with specific support from
the texts. Students produce short and extended writings that demonstrate sophisticated analytical,
evaluative, and higher-order thinking skills. During this course, students are required to complete The
North Carolina Graduation Project product and panel presentation, demonstrating mastery of research,
thorough knowledge of chosen topic, real-world application, and oral presentation skills. Classroom skill
development will also focus on punctuation and usage, topic development and organization, and
sentence structure and word choice.
COURSE OBJECTIVES:
Upon completing the Honors English IV course, students should be able to:

interact with literature and each other in a scholarly manner

engage in discussion of the class literature and develop collaborative skills when engaged in
group projects and assignments.

skillfully read diverse literary genres, applying analyzing, summarizing and interpretive skills to
demonstrate their ability to think critically and creatively.

recognize connections between literature and history.

recognize the influence of diverse cultures on literature and the arts.

demonstrate understanding and mastery of standard written English

demonstrate their knowledge of and apply conventions of grammar and language usage.

continue their development of the strategies necessary for editing their own as well as peers'
work.

demonstrate stylistic choices and increased maturity in their own writings

produce an effective research paper, demonstrating their ability to examine a chosen topic
from many points of view, using multiple valid resources and incorporating
appropriately referenced documents
MAIN COURSE TEXTS (include but are not limited to):

Excerpts from Holt Literature (the class basal textbook)

The Joy Luck Club, A Prayer for Owen Meany, Life of Pi, The Bean Trees

Excerpts from other texts and other media will also be included.
EVALUATION AND CREDIT
This class is a graduation requirement. All students must pass this class in order to graduate. In
order to pass this class, the work must be completed and turned in on time. Students with excessive
unexcused absences are not allowed to pass (SEE STUDENT HANDBOOK FOR POLICY).
Plagiarism or cheating will result in a grade of zero and the assignment may not be made up.
Students should be aware of the mathematics involved in grade calculation. Large assignments done
over a period of time or as an evaluation of a unit will be worth more points. If those high-stakes
assignments are not done or not turned in on time, that zero or poor grade can push a weak grade into
failure or turn an outstanding grade into a weak grade.
The numerical evaluation system for Honors English IV will be the same as the school policy:
A 93-100
B 85-92
C 77-84
D 70-76
F Below 70
Final grades will be determined as follows:
North Carolina Graduation Project 20%
Major Class Projects, Quizzes, Short Papers, Daily Warm-Up Activities
Attendance, Daily Preparation, Homework, Poetry Response Journal: 80%
WRITING AND REVISION PROCESS--EVERY PAPER

On every paper written, there will be a process of revision. Students will write a rough draft, revise
it, and bring that revised (TYPED!) paper to class to trade with another student. Students will have
two days to comment and provide feedback to their partners' paper. These comments and feedback
will tell the writer of the paper what is good, what works, what is unclear, what is wrong. The
feedback should consist largely of questions about the writer's intent and the effectiveness of
phrasing/support.

After receiving the feedback, the writer will revise the paper again. After finishing, the writer will reread the feedback and suggestions; look at the final draft, to reflect on their revision process (from
beginning of writing through using feedback) with a focus on: a) what did you do? b) why did you do
it, and c) how did it improve your paper.

Expectations for writing are very high and students are expected to move beyond summary and fact
and into analysis. Students will be working hard to write papers with a tight focus, effective
organization, thorough support, and thorough explanation of HOW and WHY the support does indeed
support the thesis. The writing in this level of English will help prepare students for college writing
courses. The writing process is intended to help student develop both thinking and writing skills in
conjunction with one another.
EXPECTATIONS:

Students will be in class, on time, and prepared to work daily, as attendance and participation will
help ensure success in this course. In the event that a student is absent, it is his/her
responsibility to network with a classmate or classmates to determine the day’s activities and
assignments.

All work is due the day after the student returns to class from an excused absence.

Assignments are due on the designated dates. Late work if accepted will receive a 10 point
reduction from the final grade earned.
TIME PERIODS: Group collaboration and presentation through P.E.R.S.I.A.N Graphic
Medieval Period: Britons, writings in the earliest forms of what would become English, heroes and
monsters, epics and songs.
Renaissance Period: in English literary history spanning the years 1500 to 1660.
Restoration Age: is generally said to be the first of three literary eras within the Neoclassical Period in
English literature.
Romantic Period: An era usually said to have commenced with the 1798 publication of the Lyrical
Ballads.
Gothic: The Gothic novel arose in late 18th century England and remained popular into the 19th century
throughout Europe and America.
Victorian Period: An era in English literary history extending from 1837, the year Queen Victoria was
crowned, until 1901. Teacher and text will provide you with articles, notes, reviews, and commentary on
nineteenth century literature.
Early 20th Century: Beginning with Edwardian period and going through World War I and the resulting
Lost Generation.
Tentative Course of Study, Major Assignments, and Related Standards
1st Quarter Theme: What is a Hero?
"A hero is someone who has given his or her life to something bigger than
oneself." -Joseph Campbell
Anticipated
Timeline
PerformanceBased
Assessment
Introduction to
NC Graduation
Project
requirements
Readings
Week 3
Microessay: Heroism
in Beowulf
Caedmon's
Hymn
Weeks 4-5
Micro-essay:
Christian
insertions in
Medieval Lit
Weeks 1-2
Week 6
Essay focusing
on a personal
hero and
Chivalric/Old
Code
Manual
Beowulf
excerpts
Anglo-Saxon
ballads
Code of
Chivalry
excerpt from “Le
Morte d’Arthur”
Original ballad
Literature
circle
presentations
&
Novel 1 Essay
Writing
Assignment
English Standards Addressed
“Gawain and the
Green Knight”
*Topic Development: Identify the focus of a simple
essay, applying that knowledge to determine if essay
has met a specified goal
*Organization: Add a sentence to introduce or
conclude the essay or to provide a transition
between paragraphs
*Word Choice: Use the word or phrase most
consistent with the style and tone of a fairly
straightforward essay
*Sentence Structure: Determine the need for
punctuation and conjunctions to avoid awkward
sounding fragments and fused sentences
2nd Quarter Theme: Literature in Transition
"The most important thing to remember is this: To be ready at any moment to
give up what you are for what you might become." -W.E.B. DuBois
Anticipated
PerformanceReadings
English Standards Addressed
Timeline
Based
Assessment
Canterbury
Weeks 6-8
Group
* Word Choice: Delete redundant material when
Tales
presentations of
information is repeated in different parts of speech
selected
*Word Choice: Word Choice: Use the word or
Canterbury Tales
phrase most consistent with the style and tone of a
Week 9
fairly straightforward essay
Original English
Selected
* Punctuation: Delete commas that disturb
or Italian sonnet
sonnets
sentence flow
Weeks 10*Topic Development: Identify the focus of a simple
14
Micro-essay on
essay, applying that knowledge to determine if
Macbeth
gender
essay has met a specified goal
Micro-essay on
*Topic Development: Add a sentence to
2nd Macbeth
accomplish a fairly straightforward purpose such
topic
as illustrating a given statement
Research paper
on selected
Renaissance or
Macbeth topics
Literature circle
presentations &
Novel 2 Essay
Writing
Assignment
3rd Quarter Theme: From Reason to Romance
"The Enlightenment needs more shadow; the Romantic Movement less." -Mason Cooley
Anticipated
Performance-Based
Readings
English Standards Addressed
Timeline
Assessment
Weeks 15Individual and small group
17
presentations of info
Will be specifically determined after
gained through
Excerpts from Milton's
mid-semester assessment.
Paradise Lost and
Renaissance and
Dante's Inferno
Macbeth research
Week 18-19
Micro-essay on PL
Student presentations of
imagery and symbolism in
PL and Dante
Week 20
Weeks 2124
Semester Exam
Weeks 2526
Poetry Explication
Personal “Modest
Proposal”
Swift’s “Modest
Proposal”
Poetry of the
Romantics
Week 26-30
Literature circle
presentations &
Novel 3 Essay Writing
Assignment
4th Quarter Theme: The Sun Does Set on the British Empire
"Look to the past and remember no empire rises that sooner or later won't fall." -Al Stewart
Anticipated
Performance-Based
Readings
English Standards Addressed
Timeline
Assessment
Small group
Selections may
presentations on
include but are not
Will be specifically determined after midlimited to: The Joy
Weeks 31novels read
semester assessment.
Luck Club, A Prayer
33
for Owen Meany, Life
of Pi, The Bean
Essay reflecting on
Trees
Weeks 33changes in heroes’
36
characteristics,
Beowulf to 20th
century
World War I
Literature circle
presentations,
Weeks 3720th century
Novel 4 Writing
39
poetry ; colonial
Assignment &
essays
Semester Final
Golden Rule
The most important rule of this class is RESPECT. Every person in this classroom will display respect and
consideration for every other person. This includes:
 listening to what others are saying without interrupting.
 disagreeing tactfully--not in a manner that is a put down.
 never making fun of anyone or engaging in slurs based on race, gender, sexual orientation, religion,
dis/ability, etc.
General Expectations
1. I want you to THINK. You must be able to say and write what you think clearly and to back up what you
say with specific support. I want you to know--and to learn--why you think what you think.
2. I very much respect what I will call "stupid questions." These are the questions you would like to know
the answer to (including the meaning of a word or the like), but wish someone else would ask so you will
not have to "look stupid." If you do not understand, always ask. If you are uncomfortable, ask me in
private, or drop me a note.
Classwork
1. Hand homework to me when I am collecting it; neither of us want your homework lost.
2. No plagiarism. Please feel free to work collaboratively and to support one another, but I give ZERO
credit to identical work, and ZERO credit to work copied from other sources (hard copy or electronic). I
check. Do not do it.
3. Simple homework assignments are graded with a check, check plus, check minus, or zero.

A check means you received full credit (usually 5 points, sometimes 10).

A check plus is one extra point per plus--means you did more than I asked or were especially
insightful.

A check minus is minus one point per minus and means you did not meet the assignment (in
length or content).
Participation/Preparedness
1. Be prepared for class (homework done, assignments read, and materials with you)
2. Participate actively in class discussions and take notes!! This is one of the most valuable skills you will
develop for college. Develop your personal shorthand. Good-note taking will also dramatically
decrease the amount of time you need to spend studying.
3. NEVER throw ANYTHING away in this class before the end of the year. Your graded work is your
record of your grades; you will need this work in the event that I mis-record your grades or neglect to
record a grade.
4. Have phone numbers of students in the class (at least 2!) so you can call to ask about assignments if
necessary.
Late Policy
1. Homework (including reading) and classwork are assigned at specific times to develop skills you need
for the next step in classroom learning. When homework is not done on time, you are unprepared for
class, do not benefit fully from class instruction, fall behind, and usually receive poorer grades than you
otherwise might.
2. If you are not at school, work is due the day after you return unless you and I have discussed otherwise
3. If you are absent from class but in school, it is your responsibility to deliver the homework that is due
to me or to my mailbox before leaving for the day. Work missed while absent is due the day after you
return from the absence.
Peeves and Idiosyncrasies
1. In my class, a checkmark on anything (homework, tests, etc.) means it’s RIGHT.
2. "One written page", when I assign it, means a minimum of 250 words (the approximate count of a single,
double-spaced, typed page with 1-inch margins), not just a handwritten sheet.
3. You may write in any dark color you want (not yellow, pastels, neons, or fluorescents), as long as it is
INK.
4. Typing of assignments is nice (and will often net you kudos for saving the teacher's eyesight).
6. If you cannot read my writing, please ask and I will gladly translate. (I know my handwriting is frightful at
times.)
7. Pet Peeves (this means do not use these: I WILL take off points) include:

Raggedy-edged papers (spiral scraps not cut off)

Papers in which you have drawn faces, flowers etc. remember work that is to be turned in must
be clean, clear of drawing and neat

Pencil used anywhere except on scantron tests
Materials Needed

text/textbook being used should be WITH YOU EVERY DAY IN CLASS

ink pens--more than one (blue and black preferred; forbidden colors: neon, fluorescent, yellow,
pastels)

LOTS of post-it notes of any variety or color to use in note-taking in books

loose leaf paper (or perforated spirals)
Consequences for Violations of Policy
It is your responsibility to choose either to abide by policy, or to accept the consequences as outlined in the
Cato Middle College High School Student Handbook.
------------------------------------------------------------------------------------------------------------------(Cut along the above line and submit to teacher for credit)
This signature indicates that I (the student) have read and understood the class syllabus.
______________________________________________________________________
Student Signature
Date
This signature indicates that I have gone over the requirements of Honors English IV with my child, and I
am aware of the demands of the course.
______________________________________________________________________
Parent/Guardian signature
Date
WRITING ASSIGNMENTS for MAJOR WORKS
Honors English IV:
The Glass Menagerie
Comparative Essay
Due Dates:
____________________________________________: Rough Draft Due (typed, no
handwritten copies)
Peer Edit will be done in class on this day.
____________________________________________: Final draft due
When a play is produced as a movie, elements need to be changed and adjusted for
visual appeal and time restraints. Compare and Contrast the written play, The Glass
Menagerie, to the cinematic production. Primary focus of comparison should revolve
around how the setting, depiction of characters, and tone create the themes of
illusion, escape, and fragility.
Things to consider:
1. How do the unconventional, anti-realistic production techniques contribute to the
plays meanings?
2. How does the use of symbolism relate to the drama’s themes?
3. In which way does “memory contribute to the mood of the play?
4. Is there a difference in the tone of the written play and video production?
5. Evaluate the point of view of the story as it is told and explain how it connects to
the theme.
6. How does the narrator existing in the present affect the presentation of the theme?
Essay should:
· Be typed, double space, 12 font
· 1250 – 1500 words
· Utilizes a wide range of vocabulary;
· Varied sentence structure
· Effectively use rhetoric, control tone, maintain a consistent voice, and achieve
emphasis through parallelism
Honors English IV:
Life of Pi
Analytical Essay
Rough Draft Due:
Final Draft Due:
Life of Pi Thesis Statements and Essay Topics
Below you will find four outstanding thesis statements / paper topics for "Life of Pi" by
Yann Martel can be used as essay starters. All four incorporate at least one of the
themes found in "Life of Pi" and are broad enough so that it will be easy to find textual
support, yet narrow enough to provide a focused clear thesis statement. These thesis
statements offer a short summary of “Life of Pi" in terms of different elements that could
be important in an essay. You are; of course, free to add your own analysis and
understanding of the plot or themes to them. Using the essay topics below in
conjunction with the list of important quotes from "Life of Pi" on our quotes page, you
should have no trouble connecting with the text and writing an excellent essay.
Choose one of the following essay topics. Essay should be typed, double space, 12 font
and 1000-1250 words.
Topic #1: The tiger’s name
The author supposedly drew from historical instances of multiple men by the name of
Richard Parker who were known to have either become cannibals at sea or been
cannibalized at sea. How is it significant that the name is given to the tiger? What does
he represent for Pi? When Pi re-tells the story with humans, the tiger is left out. There is
the possibility that Pi and Richard Parker are one and the same. Research the real life
Richard Parker and examine how Pi, and the tiger fit in the story.
Topic #2: Eat or be eaten
Pi claims that Richard Parker does not eat him because Richard recognizes Pi as the
alpha male. Having grown up around many zoo animals and having been educated by
his father on the danger and strength of them, Pi is equipped with a wealth of
knowledge on animal behavior. He uses this knowledge to survive on the lifeboat
surrounded by animals that would eat him. He fishes in the sea and feeds fish to
Richard Parker to avoid being eaten after it is down to the two of them. He claims that
he also wants the companionship. Follow the relationship between Pi and Richard
Parker. They endure over two hundred days of hardship together, but in the end
Richard Parker leaves and Pi feels abandoned. Relate the significance of this.
Topic #3: The three religions
Pi is born a Hindu. He later meets individuals who greatly influence him to examine
Christianity and Islam. He receives criticism on all sides. His parents are not particularly
religious and do not understand why he would wish to pursue three religions. Each
religious representative tries to get him to relinquish the other two. Pi’s response to all is
that he is simply about loving God. Pi does not understand why each religion has a
tendency to put down other religions. Argue for or against Pi’s point of view. Is he more
enlightened because of his acceptance of multiple religions, or is he simply silly and
indecisive?
Topic #4: Humans and animals
Pi tells two versions of the story of his time at sea. The first version is presented as the
truth, with Pi spending a number of days on a lifeboat with an injured zebra, a hyena, an
orangutan, and a tiger. When the Japanese officials do not believe him, Pi retells the
story. He speaks instead of a sailor with a broken leg, a cook, and his mother as his
companions. He claims to be the only survivor because the others killed off one
another. Each human is representative of its animal counterpart, with Pi being
associated with the tiger. Compare and contrast the two stories. What details are
important in making one or the other more believable?
FINAL WORD: Essay Writing Assignment for Life of Pi
No matter which question you choose to answer, I would rather you cover one or
two ideas in depth than skim over many different ideas. I will be grading on the
quality of your answers. Do not simply retell the story, but discuss the ideas
presented in the book. See "Notes" for further suggestions.
· Two to three full pages
· Double-spaced, typed, with one-inch margins
· Three quotes (minimum) from the novel
MLA format for text citation
Final Draft due ________________________________________________________
Honors English IV:
The Joy Luck Club
Essay topics
The final essay (complete with rough draft and revision packet) will be due on
Monday,__________________________________________
Select one of the following topics and write a thorough analysis. Your essay should be
at least 2 pages in length (12 font, double spaced, Arial or Times New Roman).
Introduction/Thesis= 10 points (intro is interesting and presents supports; thesis is
strong and puts forth a provable assertion based on the selected prompt)
Content/Development= 10 points (thesis is supported in well-constructed supporting
paragraphs; all ideas are fully developed and are consistent with novel/film)
Organization= 10 points (essay is logically organized; sophisticated transition words
and/or phrases are present; essay contains an introduction and conclusion)
Quotes and Citation= 10 points (appropriate quotes are included and cited properly.
Minimum of three quotes!)
Mechanics/Style= 10 points (writing is free from grammatical errors; word choice and
syntax is appropriate for grade level)
Materials= 10 points (all steps have been completed and are turned in with final draft
including works cited!)
Please select ONE of the following topics.
1.
Analyze one mother/daughter pair through the novel to discover what it is they
learn about each other. You might organize your essay by how their
backgrounds compare to one another, or you may chart the difficulties and
growth in their relationship with one another.
2.
Analyze the Taoist ideal of balance or yin-yang as it relates to the
novel. What truths about life in general are conveyed through this Chinese
ideal?
3.
Compare the novel to the film version. Note one or more differences and be
sure to analyze how these differences might change the viewer’s perception of
the story as a whole. You may wish to focus on one mother/daughter pair or
even one character if you would like. If you write about more than one
difference, you should try to link them in some way (such as the switch of
Chinese men for Caucasian male characters from the novel, or the addition of
details that would have resulted after the time period of the novel).
4.
The ideal of sacrificing for one’s children is used as a theme. Analyze this
theme and how Tan uses it to convey her attitude towards motherhood.
5.
Analyze how Tan uses an ideal or ideals of Confucianism to convey one or
more themes in the novel/film.
Step One: Brainstorm on at least two topics above. You may jot ideas, make a web, or
another type of chart.
Step Two:
Outline for Joy Luck Club essay:
Topic:
Notes on topic/supports to be developed:
Thesis statement:
Now complete an outline or web where you specify the quotes you will use (I’d like for
you to have quotes in each of your three+ supports!)

Honors English IV:
A Prayer for Owen Meany
By John Irving
Analytical Essay
Requirements



Double-spaced, typed, with one-inch margins
Three quotes (minimum) from the novel
MLA format for text citation
Final Draft due
__________________________________________________________
Instructions: Choose one of the questions below, form a thesis, and use specific
examples and quotations from the text to support it.
You are permitted to bring you book, any notes therein, and a sheet of paper with
quotes and page numbers. When you are finished (at the end of class), upload your
essay to the digital drop box on the portal site.
1. What is Owen’s relationship with death? Form an opinion and use specific
quotations from the text to support your position.
2. To what extent is Owen a Christ-figure in the novel? He is god-like but also
sometimes very human. How does he see himself? Use specific quotations to
describe the degree to which you see Owen in this role.
3. Why is John fixated on American politics? What does this say about his
character? What is the point that Irving wishes to make by all of the references
to Vietnam and the Regan administration? Support and defend you answer with
specific quotations form the text.
4. Does the novel see human life as driven by free will or fate? What does it say
about the tension between these two outlooks? Which is the more religious
perspective? Consider and argue a position using specific quotations from the
novel.
5. What is the significance of Owen’s overly absurd voice? Describe using specific
quotations form the book.
6. Is John’s search for his father and important subplot? What purpose might it
serve? Decide and defend using specific quotations.
7. What is the relationship between faith and doubt in A Prayer for Owen
Meany? What are the different definitions of faith held by John, Owen, and
Merrill? Do any of these three have deeper faith than the others? Explain why or
why not using specific quotations and examples from the text.
8. Choose what you consider an important theme in A Prayer for Owen
Meany. Explain it clearly and in great detail. Why is it important? What does it
add to the story/experience? Illustrate and defend using specific examples and
quotations from the novel.
Honors English IV:
The Bean Tree by Barbara Kingsolver
Essay Due Date_____________________________________________________
Instructions:
Select one of these topics for your essay on The Bean Trees. The essay should be well
organized with adequate support. Carefully integrated quotations always enrich an
essay. Do not dump your quotations in the paper without any comment. If you use
quotations, put page number in parenthesis. Good diction and mechanics are
crucial.
1. The ancient redwood trees of Northern California, huge as they are, have a very
shallow root system, yet they cannot be blown over by the strongest wind. The secret of
their stability is the interweaving of each tree's roots with those that stand by it. Thus, a
vast network of support is formed just beneath the surface. In the wildest of storms,
these trees hold each other up.
http://www.dawnamarkova.com/
How are the redwoods and their root system similar to The Bean Trees? If you choose
this topic, think carefully about the redwood trees’ root system and use it as a metaphor
for what you see in the book.
2. There are a number of mothers in the novel, but Taylor, Lou Ann, and Esperanza
appear most frequently. In addition, the reader gets glimpses of mothering through
Taylor and Lou Ann’s mothers as well as through Mattie, who is a different kind of
mother figure. Does any combination of these different mothers actually create an “ideal
mother”? If you choose this topic you will be pulling characteristics from different
characters in order to make essentially another character that you will describe—the
ideal mother.
3. What adjectives do you think Kingsolver would use to describe Taylor Greer and
why? Be sure and use specific examples from the novel to support your choice.
4. Barbara Kingsolver mentions birds in the novel. Why do you think she chose birds
instead of crickets or cows or some other animal? Think about the kinds of birds that
appear in the book and when the birds appear and discuss what you think Kingsolver is
doing through her use of birds as a symbol?
Checklist:
Write in the present tense.
Have a clear thesis (a statement that your essay is proving).
Provide adequate support (details, examples) for your thesis.
Use proper MLA format
Avoid using phrases like “I think” or “I believe.”
Try to avoid using “is.”