English 11B – Contemporary Composition
(Subject to Change)
Summer 2016 Syllabus
Dr. Cohen – Room 424 eac4885@lausd.net
Course Description:
Survey of American Literature
from early Native American through contemporary writers, with a focus on how
different eras in American literary history have defined and reacted to “The
American Dream.”
Essential Questions:
Throughout the course, we
will use literature (as well as some music, film and visual art) as the focus
of our reading, writing and discussion in examining the following Essential
Questions:
Essential
Question: How does
American literature reflect the evolving voices of its people?
Culminating Paper Overall Task: After reading
several informational and literary texts, write an essay in which you identify
and describe a common thread in the American literary voice and how it is
reflected in three different texts. Support your discussion with evidence from
the texts.
Choose 1:
Writing Prompt #1: Highlighting Subjective
Values through Narration
After closely reading the three accounts of
the infanticide Sethe commits, compose a well-developed response that explores
how the act’s meaning is a product of the viewer/narrator’s personal values and
beliefs.
Writing Prompt #2: Highlighting Subjective Values through
Narration
After
closely reading Hamilton Excerpts, Hamilton
the Revolution, and the songs from the musical Hamilton, compose a well-developed response that explores how the
words that drove the American Revolution: fiery
statements of principle; charges of imperialist oppression; accusations of
betrayal; fine points of governance; even wordy obfuscations to gloss over
disagreements that could have sabotaged the country at its start are reflected
in contemporary writing.
1.
What is the role of
literary mediums (books, moving images, Facebook, Twitter, Snapchat, Instagram)
in ongoing cultural exchange and collaboration?
2.
What is “The
American Dream”? How and why has
it evolved over time? What is the tension between multiculturalism and nationalism?
3.
What does it mean
to be American? What events have
shaped the “American Experience”?
Does a unified “American Experience” exist?
4.
How do the
differences between collective and individual histories affect perspectives in
American story-telling (through literature, art, music and film)?
5.
What are our
responsibilities as readers and writers in an American society?
Required Materials
-
Binder
with paper and a separate section for English class
-
Composition
Book for Projects
-
Google docs and LAUSD mymail account
-
Pens (blue or black ink), Red, and Yellow Highlighter
-
American Literature Text
Book, Writer’s Choice
-
Novel/play being read by entire class or team (when appropriate)
-
Beloved by Toni Morrison, Hamilton by Ron Chernow, Hamilton the Revolution by Lin Manuel
Miranda
-
Turnitin.com registration
Grades:
Your grade will be calculated
according to a Mastery Grading point system. Every assignment, including class participation, is an
opportunity to earn points. You
will earn points through the following:
-
Preparedness for and participation in class discussions and activities
(AAA Study Skills) 10%
-
Papers/Essays (Brainstorm,
Roman Numeral Outline, Draft, Peer Review, 12-step revision) 40%
-
Homework assignments 10%
-
In-class assignments 30%
-
Portfolio Presentation/Final Exam 10%
Grades
and weighting system is posted in MISIS. You are responsible for monitoring
your grades! Keep a log in
your composition book as directed!
A REMINDER ABOUT
GRADES: I do not “give” grades. Whatever grade you EARN in this class
will be determined by your work this term.
Homework:
Use
a planner or in which you’ll write all of the assignments. Organization and preparedness are
skills you will need regardless of your post-secondary plans.
-
Homework will be writing compositions, studying for quizzes, or reading
and dialectical journaling. DO ALL
OF IT.
-
Major assignments drop by one full grade EACH DAY they are late.
-
Some work can NOT be made up, especially the oral assignments.
-
See me before 8:45 or during Lunch about make-up work, not right as the
class is about to begin.
-
Papers will be
submitted to turnitin.com for plagiarism checks
-
Use Google
docs so your work is accessible anywhere!
-
Some quizzes
may be given on Google forms.
Please NOTE: While we will be addressing
grammar and vocabulary independently, keep in mind that the #1 way to learn
grammar and vocabulary is by READING.
It gives you more instruction about these components than anything else
will. The more you read, the more
you’ll notice when something doesn’t “look” or “sound” right.
Absences/Tardies:
If
you are tardy to class, I will be keeping track. If it becomes habitual, I will call home, refer you to your
counselor, and/or lower your work habits/cooperation grades. You also may not be able to make up
assignments missed due to unexcused tardies. 3 tardies equals a U in
cooperation.
As for absenteeism, you
cannot learn enough to pass this class if you are not IN the class. For all questions and make-up work
regarding absences, I am usually available by 8:40 and during Lunch. I will NOT track you down to collect
missed work. If YOU do not take
the initiative to keep up with your class work, therein lives the real problem.
Scope and Sequence: Semester Overview
(Subject to Change)
June 27-July 1 Authors Covered: Excerpts from Chernow, Excerpts from
Hamilton’s A Farmer Refuted, Lin
Manuel
Miranda, U.S. Constitution Article 8, Bill of Rights, Various Hip Hop Artists, PROJ: On-demand essay: Historical
Connections, Finding Your Own Voice, The American Voice
multiculturalism
and equity, A Vibrant Mix of Colors
Skills:
On-demand essay, Annotation of a text, Collaborative Conversations, MLA
Formatting, Parenthetical Citations, Analyzing Music of Ambition and defiance,
use of primary sources, document analysis question, text to text comparisons
July 5 -8 Authors
Covered: Alexander Hamilton, Chernow,
Miranda
Documents: Hamilton
the Revolution
PROJ:
In class Paper Analysis of Character and Theme in Hamilton
Skills: varying sentence structure,
examining and revising syntax, revising diction
July 11-15 Authors
Covered: Miranda and Morrison
PROJ: Argumentation Essay (Moral Viewpoints)
Skills: Analyze Themes: Examination
of Race and Slavery, Examination of how people deal with the past, Analysis of the
Banality of evil, Analysis of Moral Ambiguity, Analysis of the role of family,
Gallery Walk,
July
18-22
Author Covered: Morrison
PROJ: Culminating paper with revisions
and Dialectical Journal
Skills: Analyze
themes to develop insight into American society. Analyze Themes: Examination of Race and Slavery, Examination of how people
deal with the past, Analysis of the Banality of evil, Analysis of Moral
Ambiguity, Analysis of the role of family.
Utilize interactive Venn Diagram (http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.html)
July 25-29 Author
Covered: Morrison
PROJ:
Skills Portfolio Presentation and Reflection
Guiding
Questions:
·
How does
tracing the development of a theme help me better understand the text?
(RL11-12.1, RL11-12.2)
·
How does
recognizing the impact of specific words in a text help me better understand
the development of a theme (s)? (RL11-12.1, RL11-12.2, RL11-12.4)
·
How does
the writer use voice to shape the audience’s understanding of a text?
(RL11-12.1, RL11-12.2, RL11-12.4, RL11-12.6)
·
How do my
peers help me better understand the connection between voice and theme?
(SL11-12.1, RL11-12.2, RL11-12.1, RL11-12.4, RL11-12.6)
·
How does organizing my understandings from my
readings, discussion, and analysis help me prepare for an on-demand essay? (W11-12.1, W11-12.4, W11- 12.9)
·
How do I effectively capture my analysis of a text
in an on-demand essay? (W11- 12.2,
W11-12.4, W11-12.9,)
·
How do I trace two or more central ideas in a
visual text? (RI11-12.1 or RL11-
12.1, RI11-12.2 or RL11 -12.2)
·
How
do I analyze how two or more central ideas in a visual text interact and build
on one another? (RI11-12.1 or RL11-12.1, RI11-12.2 or RL11 -12.2)
