ENG 3 (Spring)

ENG III
Junior English (S2)
Spring 2019

M–F, 8–9am / 10–11am
Room 2507
adepew@psd202.org
https://depew.io

NECESSARY MATERIALS:

  1. Spiral notebook used exclusively for this course (used for class notes)
  2. Composition notebook used exclusively for this course (used for journaling)
  3. Loose leaf sheets of paper (for submitting assignments)
  4. USB drive (work should also be saved to your school OneDrive)
  5. 2 pocket folder (for various important hardcopy documents)
  6. Textbook or novel (students will be notified of items far in advance)
  7. Pen (black or blue ink only)

CLASSROOM EXPECTATIONS[1]:
Students must respect other students, as well as the teacher and all staff. The students shall respect the property of the school, teacher, and other students.

Respect requires that students do not speak when another student or the teacher is addressing the class. In addition, students should only ask questions that are on topic, and directly connected to what is being discussed. Other questions, including questions regarding grades, should be addressed individually and not in front of the class.

Respect requires that students have their heads up and eyes open during class time. It is understood that different students work at different speeds; however, if you finish a task and others are still working, you must first check with Mr. Depew to be certain there isn’t anything else that needs to be accomplished. Do not have your head down (even if your claim to be “listening”) when you are expected to be working. Individuals with their head down will receive an NHI for in-class work that day. Class work points will be granted sporadically by the instructor (very likely to occur on days when an individual decides to put their head down).

Respect requires that students do not cause harm to one another with words or actions. You are now considered upperclassmen/women. To this end, you should understand appropriate language and topics to be discussed in school. Topics and language that are deemed inappropriate or hurtful by Mr. Depew will result in an automatic referral.

Do not sit on the desk top or lean/rock the desk in any way. You must sit in the desk properly, placing your feet on the ground—not resting them on anyone or anything else.

Students will not waste class time by standing and/or speaking when the bell rings and Mr. Depew has started the class. Students will not attempt to pack up, leave their seats, or line up at the door until the dismissal bell rings and Mr. Depew has dismissed the class. The bell doesn’t dismiss you, the teacher will dismiss you. If students are not sitting down, they will be kept after the bell until everyone is seated. When leaving the classroom and walking through the halls, be quiet and considerate of others. You will not run, or speed walk in a rude manner (bumping into people etc.).

[1] In addition, students are expected to adhere to all rules outlined in their student handbooks. The instructor may alter, or supplement rules at any time depending on the individual class.

A positive attitude/effort will dramatically improve your education and ability to critically think. To this end, never say that you aren’t being challenged if you aren’t putting forth the extra effort (beyond what is required). If your feel you are putting forth extra effort but would like to be challenged more, please come to me individually (at an appropriate time), and I will be certain to work with you.

PERSONAL ELECTRONICS:
1st Period: Electronic Devices should be put away BEFORE entering the classroom—even if the bell has not yet sounded.

ALL other periods: must not have the device out until 2:10pm—even if you have early release, or are simply leaving early that day.

Devices that I see (regardless of whether they are being used, or “in the process of being put away”) must be turned over to the instructor, and can be retrieved in the office at the end of the school day.

Intellectual Honesty—All work should be original and created by the individual student assigned the work in the course within the time frame for the given assignment. All formal written assignments will be submitted to Turnitin.com. Any instances of plagiarism, as determined by Mr. Depew, will result in a zero for the assignment (further disciplinary action may also be warranted as the case dictates).

Self-plagiarism, sometimes referred to as recycling fraud, undermines the academic purpose of the exercise of working on course assignments. You plagiarize yourself if you submit for course credit a piece of work that is the same or substantially similar to work for which you have already gained or intend to gain credit in current or past courses (including this or any other academic learning facility). To avoid self-plagiarism, you must have prior permission from the relevant instructor(s), and give full attribution to the source (i.e. yourself).

GRADING WEIGHTS:

  • Assessment Points ——————–  60%
    • Essays
    • Project
    • Presentations
    • Quizzes/Exams
  • Practice Points ————————-  20%
    • Journals
    • Classwork
    • Participation
    • Homework
    • Intervention
  • Final Exam  —————————–  20%

A NOTE ON PERSONAL RESPONSIBILITY
As upperclassmen/women much more will be expected of you, not only in terms of behavior and quality of work, but also when it comes to personal responsibility. To this end, since many of the major assignments in this course require you (and group members) to save the most current versions of work in easily accessible places, it is YOUR responsibility to be certain that all required items are accessible at the needed times.

The statements, or any variation of the statements, “I forgot it at home.” / “I thought I saved it.” / “My group member is absent, and they have the work.” / “I saved it on my home computer.” will not be accepted and will result in consequences up to and including a zero for the assignment. You are provided with a FREE Microsoft Office 365 account that includes 1TB of OneDrive storage—this is enough online storage to save roughly 50 million documents at 50KB each.  That is to say, you have plenty of free storage, so use it.

**SEMESTER BREAKDOWN**

Unit C: Close Reading
Length of Time: 8th January 2017–9th March 2017

Overview: Throughout approximately the first eight weeks of the second semester, we will engage in careful, analytical close-readings of poetry and a long drama. The first two to three weeks of the semester will be dedicated to the study of the sonnet form of poetry. This will lead us into the main drive of the module: our work with William Shakespeare’s Hamlet.

 Focus: Students will analyze rhetorical and literary elements and grow in their ability to understand how they are used to create meaning.

Outcome: Students will read, analyze, and evaluate multiple interpretations of sonnets and a long drama in order to practice the skills of close-reading and analysis as a means of producing a formal academic essay.

 Components:

  1. Analyze the impact author’s choices regarding elements of a drama, word choice, point of view, and story structure.
  2. Evaluate multiple interpretations of a drama and several poems.
  3. Cite strong and thorough textual evidence to support analysis and inferences.
  4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience through engaging in planning, revising, editing and re-writing.
  5. Use technology to produce and publish work.
  6. Analyze multiple interpretations of poems and a drama and evaluate how each version interprets the source text.
  7. Demonstrate a command of Formal English usage.

Benchmark I: Short Response Questions to a Sonnet (6 Responses)

  • Understand the structure of the sonnet form and create annotations for understanding
  • Identify speaker and intentions of speaker within the sonnet
  • Explain speaker intentions based upon use of specific diction
  • Use specific textual evidence from sonnet to support responses
  • Identify overall purpose of sonnet

Benchmark II: Close-Reading and Short Response Questions to a Soliloquy (5 Responses)

  • Engage in annotation and close-reading for understanding
  • Understand the purpose of the soliloquy within the drama and identify intended purpose
  • Identify and understand the use of allusions and rhetorical questions with the soliloquy
  • Use specific textual evidence from soliloquy to support responses

 Benchmark III: Formal Academic Essay

  • Select one of two passages from a drama and accurately address the provided prompt
  • Create a thesis statement that establishes a clear and arguable position based up the prompt
  • Support your claims on the specific prompt by identifying rhetorical and/or literary devices and explain how they assist in conveying the message of passage
  • Include a minimum of two rhetorical and/or literary devices accompanied by explanations supported by a minimum of two pieces of textual evidence that are properly integrated into the writing
  • Display proper use of diction, sentence structure, MLA formatting, and use of grammatical conventions

Unit D: Critical Theory
Length of Time: 12th March 2017–25th May 2017

Overview: As the final unit of the semester, we will build upon all the close-reading and writing techniques that we have practiced throughout the course. We will begin the module with brief introductions to seven literary theories: Archetypal, Biographical, Gender, Economic, Narratology, New Historicism, Psychoanalysis. After we have addressed each of these critical lenses, we will then begin our anchor text for the module, The Great Gatsby. The eight critical lenses will then be applied in various ways to our anchor text as a means of conducting higher-level analysis and gaining new understanding of the text.

 Focus: Students will use analysis skills in order to examine different critical lenses applied to short stories and a longer work.

Outcome: The module will culminate in the creation of a multimedia presentation focused on the longer work in which students will argue in support of a thesis based upon a particular critical lens.

Components:

  1. Analyze multiple interpretations of a story and evaluate how each version interprets the source text.
  2. Integrate and evaluate multiple sources of information presented in different media or formats.
  3. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience through engaging in planning, revising, editing and re-writing.
  5. Use technology to produce and publish work.
  6. Present information, findings, and supporting evidence conveying a clear and distinct perspective by using digital media.
  7. Initiate and participate effectively in a range of collaborative discussions that integrate multiple sources of information presented in diverse formats and media.
  8. Evaluate a speaker’s point of view.
  9. Adapt speech to a variety of contexts and tasks.
  10. Demonstrate a command of Formal English usage.

Benchmark I: Close-Reading and Analysis of Short Story (12 MC Questions)

  • Engage in annotation and close-reading for understanding
  • Identify and understand the central conflict within the story
  • Identify and understand how characters and relationships between characters are shown to be within the story
  • Comprehend elements of eight narrative theories and identify possible significance of them within the story

Benchmark II: Close-Reading and Analysis of Short Story (Single Page Written Response)

  • Identify and understand how the Gender, Economic, and/or Psychoanalytical critical lens could be applied to the short story to provide a new understanding of it
  • Create a thesis statement that establishes a clear and arguable position based up the prompt
  • Include explanation supported by a minimum of two pieces of textual evidence that are properly integrated into the writing
  • Conform to proper use of standard English conventions

 Benchmark III: Critical Perspectives Presentation

  • Create a thesis statement that establishes a clear and arguable position based up the assigned perspective
  • Effectively organize the presentation to demonstrate clear understanding and forethought of the overall argument
  • Effectively analyze a minimum of two direct quotations from the novel that are properly contextualized
  • Demonstrate appropriate conventions of presenting such as pacing, volume, clarity, eye contact, limited verbal fillers, and respectful treatment of the topic/others
  • Conform to proper use of standard English conventions
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