Pacific Lutheran High School

Mrs. Steffens

2011-2012

Course Summary:

No course summary given.

Class Materials Needed:

Textbook - Prentice Hall: Literature Penguin Edition: Grade Ten

Reader's Notebook

Supplementary text - McDougal, Little: The Language of Literature

Notebook or section in notebook - college rule paper

Folder or binder for class handouts and homework

Pens – at least one in blue or black ink – and a pencil

Novels chosen from reading list for small group “reading communities”

Night by Elie Wiesel

Assessment:

The final grade for this course will be based on points accumulated from:

	Quizzes
	Homework
	Writing assignments
	Presentations
	Major projects
	Unit and literature tests
	Semester exams (worth 20% of your semester grade)
	Extra credit will be offered periodically throughout each semester

Course Sequence:

	Week 1-2	Introduction
		Unit 1 Intro: fiction and non-fiction terminology “Magdalena Looking” and “Artful Research” by Vreeland
	Week 2-5	Unit 1 Part 1 making predictions
		“Monkey Paw” by Jacobs, “The Leap” by Erdrich, “Swimming to Antarctica” by Cox, “Occupation: Conductorette” by Angelou; compare “Marian Anderson” by Hughes to “Tepeyac” by Cisneros Filling out forms, job applications, and writing a letter of recommendation Essay about 9/11 Write an autobiographical narrative Possessive apostrophes Vocabulary and roots Review and test
	Week 6-10	Unit 1 Part 2 cause – effect
		“Contents of a Dead Man’s Pockets” by Finney, “Games at Twilight” by Desai, “Making History with Vitamin C” by Le Couteur and Burreson, “The Marginal World” by Carson, “What Baseball Means to Me” by Barry; compare “How to React to Familiar Faces” by Eco to “The Leader in the Mirror” by Mora Understanding diagrams and cause-effect explanations, “Tides” by Exline, et al. Write a humorous article like Dave Barry (self-deprecating humor, exaggeration) Write a cause-effect essay – choose a topic, gather details, make an outline, draft, edit Subject-verb agreement Vocabulary and roots Review and test
	Week 10	Unit 2 Introduction: Science fiction, terminology
		“The Threads of Time” by Cherryh
	Week 11-15	Unit 2 Part 1 making inferences
		“A Visit to Grandmother” by Kelley, “A Problem” by Chekhov, “The Street of the Canon” by Niggli, “There Will Come Soft Rains” by Bradbury; compare “One Thousand Dollars” by Henry to “By the Waters of Babylon” by Benet Characterization, point of view Evaluating web sites Spelling –ing and –ed forms of verbs and easily confused word pairs, irregular verbs, and being consistent with verbs Vocabulary and roots Writing a short story Review and test
	Week 16-17	Unit 2 Part 2 drawing conclusions
		“How Much Land Does a Man Need?” by Tolstoy, “Civil Peace” by Achebe, “The Masque of the Red Death” by Poe, “The Garden of Stubborn Cats” by Calvino, “Flood” by Dillard; compare “Like the Sun” by Narayan to “The Censors” by Valenzuela Reading literary reviews Theme, symbolism, allegory, irony, paradox Vocabulary and roots, etymology Write: describe something in nature Write a problem-solution essay
	Week 18	Review and midyear examination

	Week 19-21	Heritage (using The Language of Literature textbook)
		“Everyday Use” by Tan, “When Heaven and Earth Changed Places” by Hayslip, “The Study of History” by McCourt, “Afro-American Fragment” by Hughes Students research and present their own heritage with their own 8-10 page heritage booklet; interview relative(s)
	Week 22	Unit 3 Introduction: nonfiction essays terminology
		“Everest” by Weihenmayer
	Week 23-25	Unit 3 Part 1 main idea and supporting details
		“The Spider and the Wasp” by Petrunkevitch, from “Longitude” by Sobel, “The Sun Parlor” by West, from “In Commemoration: One Million Voumes” by Anaya, from “Angela’s Ashes” by McCourt; compare “A Toast to the Oldest Inhabitant” by Twain and “The Dog that Bit People” by Thurber Reading informational materials such as warranties Summarize and analyze; inductive and deductive reasoning; hyperbole, understatement, satire Vocabulary and roots Writing a persuasive letter to the editor Review and test
	Week 26-28	Unit 3 Part 2 persuasive appeals
		“Keep Memory Alive” by Wiesel, from “Nobel Lecture” by Solzhenitsyn, “What makes a Degas a Degas” by Muhlenberger, “The American Idea” by White; compare “Desert Exile” by Uchida to “The Way to Rainy Mountain” by Momaday Reading informational materials - editorials Recognize persuasive techniques, distinguish between fact and opinion, rhetorical question, parallelism Vocabulary and roots Writing a persuasive essay Review and test
	Week 29-31	Shakespeare: Julius Caesar

	Week 31	Unit 4 Introduction: poetry, terminology
		“The Poetic Interpretation of the Twist” and “The Empty Dance Shoes” by Eady
	Week 32-24	Unit 4 Part 1
		Poetry by Pushkin, Lorca, Biship, Kiplint, Levertov, Williams, Frost Nye, Toshiyori, Tsurayuki, Johnson, Thomas, Jakuren, Komachi, Roethke, Shakespeare; compare Mistral, Brooks, and Keats Reading nonfiction – “History of the Guitar” by Hill Reading aloud, narrative and lyric poetry Prepositions, direct object Vocabulary and roots, suffixes Writing poems and a descriptive essay
	Week 35-36	Review and Final examination

To be determined: Independent reading.
Students will read, research, and report on a classic novel in the 2nd, 3rd, or 4th quarter

White Board Formula:

Each class period, students will be given at least one educational objective, an activity to reinforce this educational objective, and an assessment for the activity. Educational objectives are pulled from California Content Standards or other standards appropriate for each course.

ELSR Integration:

In accord with Pacific Lutheran High School’s Expected School-wide Learning Results, students in American Literature will:

P - Put Christ first by noting and discussing the Christian beliefs of many of the authors and the Christian themes and topics in many of the works they cover; they will treat each other with Christian respect.
L - Learn academics and improve critical thinking skills
H - Hone life skills as they develop skills necessary to be successful in a diverse classroom working and communicating with each other;
S - Serve school, church, and community by using their education in acts of service.