Honors English-Grade Ten
SCHOOL FOR ADVANCED STUDIES
Mr. Carmicle 2006-2007
323-461-3891 Ext. 419
Web Log: hollywoodhighschool.net
The Grade Ten School for Advanced Studies (SAS) curriculum, denotes, by its very designation, that students will encounter rigorous demands of the rhetorical approach to reading and writing, with instruction paced more rapidly than normal tenth-grade coursework requires. Grade Ten Honors (SAS) readies students for an eleventh-grade advanced placement high school class as they learn to think, read, write, listen, and speak academically, successfully arguing a well-constructed thesis, skills necessary for entering post-secondary educational institutions. Students enrolled in SAS Grade Ten Honors experience a curriculum that spans genres such as short stories, poetry, novels and plays, as well as contemporary literature selections and nonfiction that necessitate the student's ability to elicit the author's purpose, the author's persona, the author's claim and evidence, and offer a precise response to the author's argument. Successful student compositions are measured by rubrics, and it is strongly suggested, at the outset of this course, that learners familiarize themselves with this tool so they can produce thoughtful and precise works of prose in response to the series of writing prompts that will be assigned. Students retain all assignments, cover sheets, revisions and other materials necessary to write a reflective letter at the end of the semester.
Textbooks and Novels:
Elements of Literature, 4th Course (Holt, Rinehart, and Winston) 1997
Vocabulary Workshop Level “E”; English Workshop, Fourth Course (HRW)
Fahrenheit 451 Bradbury; The Catcher In The Rye Salinger
Universal Access Interactive Reading, Fourth Course (Holt, Rinehart, and Winston) 2003
Literature Assignments August 30-December 22, 2006 (Semester A)
Short Story
“The Cold Equations” (see below) Tom Godwin (1915-1980)
“The Bet” (see below) Anton Chekhov (1860-1904)
“Through The Tunnel” (see below) Doris Lessing (1919-)
Nonfiction
Hair from Autobiography of Malcolm X (see below)Malcolm X (1925-1965)
“No News From Auschwitz” (see below)A.M. Rosenthal (1922-2006)
Poetry
“The Passionate Shepherd To His Love” Christopher Marlowe (1564-1593)
“The Nymph’s Reply to the Shepherd” Sir Walter Raleigh (?1552-1618)
“Rhyme of the Ancient Mariner” Samuel Taylor Coleridge (1772-1834)
“She Dwelt Among The Untrodden Ways” William Wordsworth (1770-1850)
“I Wandered Lonely As A Cloud” William Wordsworth (1770-1850)
“Youth and Love” Robert Louis Stevenson (1850-1894)
Excerpt from Macbeth William Shakespeare (1564-1616)
“On First Looking Into Chapman’s Homer” John Keats (1795-1821)
“The Road Not Taken” Robert Frost (1874-1963)
Composition Assignments
Why Johnny Can’t Pass His Fitness Test Due: September 15, 2006
School Junk Food Due: September 29, 2006
Violence in Video Games Due: October 13, 2006
Should High School Start at 9:00 A.M.? Due: October 27, 2006
Cell Phones in School Due: November 17, 2006
Should Teens Work? Due: December 1, 2006
High School Bullies Due: December 15, 2006
Periodic Assessment: Persuasive Due: TBD
BARTON, THE PILOT OF A LIGHTWEIGHT SPACECRAFT, HAS ONLY HOURS TO HELP A TEENAGE STOWAWAY, MARILYN LEE CROSS, UNDERSTAND AND ACCEPT THE INEVITABLE AND FATAL CONSEQUENCES OF HER ACTION.
Changing The Ending: You are a researcher in the year 2196. You discover some pages of an ancient textbook containing a short story called “The Cold Equations.” However, the final pages are missing. The last bit of text you can read is Marilyn’s “I’m ready” on page 27. Write a plausible resolution for the story that is different from the present ending. Suppose you are an optimistic researcher. Is it possible to find a happy ending?*
IN 19TH CENTURY RUSSIA, A YOUNG LAWYER AGREES TO UNDERGO FIFTEEN YEARS OF SOLITARY CONFINEMENT TO PROVE THAT IMPRISONMENT FOR LIFE IS PREFERABLE TO CAPITAL PUNISHMENT.
Debate: Where do you stand on the question of life imprisonment vs. the death penalty? Do you agree with the lawyer that, “to live anyhow is better than not at all”? Or do you believe as the banker does that a quick execution is more humane than a lifetime of confinement? Write an editorial for the school or local newspaper, expressing your views on the subject. Be sure to evaluate the conflicting claims of the community, of victims, of victims’ families, and of convicted individuals. Using your editorial stand as a resource, participate in a classroom debate involving imprisonment vs. the death penalty. Debate skills are covered on page 1018.*
WHILE ON VACATION AT THE SEASHORE, JERRY LEARNS ABOUT AN UNDERWATER TUNNEL THAT OLDER BOYS ARE SWIMMING THROUGH. DETERMINED TO DO THE SAME, JERRY SPENDS A WEEK TRAINING FOR THE EVENT.
Collage: A collage is an arrangement of images (photographs, magazine art, drawings), words, and other objects (sand, shells, stones, and so forth) glued to a surface. Make a collage called “The Wild Bay.” Find words from the text that can go with your images. What mood do you want to convey in your collage?*
MALCOLM X RELATES WHAT HE LEARNED ABOUT HIMSELF THE FIRST TIME HE CONKED HIS FAIR, TURNING IT STRAIGHT, LIKE A WHITE PERSON’S HAIR.
Research/Drawing: Look up pictures of hairstyles throughout the course of history. Draw four or five of them, and write an informative caption for each. Some possible examples: conked hair; the pageboy; the Afro; cornrows; long hippie hair; punk hair; the crew cut; ponytail; ducktail; powdered wigs; the squash-blossom hairstyle of the Hopis.*
A JOURNALIST VISITS THE MEMORIAL AT THE INFAMOUS CONCENTRATION CAMP OF AUSCHWITZ.
Drawing, Poster, Collage, Exhibit: Maya Ying Lin was a twenty-one-year-old architecture student when she submitted the winning design for the Vietnam Veterans Memorial in Washington, D.C.: two long black granite walls inscribed with the names of those who died in the war. Choose an important historic event (it does not have to be tragic) that interests you, and think about the visual ways that could be used to remind people of what happened and why it is important. You may want to brainstorm ideas with a partner or small group. Then, create a poster, a collage, an exhibit, or a model or drawing of a monument to memorialize the event.*
*Elements of Literature, 4th Course (Holt, Rinehart, and Winston) 1997
SCHOOL HOLIDAYS
MONDAY SEPTEMBER 4 LABOR DAY
FRIDAY NOVEMBER 10 VETERANS DAY
THURSDAY-FRIDAY NOVEMBER 23-24
THANKSGIVING DAY HOLIDAYS
YEAR LONG HONORS ENGLISH RIGOR TOOLS
DICTION, SYNTAX, TONE, IRONY;
RHETORICAL READING AND WRITING;
TECHNOLOGY RESEARCH PAPER;
ARGUMENT AND COUNTER ARGUMENT
Thursday, August 24, 2006
Wednesday, August 23, 2006
Fall 2006 Letter to Parents
August 30, 2006
Dear Parents:
Welcome to Fall Semester, 2006-2007. Parents are encouraged to take an active role in students' educational goals and assist them by making certain that all outside reading and homework assignments, note taking activities, test preparation requirements, and individual or group project work is completed on time and submitted in advance of the due date set by the instructor. Periodic grade reports will be issued to students who should apprise parents of how they are progressing in these courses. It is this periodic assessment that can identify the emotional and intellectual maturity of the student and signal in advance any instructional intervention strategies necessary to avert poor academic performance that may affect the students' overall grade point average. Students should expect rigorous studies as they undertake the challenges of the demanding Advanced Placement, Honors English or conventional tenth grade English curriculums. If students or parents wish to contact me, I can be reached on school voice mail, which I check frequently during the semester, at 323-461-3891, Extension 419. Homework and other necessary communication between the instructor and students is posted on my web log at hollywoodhighschool.net and is updated bi-weekly.
The Honors English Grade Ten School for Advanced Studies (SAS) curriculum offers students rigorous demands in the rhetorical approach to reading and writing, and instruction is paced more rapidly than normal tenth-grade coursework. Grade Ten Honors readies students for an eleventh-grade Advanced Placement high school class where they think, read, write, listen, and speak academically, successfully arguing a well-constructed thesis, skills necessary for entering post-secondary educational institutions. Students enrolled in Grade Ten Honors English read short stories, poetry, novels and plays and nonfiction selections and learn to *elicit the author's purpose, the author's persona, the author's claim and evidence, which enables them to offer a precise response to the author's argument. Successful student compositions are measured by rubrics, and it is strongly suggested, at the outset of this course, that learners familiarize themselves with this tool so they can produce thoughtful and precise works of prose in response to the series of writing prompts that will be assigned.
AP English Language and Composition (SAS) offers students **a year of intense training in reading and writing that prepares them for the AP Language and Composition Examination, successful University study and lifelong learning. This class focuses on the rhetorical analysis of fiction and non-fiction, incorporating various genres of American literature. Students learn to identify an author’s purpose and examine the ways people think about and use language. Students read and analyze models of good writing and write compositions of various lengths and complexity, participating in peer response and rigorous revision. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, which ultimately provides them with mastery of the highest forms of analysis and synthesis necessary for participation in class discussions. They are able to read rhetorically pieces of American literature and write effective prose at first year college level. Students are expected to complete outside reading on time and, independently, produce class discussion notes using the Cornell method. In this course, the rhetorical interpretation of text leads to arguments for persuasion as students closely read difficult nonfiction texts with speed, annotating and outlining as they recognize shifts of perspective and tone. They quote with authority and precision, discern the writer’s purpose and comprehend responses elicited from audiences, and synthesize how authors manipulate readers to prove theses in various modes of written discourse.
*Greater Los Angeles Advanced Placement Institute, July 2005
Marcy Bowman AP Packet
**Chapman University, March 2005
Jewel Kamita AP Packet
Student Name________________________________(Print)
Parent Signature____________________________
Sincerely,
James B. Carmicle
Track A Teacher-School for Advanced Studies
Dear Parents:
Welcome to Fall Semester, 2006-2007. Parents are encouraged to take an active role in students' educational goals and assist them by making certain that all outside reading and homework assignments, note taking activities, test preparation requirements, and individual or group project work is completed on time and submitted in advance of the due date set by the instructor. Periodic grade reports will be issued to students who should apprise parents of how they are progressing in these courses. It is this periodic assessment that can identify the emotional and intellectual maturity of the student and signal in advance any instructional intervention strategies necessary to avert poor academic performance that may affect the students' overall grade point average. Students should expect rigorous studies as they undertake the challenges of the demanding Advanced Placement, Honors English or conventional tenth grade English curriculums. If students or parents wish to contact me, I can be reached on school voice mail, which I check frequently during the semester, at 323-461-3891, Extension 419. Homework and other necessary communication between the instructor and students is posted on my web log at hollywoodhighschool.net and is updated bi-weekly.
The Honors English Grade Ten School for Advanced Studies (SAS) curriculum offers students rigorous demands in the rhetorical approach to reading and writing, and instruction is paced more rapidly than normal tenth-grade coursework. Grade Ten Honors readies students for an eleventh-grade Advanced Placement high school class where they think, read, write, listen, and speak academically, successfully arguing a well-constructed thesis, skills necessary for entering post-secondary educational institutions. Students enrolled in Grade Ten Honors English read short stories, poetry, novels and plays and nonfiction selections and learn to *elicit the author's purpose, the author's persona, the author's claim and evidence, which enables them to offer a precise response to the author's argument. Successful student compositions are measured by rubrics, and it is strongly suggested, at the outset of this course, that learners familiarize themselves with this tool so they can produce thoughtful and precise works of prose in response to the series of writing prompts that will be assigned.
AP English Language and Composition (SAS) offers students **a year of intense training in reading and writing that prepares them for the AP Language and Composition Examination, successful University study and lifelong learning. This class focuses on the rhetorical analysis of fiction and non-fiction, incorporating various genres of American literature. Students learn to identify an author’s purpose and examine the ways people think about and use language. Students read and analyze models of good writing and write compositions of various lengths and complexity, participating in peer response and rigorous revision. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, which ultimately provides them with mastery of the highest forms of analysis and synthesis necessary for participation in class discussions. They are able to read rhetorically pieces of American literature and write effective prose at first year college level. Students are expected to complete outside reading on time and, independently, produce class discussion notes using the Cornell method. In this course, the rhetorical interpretation of text leads to arguments for persuasion as students closely read difficult nonfiction texts with speed, annotating and outlining as they recognize shifts of perspective and tone. They quote with authority and precision, discern the writer’s purpose and comprehend responses elicited from audiences, and synthesize how authors manipulate readers to prove theses in various modes of written discourse.
*Greater Los Angeles Advanced Placement Institute, July 2005
Marcy Bowman AP Packet
**Chapman University, March 2005
Jewel Kamita AP Packet
Student Name________________________________(Print)
Parent Signature____________________________
Sincerely,
James B. Carmicle
Track A Teacher-School for Advanced Studies
Wednesday, August 16, 2006
Syllabus and Letter to Parents
The syllabus for Honors 10 English and the Letter to Parents will be available at the end of next week, August 21-25. Please check back.
School starts August 30.
School starts August 30.
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