# Course Description

READ CAREFULLY THE INFORMATION CONTAINED IN THIS SECTION

The skills and understandings students are expected to demonstrate in this class have wide applicability outside the classroom or workplace.

In this class, students:

• undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature.
• habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.
• actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.
• reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic.

In short, students who meet the the requirements in this class develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

## PARENTS:

The "parental notification" file provided at the top of this page will show you how to set up ways to keep track of your student's progress.

## Class Overview

WHAT THIS CLASS IS: This class is another way for you to earn your English 12 credit.   This is a one-quarter (.25 credit) class. You will work on your reading, research, writing, viewing, listening and speaking skills as specified in the Utah State Core Curriculum for Language Arts.

WHAT THIS CLASS IS NOT: This class is NOT an easy way to get your English credit without doing any real work. If that is what you are looking for, you will be disappointed. Plan on spending approximately the same amount of time on this class as you would in a traditional English class.

## ***COURSE REQUIREMENTS***

To take this class, you will need:

1. A computer with internet access.
2. Word processing software to type your assignments. Microsoft Word is best.

You MUST have the ability to submit documents in one of the following file formats: .doc/.docx (Microsoft Word), .ppt/.pptx (PowerPoint), or .pdf.

If you use another program such as Pages or Open Office, make sure that you save your documents in one of the above formats before you upload them.

*****! ! ! ! Contrary to what you read in the "homework note" in Module 1, DO NOT use "Notepad" or "Text Edit." (that note is intended for classes other than this one). I would prefer all documents to be submitted in one of above three formats as attachments or uploads.

3. A .pdf converter if your word processing software doesn't allow you to save in one of the above fiile formats. Several are available free online from sources such as adobe, nemopdf, cutepdf, etc.

## COURSE OUTLINE

Each quarter will include the following requirements:

Reading Assignment.  A full-length book (or 2 plays--4th quarter). Details are given in the first overview of the quarter.  Many of the assignments you do throughout the quarter will relate to the book you are reading, requiring that you get a copy and get into it quickly.  You will also be required to respond to questions given on the novel study guide.  So you will need to copy it to your computer or print it out to have it available as you read.

Unit assignments:  These assignments are varied and are based on the skills outlined in the Utah State core.  Because the assignments are designed to build upon previous assignments, make sure that you do them in order (unless otherwise instructed.)  Most assignments require material that is available at links given.  Make sure that you access all required links. The information there is links is essential to completing the assignment accurately, and most of the quiz questions come from this material.

Vocabulary:  Vocabulary words are found on reading guide and/or the first overview of the quarter.  You will need to master these words--understand them and be able to use them in your writing.  These words will show up in quizzes and tests.

Skill Builder assignments:  These are mandatory reviews of writing skills or mechanics, usage, and grammar rules.  The are all are based on skills needed to complete an assignment and/or the most common errors in student writing.  Each review will come with explanation, and links for more help.  You will find many quiz and test questions coming from these reviews as well.

Literature Connection:  Within each unit is an assignment which will connect the ideas/skills from that unit to the novel you are reading.  These assignments are designed to help you read with more focus and skill and also to write effectively on the book.

Quizzes & Tests:  There will be quizzes for each unit and one final exam.  The final exam will need to be supervised by an approved EHS proctor.  The instructions at the "arranging to take your proctored final," will explain how to set up and take the test.  Note:  You must pass the final exam with a 60% or higher to receive credit for the course.

SUBMITTING ASSIGNMENTS:  Read instructions carefully to make sure you have fulfilled the requirements of each assignment.  Make sure that you do all your work on your own word processing software first. This way you will have access to the spelling and grammar checkers typically offered with this software and you will be able to archive your own copy of each assignment.  Unless you have made other arrangements with me, plan to save each of your assignments as .doc/docx, .pdf, or ppt/pptx files and submit as attachements or uploads.

## HOW YOU WILL BE GRADED

With each activity, I’m looking for in-depth, critical thinking, creativity, and clear expression of ideas. The rubrics for each assignment will vary slightly depending on the objective of the lesson, so read each rubric carefully before you even put pen to paper, or in this case, finger to keyboard. This is much like the six-trait assessment you may have had experience with. Each assignment has a version of the rubric below.

Assessment Rubric:

 Content Thesis statement is clear and all requirements for assignment are met. /4 Support Supporting paragraphs include detail which is specific and directly supports the thesis. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

What do the numbers mean?

• 4 – Great – Did what was required and did it well.
• 3 – Good – most of requirement elements there.
• 2 – Fair – missing several of the required elements.
• 1 – Needed much more work to be satisfactory.

If you think better in the A,B,C,D arena, you can correlate each number with a grade.

Important: because learning and writing are processes, you may always submit a revised, improved version of any assignment to improve your grade. Your final grade is determined by your average on assignments and quizzes, as well as your final test grade. The assignments and quizzes count 75%, and the final test counts 25%.

• A 90-100*
• B+ 86-89
• B 80-85
• C+ 76-79
• C 70-75
• D+ 66-69
• D 60-65
• No credit - below 60

*Note:  An A grade will not be awarded to a student with zeroes on any of his or her assignments.

Time Requirements:  You have 10 weeks to complete the course.  You will have 2 weeks to complete each unit, and 2 weeks to get your final exam taken.  My suggestion:  Get out of the gate early--don't procrastinate.  Invariably, complications will arise in your life, and if you have given yourself a time-cushion, you won't get stuck with too much to do in too little time.  Even though you have 10 weeks, you may certainly choose to complete the course faster than that.

Unit 1, including the "About me," novel choice, and overview assignments:  2 weeks from the day you are enrolled in the course.
Unit 2 - 4 weeks from enrollment date
Unit 3 - 6 weeks from enrollment date
Unit 4 - 8 weeks from enrollment date
Final Exam - 10 weeks from enrollment date

The syllabus will give you an approxmiate length of time each assignment may require to complete.  Keep an eye on those time estimates to help you judge your time wisely.  There is also also a reading requiement (novels in quarters 1-3 and 2 plays in quarter 4).  You will also want to allow for 5-10 hours of reading time for the quarter reading assignment as well.

I'm glad to have you in my class.  Please review my contact information and feel free to contact me whenever you have questions or concerns.

### 16.01.01

Since the "Types of Humor" site is temporarily down, go to the next page to view the definitions.

### 16.02.01

 Quotes from “The Importance of Being Earnest”: http://www.goodreads.com/work/quotes/649216-the-importance-o...

### 16.03 “Now produce your explanation and pray make it improbable.” (post-reading)

 Here are some of the topics from the play—each given from two opposing viewpoints. Choose one of the view points from one of the topics and write a well-developed essay on your position. You may want to review the ideas at the “writing a response essay” link given below. a) Honesty: In The Importance of Being Earnest, the men’s lies are justified because they lie primarily so that they can spend time with the women they love. – or – In The Importance of Being Earnest, the men’s lies are not justified because they lie primarily to get out of social responsibilities. b) Social Responsibility Although Wilde pokes fun at Victorian society, he ultimately supports the idea of socially-prescribed standards that people should live up to. – or – Although each character in Earnest strives to be respectable, none actually believes in the socially-prescribed standards, and all often mock the idea that one can be both respectable and happy. c) Roles of Women Figures like Lady Bracknell, Gwendolen, and Cecily reverse gender role stereotypes by exercising power and control over the opposite sex – or – Although the female characters exercise power briefly, they also conform to many female stereotypes – ultimately ensuring that the play upholds traditional gender stereotypes instead of challenging or changing them. Shmoop Editorial Team. "The Importance of Being Earnest Theme of Foolishness and Folly" Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 14 Oct. 2012.

### 16.03.01

 Writing a Response Essay: http://youngwritersproject.org/node/2448

### 16.04 - Satire

 One of the most prevalent types of humor you'll find in "The Importance of Being Earnest" is satire--so it deserves a closer look. What is Satire? Webster’s Dictionary definition: 1: a literary work holding up human vices and follies to ridicule or scorn. 2: trenchant wit, irony, or sarcasm used to expose and discredit vice or folly. Satire is usually used to say something the author deems important. In satire, beneath the irony, exaggeration, and ridicule, you will find the writer’s assertion that there is a moral or logical standard which is not being met. The satirist’s goal is to point out the hypocrisy in the target and convince his or her audience that real change is warranted. Some contemporary examples of satire might be The Steven Colbert show, Saturday Night Live’s Weekend Update or editorial cartoons. The link below leads to a short video. This video is a fake campaign ad for Steven Colbert who, as a joke, entered himself as a candidate for president in the 2008 election. Can you spot everything the video is satirizing? Here are some questions to help: What kind of character do we expect from our elected officials? What kinds of images do we generally associate with patriotism? Look for the images of famous people. How is he associating or disassociating himself with these people? Can satire be used as propaganda?

### 16.04.02

 teacher-scored 12 points possible 30 minutes

Now I'd like you to look at some political cartoons. The web page, "Cartoons for the Classroom," is found at the link below. Peruse this site to find a cartoon you'd like to evaluate. You may use “This Week’s Lesson” or any of the cartoons from previous lessons. Then in a short essay, respond to the following questions:

1. Why is this satire?
2. What is the cartoonist is making fun of?
3. What are the opinions the cartoonist has on this topic?
4. How do you know? What evidence can you see (details from the cartoon) that illustrate those opinions?
5. In your response give me your opinion on the topic?  Tell me if you agree or disagree with the point make by the cartoonist and why.  Also tell me whether the cartoon swayed your opinion one way or the other.

Important: Include the link to the cartoon when you submit your assignment. Assessment Rubric:

 Content Each question answered completely and in a way that shows knowledge and understanding of the cartoon. /4 Clarity Writing is clear, focused & well organized—didn’t give me any “huh?” moments. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

### 16.04.04

 Cartoons for the Classroomhttp://nieonline.com/aaec/cftc.cfm

### 16.05 "A Modest Proposal"

 In this lesson, I'm going to ask you to read one of the most famous pieces of satire, Johnathan Swift's "A Modest Proposal." Jonathan Swift was a satirist of the 18th century. He took on topics such as government corruption, human nature, religious folly, and, in “A Modest Proposal,” treatment of the poor. Before you read the essay, though, go to the first link below to view an image of a broadside. Broadsides were sheets of paper which were pasted up in public places to announce events, make political statements, or disseminate information. This broadside dates much later than Swift wrote, but will give you a feel for the issues about which he wrote. (You may need to use the magnifying glass in the upper left corner to view the image) What attitude toward the poor do you see portrayed in the drawing? What attitude do you see in the ballad below it? What words or phrases show that attitude?

### 16.05.03

 teacher-scored 20 points possible 60 minutes

The full title of Swift’s essay is “A Modest Proposal for Preventing the Children of Poor People in Ireland Being a Burden to Their Parents or Country, and for Making Them Beneficial to the Public.“  The title explains his topic and hints to the satire that will follow.

Swift wrote this essay as a response to the poverty he witnessed in Ireland, and his proposal is hardly “modest.” You will discover he doesn’t mean what he is literally saying, but you will need to decide what you believe his real thesis is.

After reading “A Modest Proposal,” you will need to write a well developed essay (strong thesis statement, clear supporting "evidence" from the text, solid conclusion) addressing one of the following questions:

1. What is Swift’s real thesis and how do you know? What details from the essay prove that to you?

2. How does the author’s use of satire impact the effectiveness of the essay?

3. How does the contrast between the speaker’s point of view and Swift’s point of view develop through the essay?

1. A clear difference exists between Swift and the persona who makes this proposal. Characterize the proposer.
2. Look closely at paragraphs 4, 6, and 7, and study how the appeals to logic are put in mathematical and economic terms. Identify words and phrases that help achieve this effect. How does this “data” help him make his argument?
3. Give the three main plans of the persona's proposal.
4. What, according to the persona, are the advantages of his solution? (he lists several)
5. Make a list of the social problems in Ireland that Swift exposes through his satire.
6. Swift does offer "serious" solutions to the problems of life in Ireland near the end of his essay. List the three that you think are the most important.
7. Review your recent assignment on figurative language. Find 3 examples of figurative language in “A Modest Proposal” and explain the author’s choice to use each. How did those examples help the author “make his case”?
8. Why do you think this author chose satire rather than a more straightforward argumentative style?

Assessment Rubric:

 Content Thesis statement is clear and effectively addresses the question. /4 Support Supporting paragraphs include detail which is specific & directly supports the thesis. /4 Clarity Writing is clear, focused & well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4 Extra Requirements Complete notes included. /4

Pacing: complete this by the end of Week 1 of your enrollment date for this class.