"Estamos todos locos aquí" Inglés de secundaria (año completo, grados 9 y 10) Semestre 2

STUDENTS ARE NOT REQUIRED TO HAVE TAKEN SEMESTER 1; however, class size may be temporarily reduced to guarantee spots for those completing semester 1

*This is a full-year curriculum for grades 9-10, divided into two semesters. Separate enrollment is required for each semester. Semesters may be taken independently or consecutively; however, be advised that units will build on each other to some degree.  Semesters are subject to vary in length in an effort to schedule the course in accordance with traditional, American holiday breaks; however, each semester shall be priced equally. The full length of the course shall be 32 weeks, meeting three times a week, with an optional weekly ongoing study-hall session available for an additional charge. As a full year course, it will also include available office hours and occasional 1:1 meetings.

**This course is aligned with core standards for grades 9-10 and is taught by an experienced and credentialed teacher.  Letter grades are available for each semester upon request.

The first semester of this course will begin with an introduction to poetry, as students learn how to read and analyze poems, paying close attention to figurative language and other literary devices. Once they begin to understand poetry, it will then be used throughout the course. This will be followed by reading "Superman Birthright" and "Alice in Wonderland." Far more than children's books, these works makes analysis easy to learn, as we will dig deep into symbolism and other literary devices as students find underlying meaning within the texts. Once students understand how to analyze prose and poetry, we will then dive into heroes, heroines, and villains, exploring the three major story arcs in literature, as well as character archetypes and tropes.  

Course Description (Separate enrollment required for each trimester)
Just because I spent most of my career in a traditional high school, doesn’t mean that my classes are traditional.  I do align them with the standards and include some of the traditional texts, but my classes always have a unique twist.  Combining project-based instruction with class discussion, my classes are anything but ordinary.  My often unorthodox and creative approaches to teaching require students to think in ways they never imagined, inspiring both critical and creative thinking. My fun writing exercises empower students’ voice and encourage them to develop as writers, both formally and creatively, without the burdens and limitations that often come with old school teaching techniques. But above all, it is the relationships that I build with the students that really drives the classroom experience.  

This course in designed to teach higher level critical and creative thinking skills through in-depth literary analysis of prose, poetry, and film, rhetorical analysis of nonfiction texts and speeches, and project-based learning.  Students will also work to develop and hone their writing skills through a variety of creative and formal writing exercises and essays. 

In this course students will…
-determine theme;
-analyze plot and its various phases;
-examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language; 
-understand the mono-myth (Hero’s Journey), The Heroine’s Journey, The Villain’s Journey, and character archetypes;
-develop an understanding of modern pop-culture.

This course provides opportunities to for students to develop the following skills:
1.Explain the function of character.
2.Explain the function of setting.
3.Explain the function of plot and structure.
4.Explain the function of the narrator or speaker.
5.Explain the function of word choice, imagery, and symbolism.
6.Explain the function of comparison.
7.Develop textually substantiated arguments about interpretations of a portion or whole text.

Each unit will feature literary analysis with special attention paid to theme, interpretation, symbolism, figurative language and other literary devices. In addition, each unit will also include a creative project and a specific writing focus. Writing focuses include 1. voice, style, writing fluency and storytelling, 2. Literary analysis of prose and poetry, 3. Persuasive writing, 4. Rhetorical analysis, and 5. Synthesis/research writing. Poetry and nonfiction prose will be used throughout the unit in accompaniment with novels, plays, and short stories.

About the books and films in this course:
Books and films have been chosen to cover a wide array of genres, styles, and time periods, with an effort to include a combination of traditional classics and contemporary masterpieces. Books also have a wide range of reading levels, and some may be familiar or have been previously read; however, it is the analytical approach that makes the difference. Books at the beginning of the course have been selected based on the ease of reading while providing opportunity for in-depth analysis and progressively get more complicated as the course moves on. The use of films further allows for deeper and more meaningful discussion and are directly linked with the themes and lessons within the corresponding unit.  These films will not only be discussed, but also analyzed through a literary lens.

Basic Class Structure
In order to maximize student learning and allow for differentiated instruction, a thematic curriculum will be followed; however, specific daily lessons and timelines are liable to vary slightly. Our weekly class structure will, however, typically follow the same format (with the exception of Unit 1 and while reading “Macbeth”). 

Each day will begin with a 5 minute warm-up writing activity (usually a MADE), followed by the daily class lesson, discussion, or activity. As a three day a week class, the typical weekly format will be as follows: Day 1, Reading discussion and analysis, Day 2 ELA lesson/activity (typically linked with our current reading), and Day 3, writing focus.

Writing
This course will contain an emphasis on writing; however, writing instruction is not traditional.  We will write essays, but most of our writing is done through fun and engaging writing activities designed to promote student learning.  The lessons within these activities are not always easily detected, but they do exist. As students hone their skills in these exercises and informal activities, their formal writing improves as well.  I have never been the type to bleed all over a paper with a red pen. Instead, I believe in encouraging students to write and empower their voice. Writing traditional essays and working on grammar exercises can be boring and often discouraging. My approaches may be a bit unorthodox, but my students always end up loving to write and are constantly getting better as writers.  

Homework
Students will be assigned weekly homework, unit projects, and periodical writing assignments.  The majority of the homework in this course will be reading, as students will typically be expected to read approximately 70-100 pages a week.  Students will also be assigned 1-2 poems or a short nonfiction piece to read and analyze each week. Additional activities may also be assigned.


Core Texts

Major Works
“Superman: Birthright,” Mark Waid
“Alice in Wonderland,” Lewis Carrol
“Curiouser and Curiouser,” Melanie Karsak
“Dr. Jekyll and Mr.Hyde,” Robert Louis Stevenson
“The Picture of Dorian Gray,” Oscar Wilde 
“Frankenstein,” Mary Shelly
“MacBeth,” William Shakespeare
“The Curious Incident of the Dog in the Night-time,” Mark Haddon
“A Prayer for Owen Meany,” John Irving
“The Hitchhiker's Guide to the Galaxy,” Douglas Adams (if time allows)


Films
“Dead Poets Society”
“The Princess Bride”
“Star Wars Episode IV: A New Hope”
“Star Wars Episode V: The Empire Strikes Back”
“Harry Potter and the Sorcerer’s Stone”
“The Wizard of Oz”
The Reduced Shakespeare Company: “The Complete Works of William Shakespeare (Abridged)”
“Casablanca”
“It’s a Wonderful Life”
“Life is Beautiful”

Projects
1.Original poetry book and spoken word poetry video (or Poetry Slam)
2.Original Fractured Fairy-tale
3.Modernized MacBeth: an adapted production proposal
4. HHGTG Project

Grading
Students shall be evaluated overall by a combination of engagement, progression, and learning.  Rather than waste time on trivial grading, much of the work in this course is designed as exercises in order to promote student development.  Students that are actively engaged and put forth the effort will excel with the assessments. That being said, it is the finish product that is more important when it comes to student assessment.

Students shall maintain all work as assigned in a digital folder or physical notebook. As most assignments are designed as practice exercises, these will typically be scored as credit/no credit based on effort and completion.  Daily assignments and regular homework will be kept in this file and submitted for scoring at the end of the trimester.  Students keeping a physical copy rather than a digital copy must submit their work in photograph form as a slideshow.

In lieu of formal exams, this course will use essays and projects as the primary form of student assessment. Essays and projects must be submitted on the date due. Work submitted after the deadline may not be evaluated or scored.

Essays will be graded based on the 9-point AP rubric and then modified to the 5-point scale.  All other assignment will be graded based on the 5-point scale, then weighted appropriately.

The 5-point scale:
A=5 (4.5-5): Far surpasses all standards and expectations
B=4 (3.5-4.4): above average, exceeds standard
C=3 (2.5-3.4):  Meets standard expectations and requirements
D=2 (1.5-2.4): Needs improvement/meets some expectations but falls below standard
F= 1 (0-1.4): Does not meet standard expectations
0=0: did not turn in or did not complete

Weighting
20%  Engagement and effort
20%  Homework/daily assignments (Trimester folder)
20%  Essays
40% Projects

(A note on grading: My classes are designed to be easy to pass provided students put forth the effort; however, I do not grade easily. I expect my students to always give me their best effort, but quality of a finished product and assessment of learning, knowledge, and understanding require more than just effort.  In other words, I am an easy C, but a hard A.) 

***** This is a full year course in two semester.  Separate enrollment required for each semester******

CURRICULUM MAP
Semester One
Unit I:  Introduction to Poetry
Learning Targets: understanding poetry, figurative language, symbolism, and other literary devices as they relate to theme and message, adding to the overall meaning of the work as a whole.
Writing Focus: style, voice, and fluency
Projects: Original poetry book and spoken word poetry video (or Poetry Slam)
Film: “Dead Poets Society” 


Unit II: Heroes and Heroines, Journeys and Archetypes
Learning Targets: Understanding the Hero’s Journey, the Heroine’s Journey, and how they differ, as well as understanding character archetypes, tropes, and motif as they pertain to storytelling. Expand on knowledge of literary devices, including figurative language and irony.
Projects: 1.Original Fractured Fairy-tale, 2. Short Story Noir in Photos
Major Texts: 
Novels: Major Texts:  "Superman Birthright," “Alice in Wonderland,” Lewis Carrol and “Curiouser and Curiouser,” Melanie Karsak
Films:“Star Wars Episode IV: A New Hope”, “Star Wars Episode V: The Empire Strikes Back”, “Harry Potter and the Sorcerer’s Stone”, and “The Wizard of Oz”


WINTER BREAK ASSIGNMENT
Read
“Dr. Jekyll and Mr.Hyde,” Robert Louis Stevenson
“The Picture of Dorian Gray,” Oscar Wilde 


Semester Two (separate enrollment required)

Unit III: The Decent into Madness 
Learning Targets: understanding classical literary questions about good vs evil , nature vs nurture, genius vs madness, and other themes common in classical literature (especially Victorian Lit and Shakespeare), as well as the modern world.
Writing Focus: Writing rhetorical analysis and persuasive essays (pathos, logos, and ethos)
Projects:1. Creating a Monster, 2. Modernized MacBeth: an adapted production proposal
Major Texts: “Frankenstein,” Mary Shelly, "The Killing Joke" by Alan Moore, “MacBeth,” William Shakespeare
Films: The Reduced Shakespeare Company: “The Complete Works of William Shakespeare (Abridged)”


SPRING BREAK ASSIGNMENT
Read a dystopian novel of your choice from the list provided.

Unit IV: Catching Happiness in the modern era
Learning Targets: Understanding modern and contemporary literary themes about happiness and our quest to live life to the fullest, solving problems as we learn to find meaning in life as we ask who we are and why we are here.
Writing Focus: Research papers and synthesis essays

Major Texts: “The Curious Incident of the Dog in the Night-time,” Mark Haddon, 
“The Hitchhiker's Guide to the Galaxy,” Douglas Adams (if time allows)
Films: “Casablanca”, “It’s a Wonderful Life”, “Life is Beautiful”