EPPING HIGH SCHOOL
COURSE SYLLABUS
Course Title:
Course
Description
District
Competencies
for Learning
(DDCs)
District Skills
Competencies
for Learning
(DSCs)
School Based
Course
Competency
Freshman English Course #10103
June 29, 2015
This course will focus on the study of Western and other literature with
emphasis on the development of skills to comprehend, explore and enjoy reading.
Students will study the essential tools for analyzing literature and exercise these skills
in discussion and written assignments. The writing component will include
persuasive essays, research and response to literature. Students will expand their
understanding of methods for research. The course will include a vocabularybuilding element. There will be assignments involving class presentations including
performance and public speaking.
Students will understand concepts and demonstrate ability to transfer these skills
across content areas and apply concepts and skills to real-life situation.
1. Reading - Students will demonstrate the ability to read closely and analytically to
comprehend a range of increasingly complex literary and informational texts.
2. Writing – Students will demonstrate the ability to produce effective and wellgrounded writing for a range of purposes and audiences.
3. Speaking & Listening – Students will demonstrate the ability to employ effective
speaking and listening skills for a range of purposes and audiences.
4. Research & Inquiry – Students will demonstrate the ability to engage in research
and inquiry to investigate topics, and to analyze, integrate, and present information.
Students will becoming a:
1. Collaborator – Students will understand that respect, collaboration, and
leadership are critical to interacting and working effectively with others.
2. Communicator – Students will demonstrate the ability to communicate clearly
using the most appropriate and effective means.
3. Contributor – Students will demonstrate the ability to contribute toward a better
world through community service, acceptance and tolerance of diverse people, and
responsibility for the environment.
4. Evaluator – Students will demonstrate the ability to access, evaluate, use, and
manage information.
5. Learner – Students will demonstrate the ability to be flexible, adaptable, and
accountable throughout the learning process.
6. Producer – Students will demonstrate the ability to manage projects, produce
results, and create media products.
7. Technology User – Students will demonstrate the ability to use technology
respectfully and apply it effectively.
8. Thinker – Students will demonstrate the ability to think critically, creatively, and
systemically to define and solve problems.
1. Students will demonstrate the ability to interpret and critically analyze Western
Literature to understand the human experience. (Reading)
2. Students will demonstrate the ability to effectively communicate through writing
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Statements
(CCSs)
3.
4.
5.
for a variety of purposes and audiences. (Writing)
Students will demonstrate speaking purposefully and articulately, and listening and
viewing attentively and critically, to become effective communicators. (Speaking
and Listening)
Students will demonstrate the ability to acquire and express knowledge by reading
nonfiction and informational texts. (Reading, Research and Inquiry)
Students will demonstrate the ability to use specific cognitive and meta-cognitive
strategies to solve problems, overcome obstacles, and reflect on their own
learning. (Reading, Writing, Research and Inquiry)
Students will demonstrate the ability to effectively research, organize, and
critically evaluate information in assessing problems. (Research and Inquiry)
1. 6.
2.
3.
Course Units
Units are organized thematically. Each unit includes material from every
competency. Elements of earlier units are reinforced in later units throughout the
(Teacher/course year.
specific)
1.
1. Elements of Literature
2.
2. Values
3.
3. Heroes
4.
4. Love
5.
5. Conflict
6.
6. Poetry
7.
Students will be able to:
Course Unit
Elements of Literature
(DDCs 1,2,3. DSCs 1-8. CSSs 1,2,5,6)
Content and
1.1. Short stories unit. Students will read, listen to and critically analyze five short
Skills
stories through a systematic review of the Elements of Literature: plot, character,
point of view, setting, theme and figurative language.
(Align
1.2. Movements. Students are introduced to the nature of movements in Western Art
competencies to and the connections to history.
units)
1.3. Wring process. Students will review the five step writing process. Students
respond to prompts (Write on Demand, WoD) and take notes in a classroom journal.
1.4. Vocabulary from readings. Students will use context clues to infer and
create/imply meanings of unfamiliar words used in readings.
Values Unit
(DDCs 1,2,3,4. DSCs 1-8. CSSs 1,2,3,5,6)
2.1. Novel: Of Mice and Men. Students will read in a literature circle (small group)
setting. Plot elements are studied in the context of values including honesty,
compassion and loyalty. Students will evaluate the use of setting. Motivations are
studied in the contexts of values, fears and needs.
2.2. Full writing process “five part” essay: Values. Students will take and support a
position on the relative importance of values such as honesty, compassion,
leadership, curiosity and courage.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
2.3. Play by American playwright. Visit to a Small Planet. Students will read by parts
in class. The approach to theater study is established. Cold War themes are studied in
the context of values including loyalty and obedience.
2.4. Passages to perform. Students will select short passages from the play. Students
block and walk through scenes. Stage directions and techniques are introduced.
2.5. Vocabulary from readings. Students will use context clues to infer and
create/imply meanings of unfamiliar words used in readings.
2.6. Elements of literature. Students will carry forward their understandings to
analyze characterization, setting and themes.
Heroes
(DDCs 1,2,3,4. DSCs 1-8, CSSs 1,2,4,5,6)
3.1. Novel. Students will select a novel from five choices to read in a literature circle
(small group) setting. The literature circle incorporates the learning strategies of
visualizing, asking questions, inferring and synthesizing. The novel’s protagonists all
display hero qualities either reluctantly or willingly. The hero cycle is introduced.
3.2. Full writing process MLA compliant research paper. Students will write a
biography research paper on a traditional hero using the full writing process and
Purdue University Writer’s Workshop biography format.
3.3. Leadership. Students will study the relationship between heroic qualities and
successful leadership which are examined through a series of exercises.
3.4. Vocabulary from readings. Students will use context clues to infer and
create/imply meanings of unfamiliar words used in readings.
3.5. Elements of literature. Students will carry forward their understandings to
analyze characterization, setting and themes.
3.6. Full writing process Math-English persuasive essay. Students will solve a “real
life” math problem that makes a prediction. Students will evaluate the validity of the
prediction taking into consideration factors not incorporated into the mathematical
analysis.
Love
(DDCs 1,2,3,4. DSCs 1-8. CSS 1-6)
4.1. Play by Shakespeare. Students will read Romeo and Juliet using the established
approach to theater study.
4.2. Full writing process response to literature, thematic paper. Students will take a
theme from Romeo and Juliet and demonstrate how it is developed. Students use
cited quotes to backup their position(s).
4.3. Passages to perform. Students will select short passages from the play and
perform them. Students may paraphrase passages into modern English. Memorization
and costuming are encouraged, but not required for full credit.
4.4. Mock trial. Students will apply prior work to a negligent manslaughter trial of
Friar Lawrence. Students will learn basic concepts in culpability and trial procedure.
Students take all roles in the trial including judge, prosecution, defense, witnesses
and jury.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
4.5. Vocabulary from readings. Students will use context clues to infer and
create/imply meanings of unfamiliar words used in readings. Students will also learn
legal terms relevant to the trial unit.
4.6. Elements of literature. Students will carry forward their understandings to
analyze characterization, setting and themes.
Conflict
(DDCs 1,2,4. DSCs 1-8. CSS 1,2,4,5,6)
5.1. Novel. Students will select a novel to read from five novel choices. They will
respond in a literature circle (small group) setting. The literature circle incorporates
the learning strategies of visualizing, asking questions, inferring and synthesizing.
The novel’s protagonists are all engaged in a deeply challenging conflict.
5.2. Students will explore basic conflict resolution strategies through role playing.
5.3. Vocabulary from readings. Students will use context clues to infer and
create/imply meanings of unfamiliar words used in readings.
5.4. Elements of literature. Students will carry forward their understandings to
analyze theme and plot elements including conflict and climax.
5.5 Full writing process argumentative essay demonstrating the ability to use claim,
counter claim and rebuttal. This is the QPA PACE assessment and in 2016 the
prompt will be Should Schools Require School Uniforms?
5.6. Full writing process compare and contrast essay “Ethics”. Students will apply
values concepts to a biology-English compare and contrast paper. Students will
compare the motivations of two characters in morally challenging
situations caused by biological abnormalities (My Sister’s Keeper and Mask).
Poetry
(DDCs 1,2,4. DSCs 1-8. CSSs 1,2,3,5,6)
6.1. Movements. Students will review/relearn the nature of movements in Western
Art and the connections to history. Students will read examples of Greek and Roman
ancient, Dark Ages, Renaissance, and Romantic poetry; Modernism is introduced.
The historical and mythical King Arthur are compared and contrasted. An
introduction to etymology is incorporated.
6.2. Portfolio. Students will create a six poem portfolio of personal poetry using
traditional styles. The poems are written in class and revised as homework. The
portfolio is evaluated for timeliness and apparent effort. Students present portfolios.
6.3. Poster project. Students will, in small self-select groups, take a poem and
visually represent it on 24” X 18” paper. They also identify six examples of
figurative language and theme. Posters are evaluated for composition, neatness,
apparent effort, theme and the elements of literature.
6.4. Vocabulary Greek and Latin prefixes, suffixes, and roots. Students will use
context clues to infer and create/imply meanings of unfamiliar words that incorporate
Greek and Latin prefixes, suffixes, and roots.
6.5. Elements of literature. Students will carry forward their understandings to
analyze figurative language and themes.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Instructional
Strategies
(Clear
articulation of
instructional
strategies)
Assessment
Strategies
(Clear
articulation of
assessment
strategies)
Approved
Revised
Updated
6.6. Full writing process MLA compliant research paper. Civics-English research
paper. Students will examine two countries and evaluate the types of government,
economies, and rights of citizens and whether those rights are actually enjoyed.
Individual and group learning through reading, lecture, discussions, group work,
writing and editing. Cross-curriculum research and persuasive writing. Research,
performance. Lessons are structured using the Framework for Effective Instruction
and students understand which of the Bloom’s Taxonomies are incorporated in the
current instruction.
Homework, quizzes, journals for prompt writing and notes, unit tests Full writing
process essays, research papers and response to literature papers. Theatrical style
performance, group projects, midterms and finals
DRAFT
June 6, 2011
June 26, 2013,
August 26, 2013
June 20,2014
June 29, 2015
July 2015
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.