Course Syllabus

English IV-A

 

Instructor:               Mr. John T. Lamerato

Contact:                    jlamerato@sahs.org           (619) 282-2184                ext. 5550

Room:                       324

Office Hours:            Monday – Friday  7 AM – 7:30 AM,  Monday/Wednesday  2 PM – 3 PM

 

 

Unitas, Veritas, Caritas

In order to create a safe, effective, challenging, and exciting learning environment, mutual respect is not only needed, it is required.  The degradation of others will not be tolerated.  Through the many challenges we will conquer together, it is of the utmost importance that we have positive attitudes and work together to accomplish our goals.  Each student is a necessary component of this class’ success.  The idea of community is not only stressed here at St. Augustine, but it is of the foremost importance in my classroom. We are in this together. 

 

 

Work Load:

To use a cliché coaching quote, “It’s not how you start, but how you finish the game.”  You have reached the pinnacle of your career at Saints.  The amount of reading and level of thinking required by this course is similar to what you will experience next fall. You will be challenged accordingly. 

 

 

Specifics:

Analysis/Start-ups/Letters (15%)

            *An assortment of activities designed to aid in honing analysis skills will be assigned throughout the

             year.  Additionally, there will be a start-up assignment on the board each day.  Students will also write

             letters to friends and family on a bi-weekly basis.  

 

Notebook (15%)

            *To accompany the readings in Praha, students will provide responses in a notebook (explained later).

 

Quizzes (15%)

*Quizzes are pop quizzes to ensure that you are reading what you are supposed to be reading.  I am   sure this will not be a problem as you will not pass the class if you do not read…

 

Essays/Papers/Projects (30%)

            *A wide variety of essays, papers, and projects will be assigned throughout the year.

 

Tests (25%)

            *While varying in style, exams will be used to assess understanding and thoughtful analysis of

              all stories and major novels studied

 

 

 

 

 

Class Design:

The following are the novels and plays we will be studying this year (in order). Additional articles, essays, short stories, song lyrics, and poems (although not listed) will be used in correlation with the texts.  Options and time frames for purchasing novels/plays will be discussed in class.

 

The Stranger, Camus

The Great Gatsby, Fitzgerald

As I Lay Dying, Faulkner

 

Christmas Break/Intersession ---

 

Hamlet, Shakespeare

What is the What?, Eggers

 

 

**See Attached

            -Praha Reading Schedule

            -Independent Reading Schedule

 

 

 

           

 Materials:

-20 postage stamps (49 cent)                                                 -3-subject notebook (college ruled)

-3 ring binder (1-inch)                                                             -College ruled paper

-8 tabs

 

 

 

 

 

Grading:

My job is to give you the necessary tools to exceed your capabilities.  The onus is on you as the student to take responsibility for your grades.  I do not give grades, you earn them.  To better monitor your success, you can now track your grades on-line.  Please take advantage of this opportunity to address any discrepancies that will later have an effect on your grade.  I use the grading scale located in the student handbook.

 

My finely crafted, philosophical treatise on late work: it’s not accepted.

 

 

 

 

 

 

 

 

 

 

Academic integrity:

Academic Integrity Policy at Saints:

Academic integrity is a basic guiding principle for all academic activity at St. Augustine High School, allowing the pursuit of scholarly activity in an open, honest, and responsible manner. Academic dishonesty is an affront to the integrity of scholarship at Saints and a threat to the quality of learning. Any student who is found to have engaged in academic dishonesty – cheating, plagiarizing, copying another student’s work, giving another student work to copy, viewing another’s work during a quiz or test, passing off another’s work as their own, or otherwise engaging in behavior that purposefully undermines the intent of the learning activity - will face both academic and disciplinary consequences. Academically, he will receive a zero on the assignment and the student’s counselor will be notified. Additionally, he will be reported to the Asst. Principal of Student Services who will administer the appropriate disciplinary consequence, up to and including expulsion

 

 

I cannot wait to see where our studies will take us this upcoming year.  The possibilities are truly endless.  As an educator, I promise to dedicate myself to becoming the best teacher you have ever encountered.  In return, I expect you put in the time to be the best student I have ever had the pleasure to teach.  Best of luck for an invigorating, eye-opening, and mind-widening school year.

 

 

Best,

 

 

 

John T. Lamerato

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Praha Reader Calendar

Week of 8/25 – 8/29

Purchase The Praha Reader from The Turtle Shop

 

Week of 9/1 – 9/5

-“Blue Winds Dancing”/ The New Yorker

 

Week of 9/8 – 9/12                                                                                              **College Essays

-“The Guest”/ NY

 

-------- Due Tuesday 9/16 --------

 

Week of 9/22 - 9/26

-“An Occurrence at Owl Creek Bridge”/ NY

 

Week of 9/29 – 10/3

-“Winter Dreams”/ NY

 

Week of 10/6 – 10/10                                                                                         **Scars Paper

-“Babylon Revisited”/ NY

 

-------- Due Tuesday 10/14 --------

 

Week of 10/20 – 10/24

-“A&P”, “The End of Something”/ NY

 

Week of 10/27 – 10/31                                                                                      **The Onion

-“The Metamorphosis”/ NY

 

-------- Due Tuesday 11/7 --------

 

Week of 11/10 – 11/14

“Two Soldiers“/ NY

 

Week of 11/17 – 11/21

“Roman Fever”/ NY

 

Week of 11/24 – 11/28

“A Rose for Emily”/ NY

 

-------- Due Tuesday 12/2 -------                                                                                                                       

 

Responses to Weekly Reading in The Praha Reader

All responses to be completed in notebook

 

 

Title:

Center on the page and be sure to include the date published

 

Author:  

Mention the time period, origin, style, and events that may have affected writing

                -2 or 3 lines, full sentences not required

                -Only one per author (total)

                -Not needed for New Yorker articles

 

Notes:  

 Jot down notes while you are reading

                -roughly ½ a page, full sentences not required

 

Thesis:

 What is the author trying to say?  Include a complete, one sentence thesis statement

                -one complete sentence

                                          

Lit. Device:

Term + example from text

 

Connection I:

Clearly connect a theme, character, or scene from the story to your own life

            -a concise paragraph (4-6 sentences)

 

Connection II:  

Clearly connect at least 2 themes from the story to a novel or short story that you are reading for this class

            -discuss similarities and differences

                -one thorough paragraph (6 – 10 sentences)

           

 

 

 

 

 

 

 

 

Independent Reading Calendar(1^st Semester)

 

Book chosen:               9/3/14

Response due:            9/23/14

 

Book chosen:              10/1/14

Response due:            10/21/14

 

Book chosen:               10/29/14

Response due:            11/18/14

 

Book chosen:              12/3/14

Response due:            2/3/15

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Reader Response Guidelines

Format:  Must be typed, using 12 pt. font, double spaced, and no more

than 1-inch margins.  In the upper right hand corner, put your name, block, date, and name of book.  Center the title, then begin

paper.

 

Length:   4 pages (minimum)

 

Content:  Each RR is divided into 5 different phases.  Although the same

format must be followed for each of the papers, there is still a degree of creative freedom within the structure.

 

          Phase 1: Summing it Up

                   Pick a quote from the book that sums up the overall message of

                   the text.  Explain the context of the quote, then be sure to

                   thoroughly discuss how and why this quote sums up the book.

 

          Phase 2: Theme Song

                   Pick a theme song for the book.  The track should both connect with

                   the content and the mood of the book.  The entire set of

                   lyrics is not needed, but there must be a detailed discussion of how

                   the lyrics and tone of the song are appropriate for the book.

 

          Phase 3: Packing a Punch        

                   Books often contain a chapter or section that is the centerpiece or

                   focal point of the text.  Pick a chapter or section of the book and

                   explain why it is so important and what makes it so powerful.

 

          Phase 4: Symbolism

Examine the book for a symbol that stands out from the rest. Discuss what the object symbolizes and why it is integral to understanding the text.

 

          Phase 5: Endurance

What are the enduring themes of the novel? Provide clear points that are supported with evidence from the text.  The most amount of time should be spent on this section.

 

Grading: Each section will be worth 6 points (30 points total)

 

 

Phase 1 : Quote makes sense and connection to the book is clearly explained. A brief summary of the book is intertwined with the discussion of the quote.

 

 

Phase 2: The song is appropriate and its connections to the book are clearly explained.  Specific lyrics are mentioned and linked to themes in the text.

 

 

          Phase 3: A section of the book is chosen and valid points supporting

          its importance are provided.  The discussion is thorough and evidence

          from the text is used to support statements.

 

 

          Phase 4: A valid object is chosen and its importance is clearly defined.

 

 

Phase 5: At least two enduring themes are discussed.  The description of the theme and explanation of how it is still legitimate today must also be included.