Kent Krogman
email: kkrogman@lcchs.edu
B.S. English Education - Wright State University - 1974
M.S. Counseling - Wright State University - 1980
Ed.D. Curriculum Development - Nova Southeastern Univ. - 1996
Before coming to LCC a year ago I taught high school English for twenty-one years and served as guidance counselor for ten years, most of those at Parkway High School in Mercer County. I also worked as a Direct Support Professional in Celina for two and a half years at the Mud Pike Group Home for developmentally handicapped adults. While doing my graduate work in the mid-70’s I had the opportunity to do some practicum work at the Lima State Hospital for the Criminally Insane as well as the Psychiatric Unit at St. Rita’s Hospital.
I have been married to my wife Brandy for thirty years; we attend St. Teresa’s Catholic Church outside Rockford. We have a daughter Leah (2007 OSU graduate), who is the director of marketing at the Laurels of Shane Hill, a nursing home near Rockford, and we have a son Trevor, who just graduated from Ball State University with a major in philosophy. Also, I play keyboards in two different bands and a trio, and I work as a realtor for Coldwell Banker Lake Shore Realty in Celina.
I am very thankful for the privilege of working at LCC. This is a highly respected school that has an outstanding reputation for its academic standards, athletic achievements, and community involvement. I want to be a positive influence in the lives of the students I’m working with, and I feel truly blessed to be associated with this institution and what it represents.
Syllabi for 2011-2012:
English 9
Course Syllabus…LCC
2011-2012
Instructor—Mr. Krogman
Room 204
E-mail: kkrogman@lcchs.edu
419-222-4276 ext. 2204
Course Description: This course will cover the novel, poetry, dramatic works and a work of William Shakespeare. Vocabulary will be developed through literature. Narrative, persuasive and expository writing will be taught and practiced using the writing process. Basic grammar and usage skills as they relate to writing will be reviewed. Fewer pieces of literature and fewer writing assignments will be required due to the added emphasis and practice given to organizational and study skills.
Goal: This course is designed to address writing and reading skills expected of regular students at the ninth grade level. Students will increase and improves skills related to the following: vocabulary, reading and writing, comprehension, and analysis.
Course Outcome/Objectives: To create a Catholic atmosphere where Christ is the main focus. To model and demonstrate excellent reading and writing practices. To use direct instruction to clearly explain lessons. To motivate students to practice excellent reading and writing practices. To improve students’ metacognition and confidence regarding English.
Plagiarism: Plagiarism is the use of someone else’s words, ideas, or theories as your own
without giving the author/artist/creator proper credit. Always cite quotations or
paraphrased material. I take plagiarism very seriously; if you plagiarize a speech from a book, the internet, a friend, or any other source, you have unfortunately chosen to receive a zero on the assignment.
Course Strategies: To have students 1) write responses for the literature we read, 2) prepare for quizzes and tests, 3) write several papers over the course of the year [narrative, persuasive, comparison/contrast, research, etc.], 4) participate in several grammar and writing lessons throughout the year, 5) read in preparation for class every day.
Grading Plan: Homework 5 pts.
Quizzes 50 pts.
Papers 100 pts.
Tests 100 pts.
Course Distinctions and Expectations: Students taking honors English classes or Lourdes English classes should understand that their coursework is going to be more critically scrutinized and evaluated than the coursework of students taking CP or regular classes at the same grade level. More is expected of them in terms of writing ability, reading comprehension, literary analyses, and class discussion. Although they may at times be reading the same literature or writing the same kinds of papers as lower level students in their grade, there is definitely a pronounced distinction in terms of expectations.
Textbooks: Elements of Literature (Third Course)
Writers Inc. (A Student Handbook for Writing and Learning)
Novels/Nonfiction:
Note: The books listed below merely represent a breakdown of what teachers in the English department hope to have students read over the course of four years. It is quite possible students may be reading more books than what is listed. Students may have to purchase some books, but many of the books listed below are available to students at no cost.
Novels/Non-Fiction…Grade Level Assignments:
English 9 CP9 Honors 9
Romeo & Juliet Romeo & Juliet Romeo & Juliet
And Then There Were None The Natural Things Fall Apart
Hick Finn Huck Finn A Separate Peace
The Curious Incident… The Curious Incident… Huck Finn
The Curious Incident…
Animal Farm
Death of a Salesman
CP10 Honors 10
Julius Caesar Julius Caesar
Great Expectations Great Expectations
Wuthering Heights (SR) Wuthering Heights (SR)
The Client The Client
Sula (summer reading)
CP11 Lourdes 11
Night Night
Life on the Color Line The Glass Menagerie
The Grapes of Wrath (opt.) The Grapes of Wrath (summer reading)
The Scarlett Letter The Scarlett Letter
The Catcher in the Rye The Catcher in the Rye
The Great Gatsby The Great Gatsby
On the Road
To Kill a Mockingbird (suggested reading)
CP12 Lourdes 12
Jane Eyre Jane Eyre
Macbeth Macbeth
Lord of the Flies Lord of the Flies
Beowulf Beowulf
Othello
In Cold Blood (summer reading)
Crime and Punishment (suggested reading)
1st Quarter
Unit 1: The Short Story
This unit focuses on reading and responding to a variety of short stories, both classic and contemporary, and applying a variety of reading and comprehension strategies. The development of compositions that interpret and analyze short story elements and the use of self-assessment and peer review to edit preliminary drafts and produce final products are essential elements of this unit. Written responses to a variety of writing prompts in a journal/learning log; grammar instruction differentiated for students’ specific needs; independent reading instruction and monitoring; definition of vocabulary words within the context of the literature and appropriate use of the words in self-generated sentences; and listing of important literary terms are ongoing.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
The Most Dangerous Game Making Predictions/ Foreshadowing 16-37
A Christmas Memory Reading for Details/ Setting 62-76
Harrison Bergeron Character 98-107
Thank You, M’am Making Inferences/ Dialogue 108-117
Marigolds Making Inferences/ Conflict 140-152
The Necklace Summarizing/Point of View 197-209
The Cask of Amontillado Drawing Conclusions/ Narrator 210-220
The Lady, or the Tiger? Making Inferences/ Ambiguity 356-369
The Scarlet Ibis Making Inferences/ Symbols 414-429
A Sound of Thunder Cause and Effect/ Figurative Language and Mood 580-597
2nd Quarter
Unit 2: Nonfiction
This unit focuses on reading and responding to nonfiction literature and applying a variety of reading and comprehension strategies. In addition, the writing activities require analysis and application of different aspects of nonfiction literature and an examination of its relationship to real-life experiences. The ongoing activities addressed in Unit 1 will continue.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
Can Animals Think (Article) Developing Research Questions 38-43
Far-Out Housekeeping on the ISS (Web Page)
Researching Questions 55-59
Skills Review (Newspaper Article) Developing Research Questions 88-91
Teaching Chess and Life (Essay)
Community Service & You (Magazine Article)
Feeding Frenzy (Magazine Article)
Using Primary and Secondary Sources 118-125
Poe’s Final Days (Biography)
Poe’s Death is Rewritten . . . (Newspaper Article)
If Only Poe Had Succeeded . . . (Letter to the Editor)
Rabies Death Theory (Letter to the Editor)
Synthesizing Sources: Main Ideas and Supporting Evidence 221-230
A Country Divided (History Book)
Lives in the Crossfire (Nonfiction)
Internment (Essay)
Peace Isn’t Impossible (Essay)
Synthesizing Sources: Drawing Conclusions 281-293
A Defense of the Jury System (Essay) Evaluating an Argument 370-375
Rising Tides (Op-Ed Article)
An Artic Floe of Climate Questions (Op-Ed Article) Evaluating Arguments 598-606
How to Eat a Guava (Autobiography) Diction, Imagery and Tone 623-628
Unit 3: Poetry
Essential components of this unit include the analysis of the effects of literary elements and devices common to the genre of poetry; the development of paragraphs, essays, letters, and poems that address various elements of poetry; and the linking of these elements to real-life experiences. Ongoing activities such as reading independently, responding to a variety of writing prompts in a journal/learning log, defining and applying vocabulary, constructing literary terms list(s), and studying grammar/usage through mini-lessons will continue.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
The Road Not Taken Contradictions 376-380
A Blessing Imagery 480-483
Woman Work/Daily Catalog Poem 484-488
Haiku Elements of Haiku 494-497
Tiburón Similes 506-507
Folding Won Tons In Reading a Poem/Figurative Language 508-510
Fog/Fire and Ice Implied metaphor 516-519
The Seven Ages of Man Extended Metaphor 520-522
Women Tone 523-525
I Wandered Lonely as a Cloud Rhythm and Meter 533-536
The Courage That My Mother Had Rhyme 537-538
Ballad of Birmingham Ballad 539-543
3rd Quarter
Unit 4: Drama
The essential goals of this unit are to interpret and to analyze various dramatic works. Other critical goals are to develop well-supported responses to texts and to analyze the distinctive characteristics of the genre. An analysis of dramatic conventions and a study of the effects of the literary devices used in dramatic works are included in this unit. Development of vocabulary by defining words within the context of the literature and using words appropriately in self-generated sentences will continue.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
Pyramus and Thisby from A Midsummer Night’s Dream Humor/Comedy 327-341
from Cyrano de Bergerac Exploring Theme/ Dialogue and Stage Directions 855-868
Visitor from Forest Hills (Comedy) Elements of Comedy 869-889
Romeo and Juliet (Tragedy) Elements of Tragedy 897-1031
4th Quarter
Unit 5: Novel
This unit focuses on reading and responding to the novel and applying a variety of reading and comprehension strategies. Through a range of activities, students will analyze the characteristics of the novel and will develop a variety of compositions that address aspects of the literature and/or their relationships to real-life experiences. Students will continue developing vocabulary by defining words within the context of the literature and using words appropriately in self-generated sentences.
Unit 6: The Epic
This unit focuses on detailed analysis of traditional and contemporary epics and the relationship between the struggles of fictional characters and real-life situations. In ongoing activities, students will respond to a variety of writing prompts in a journal, define and use vocabulary words within the context of the literature, and construct a list of important literary terms.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
from The Odyssey: Part One Monitor Your Comprehension/ Heroes 749-788
Part Two Characters 789-817
Speech
Course Syllabus…LCC
2011-2012
Instructor—Mr. Krogman
Room 204
E-mail: kkrogman@lcchs.edu
419-222-4276 ext. 2204
Course Description: This one-semester course stresses the principles and practices of public speaking, which includes the preparation and delivery of demonstrative, informative, and persuasive speeches along with the elements of effective voice usage, diction, and listening skills.
Goal:
The goal of this course is to enhance the student’s ability to recognize, describe, and discuss the process of human communication and to develop skills in sending and receiving messages.
Course Outcomes/Objectives:
1. Students will describe concepts of contemporary communication theory and utilize these concepts to explain how people process information as both senders and receivers.
2. Students will formulate and implement strategies to effectively prepare and deliver speeches.
3. Students will evaluate speeches by engaging in feedback and constructive criticism.
4. Students will investigate and research specific subjects that he/she may find of value and interest to himself/herself and the classmates.
Course Strategies
I want to see all students experience success and earn good marks in my class. All students will be giving several speeches throughout the semester; this may initially be challenging for those students who are less outgoing than others. It is my responsibility to create a classroom environment that is conducive to learning. I will not tolerate inappropriate behavior in my classroom or unwarranted criticism of others. Students will be introduced to elements of constructive criticism, which is a valuable learning tool, and they will learn how to accept such criticism in their efforts to improve communication skills.
Plagiarism: Plagiarism is the use of someone else’s words, ideas, or theories as your own
without giving the author/artist/creator proper credit. Always cite quotations or
paraphrased material. I take plagiarism very seriously; if you plagiarize a speech from a book, the internet, a friend, or any other source, you have unfortunately chosen to receive a zero on the assignment.
Text: Carlile, Hensley. 38 Basic Speech Experiences. Perfection Learning, 11th Edition, 2005.
Late Work: Assignments are due at the beginning of class on the due date for full
credit. Late work will be accepted the next day for a maximum of a 60%; after that a
zero will be given. It is up to YOU to schedule a time to make up your late speech, as
there won’t be time during class. For each legitimate absence, one equivalent day will
be given for make-up work.
Course Expectations: All worksheets, readings, and other assignments are due on the
following day (e.g., a worksheet assigned on Tuesday is due on Wednesday). Speeches
will occur during the latter part of the week. I will use a variety of methods to determine which students give their speeches on which days. Please do NOT procrastinate in preparing your speeches. Speeches should fit the time requirements and be on topic. All written assignments require complete sentences and correct spelling.
Grading Plan: Homework 5 pts.
Quizzes 50 pts.
Worksheets 50 pts.
Speeches 100 pts.
Tests 100 pts.
Schedule: Though unforeseen events may alter the course schedule, a guideline for our
class follows. NOTE: WS=Worksheet; HW=Homework
Every effort will be made to complete the units during the course of one semester for .5 credits. This will require a serious commitment on the part of students and teacher alike. It’s a lot to cover in approximately eighteen weeks.
1st Semester Classes
August-September
Unit 1 How Communication Works
Building a Speech…
Delivering Your Speech
Listening and Evaluating
Unit 2 Personal Speeches
A Speech on Communication Apprehension
A Speech about a Personal Experience
The Pet Peeve or Opinion Speech
The Speech to Develop Body Language
October
Unit 3 Speeches to Share Information
The Demonstration Speech
The Speech to Inform
The Book Review
Unit 4 Speaking Persuasively
The Speech to Persuade
The Speech to Motivate
A Speech to Gain Goodwill from a Disagreeing Audience
November
Unit 5 Social Speeches
The Speech to Entertain
The After-dinner Speech
Nomination to Office and Acceptance Speeches
The Introduction Speech
Welcoming and Response Speeches
Presenting and Accepting Gifts or Awards
The Farewell Speech
Impromptu Speaking
Unit 6 Speeches for Special Occasions
The Eulogy or Tribute Speech
The Dedication Speech
The Anniversary Speech
The Commencement Address
December- January
Unit 7 Contest Speaking
Oral Interpretation
Extemporaneous Speaking
Parliamentary Procedure and Student Congress
Debate
Unit 8 Business and Career Speaking
The Sales Talk
The Lecture Forum
The Computer-Assisted Presentation
The Interview
The Panel Discussion
The Symposium
The Keynote Address
Unit 9 The Mass Media
The Radio Commercial
The In-Depth News Report Interview
The Film or TV Program Review
Radio/Television Commentary
2nd Semester Classes
January-February Units 1-2
March Units 3-4
April Units 5-6
May Units 7-9
Honors English 9
Course Syllabus…LCC
2011-2012
Instructor—Mr. Krogman
Room 204
E-mail: kkrogman@lcchs.edu
419-222-4276 ext. 2204
Course Description: Honors English emphasizes higher level thinking skills such as analyzing, interpreting and problem solving. The student will be required to apply these skills while reading numerous novels, drama and poetry. Students are required to develop their oral communication skills using formal and informal presentations and through class discussions. Vocabulary is developed and grammar continually reviewed. Students will write numerous essays, including personal narrative, character analysis, researched persuasive essay, and numerous responses to literature.
Goal: This course is designed to prepare students for writing and reading at the advanced ninth grade level. Students will increase and improves skills related to the following: vocabulary, reading and writing, comprehension, and analysis.
Course Outcome/Objectives: To create a Catholic atmosphere where Christ is the main focus. To model and demonstrate excellent reading and writing practices. To use direct instruction to clearly explain lessons. To motivate students to practice excellent reading and writing practices. To improve students’ metacognition and confidence regarding English.
Plagiarism: Plagiarism is the use of someone else’s words, ideas, or theories as your own
without giving the author/artist/creator proper credit. Always cite quotations or
paraphrased material. I take plagiarism very seriously; if you plagiarize a speech from a book, the internet, a friend, or any other source, you have unfortunately chosen to receive a zero on the assignment.
Course Strategies: To have students 1) write responses for the literature we read, 2) prepare for quizzes and tests, 3) write several papers over the course of the year [narrative, persuasive, comparison/contrast, research, etc.], 4) participate in several grammar and writing lessons throughout the year, 5) read in preparation for class every day.
Grading Plan: Homework 5 pts.
Quizzes 50 pts.
Papers 100 pts.
Tests 100 pts.
Course Distinctions and Expectations: Students taking honors English classes or Lourdes English classes should understand that their coursework is going to be more critically scrutinized and evaluated than the coursework of students taking CP or regular classes at the same grade level. More is expected of them in terms of writing ability, reading comprehension, literary analyses, and class discussion. Although they may at times be reading the same literature or writing the same kinds of papers as lower level students in their grade, there is definitely a pronounced distinction in terms of expectations.
Textbooks: Elements of Literature (Third Course) Writers Inc. (A Student Handbook for Writing and Learning)
Vocabulary Workshop (New Edition…course specific)
Note: The books listed below merely represent a breakdown of what teachers in the English department hope to have students read over the course of four years. It is quite possible students may be reading more books than what is listed. Students may have to purchase some books, but many of the books listed below are available to students at no cost.
Novels/Non-Fiction…Grade Level Assignments:
English 9 CP9 Honors 9
Romeo & Juliet Romeo & Juliet Romeo & Juliet
And Then There Were None The Natural Things Fall Apart
Hick Finn Huck Finn A Separate Peace
The Curious Incident… The Curious Incident… Huck Finn
The Curious Incident…
Animal Farm
Death of a Salesman
CP10 Honors 10
Julius Caesar Julius Caesar
Great Expectations Great Expectations
Wuthering Heights (SR) Wuthering Heights (SR)
The Client The Client
Sula (summer reading)
CP11 Lourdes 11
Night Night
Life on the Color Line The Glass Menagerie
The Grapes of Wrath (opt.) The Grapes of Wrath (summer reading)
The Scarlett Letter The Scarlett Letter
The Catcher in the Rye The Catcher in the Rye
The Great Gatsby The Great Gatsby
On the Road
To Kill a Mockingbird (suggested reading)
CP12 Lourdes 12
Jane Eyre Jane Eyre
Macbeth Macbeth
Lord of the Flies Lord of the Flies
Beowulf Beowulf
Othello
In Cold Blood (summer reading)
Crime and Punishment (suggested reading)
1st Quarter
Discuss the two novels assigned for summer reading: Things Fall Apart and A Separate Peace… Grades from summer writing assignments related to the novels will go on the 1st nine-weeks.
Unit 1: The Short Story
This unit focuses on reading and responding to a variety of short stories, both classic and contemporary, and applying a variety of reading and comprehension strategies. The development of compositions that interpret and analyze short story elements and the use of self-assessment and peer review to edit preliminary drafts and produce final products are essential elements of this unit. Written responses to a variety of writing prompts in a journal/learning log; grammar instruction differentiated for students’ specific needs; independent reading instruction and monitoring; definition of vocabulary words within the context of the literature and appropriate use of the words in self-generated sentences; and listing of important literary terms are ongoing.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
The Most Dangerous Game Making Predictions/ Foreshadowing 16-37
A Christmas Memory Reading for Details/ Setting 62-76
Harrison Bergeron Character 98-107
Thank You, M’am Making Inferences/ Dialogue 108-117
Marigolds Making Inferences/ Conflict 140-152
The Necklace Summarizing/Point of View 197-209
The Cask of Amontillado Drawing Conclusions/ Narrator 210-220
The Lady, or the Tiger? Making Inferences/ Ambiguity 356-369
The Scarlet Ibis Making Inferences/ Symbols 414-429
A Sound of Thunder Cause and Effect/ Figurative Language and Mood 580-597
2nd Quarter
Unit 2: Nonfiction
This unit focuses on reading and responding to nonfiction literature and applying a variety of reading and comprehension strategies. In addition, the writing activities require analysis and application of different aspects of nonfiction literature and an examination of its relationship to real-life experiences. The ongoing activities addressed in Unit 1 will continue.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
Can Animals Think (Article) Developing Research Questions 38-43
Far-Out Housekeeping on the ISS (Web Page)
Researching Questions 55-59
Skills Review (Newspaper Article) Developing Research Questions 88-91
Teaching Chess and Life (Essay)
Community Service & You (Magazine Article)
Feeding Frenzy (Magazine Article)
Using Primary and Secondary Sources 118-125
Poe’s Final Days (Biography)
Poe’s Death is Rewritten . . . (Newspaper Article)
If Only Poe Had Succeeded . . . (Letter to the Editor)
Rabies Death Theory (Letter to the Editor)
Synthesizing Sources: Main Ideas and Supporting Evidence 221-230
A Country Divided (History Book)
Lives in the Crossfire (Nonfiction)
Internment (Essay)
Peace Isn’t Impossible (Essay)
Synthesizing Sources: Drawing Conclusions 281-293
A Defense of the Jury System (Essay) Evaluating an Argument 370-375
Rising Tides (Op-Ed Article)
An Artic Floe of Climate Questions (Op-Ed Article) Evaluating Arguments 598-606
How to Eat a Guava (Autobiography) Diction, Imagery and Tone 623-628
Unit 3: Poetry
Essential components of this unit include the analysis of the effects of literary elements and devices common to the genre of poetry; the development of paragraphs, essays, letters, and poems that address various elements of poetry; and the linking of these elements to real-life experiences. Ongoing activities such as reading independently, responding to a variety of writing prompts in a journal/learning log, defining and applying vocabulary, constructing literary terms list(s), and studying grammar/usage through mini-lessons will continue.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
The Road Not Taken Contradictions 376-380
A Blessing Imagery 480-483
Woman Work/Daily Catalog Poem 484-488
Haiku Elements of Haiku 494-497
Tiburón Similes 506-507
Folding Won Tons In Reading a Poem/Figurative Language 508-510
Fog/Fire and Ice Implied metaphor 516-519
The Seven Ages of Man Extended Metaphor 520-522
Women Tone 523-525
I Wandered Lonely as a Cloud Rhythm and Meter 533-536
The Courage That My Mother Had Rhyme 537-538
Ballad of Birmingham Ballad 539-543
3rd Quarter
Unit 4: Drama
The essential goals of this unit are to interpret and to analyze various dramatic works. Other critical goals are to develop well-supported responses to texts and to analyze the distinctive characteristics of the genre. An analysis of dramatic conventions and a study of the effects of the literary devices used in dramatic works are included in this unit. Development of vocabulary by defining words within the context of the literature and using words appropriately in self-generated sentences will continue.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
Pyramus and Thisby from A Midsummer Night’s Dream Humor/Comedy 327-341
from Cyrano de Bergerac Exploring Theme/ Dialogue and Stage Directions 855-868
Visitor from Forest Hills (Comedy) Elements of Comedy 869-889
Romeo and Juliet (Tragedy) Elements of Tragedy 897-1031
4th Quarter
Unit 5: Novel
This unit focuses on reading and responding to the novel and applying a variety of reading and comprehension strategies. Through a range of activities, students will analyze the characteristics of the novel and will develop a variety of compositions that address aspects of the literature and/or their relationships to real-life experiences. Students will continue developing vocabulary by defining words within the context of the literature and using words appropriately in self-generated sentences.
Unit 6: The Epic
This unit focuses on detailed analysis of traditional and contemporary epics and the relationship between the struggles of fictional characters and real-life situations. In ongoing activities, students will respond to a variety of writing prompts in a journal, define and use vocabulary words within the context of the literature, and construct a list of important literary terms.
Elements of Literature,
Third Course © 2007 Skill/Literary Focus SE pages
from The Odyssey: Part One Monitor Your Comprehension/ Heroes 749-788
Part Two Characters 789-817
CP English 11
Course Syllabus…LCC
2011-2012
Instructor—Mr. Krogman
Room 204
E-mail: kkrogman@lcchs.edu
419-222-4276 ext. 2204
Course Description: The reading in this course focuses on the American literature canon. The course will strengthen skills related to reading comprehension, vocabulary, grammar and formal and informal ways of talking about literature. Writing builds from the writing completed at the sophomore level, including persuasion, speech writing, narrative writing and comparison contrast essays. A research paper is required. Students begin to write responses to literature with special focus on the structure, purpose and process of argumentation and critical analysis.
Goal: This course is designed to prepare students for college reading, writing, and analysis. Students will increase and improve skills related to the following: vocabulary, reading and writing, comprehension, and analysis.
Course Outcome/Objectives: To create a Catholic atmosphere where Christ is the main focus. To model and demonstrate excellent reading and writing practices. To use direct instruction to clearly explain lessons. To motivate students to practice excellent reading and writing practices. To improve students’ metacognition and confidence regarding English.
Plagiarism: Plagiarism is the use of someone else’s words, ideas, or theories as your own
without giving the author/artist/creator proper credit. Always cite quotations or
paraphrased material. I take plagiarism very seriously; if you plagiarize a speech from a book, the internet, a friend, or any other source, you have unfortunately chosen to receive a zero on the assignment.
Course Strategies: To have students 1) write responses for the literature we read, 2) prepare for quizzes and tests, 3) write several papers over the course of the year [narrative, persuasive, comparison/contrast, research, etc.], 4) participate in several grammar and writing lessons throughout the year, 5) read in preparation for class every day.
Text: Elements of Literature (5th Course)
Writers Inc. (A Student Handbook for Writing and Learning)
Novels/Nonfiction:
Grading Plan: Homework 5 pts.
Quizzes 50 pts.
Papers 100 pts.
Tests 100 pts.
Course Distinctions and Expectations: Students taking honors English classes or Lourdes English classes should understand that their coursework is going to be more critically scrutinized and evaluated than the coursework of students taking CP or regular classes at the same grade level. More is expected of them in terms of writing ability, reading comprehension, literary analyses, and class discussion. Although they may at times be reading the same literature or writing the same kinds of papers as lower level students in their grade, there is definitely a pronounced distinction in terms of expectations.
Note: The books listed below merely represent a breakdown of what teachers in the English department hope to have students read over the course of four years. It is quite possible students may be reading more books than what is listed. Students may have to purchase some books, but many of the books listed below are available to students at no cost.
Novels/Non-Fiction…Grade Level Assignments:
English 9 CP9 Honors 9
Romeo & Juliet Romeo & Juliet Romeo & Juliet
And Then There Were None The Natural Things Fall Apart
Hick Finn Huck Finn A Separate Peace
The Curious Incident… The Curious Incident… Huck Finn
The Curious Incident…
Animal Farm
Death of a Salesman
CP10 Honors 10
Julius Caesar Julius Caesar
Great Expectations Great Expectations
Wuthering Heights (SR) Wuthering Heights (SR)
The Client The Client
Sula (summer reading)
CP11 Lourdes 11
Night Night
Life on the Color Line The Glass Menagerie
The Grapes of Wrath (opt.) The Grapes of Wrath (summer reading)
The Scarlett Letter The Scarlett Letter
The Catcher in the Rye The Catcher in the Rye
The Great Gatsby The Great Gatsby
On the Road
To Kill a Mockingbird (suggested reading)
CP12 Lourdes 12
Jane Eyre Jane Eyre
Macbeth Macbeth
Lord of the Flies Lord of the Flies
Beowulf Beowulf
Othello
In Cold Blood (summer reading)
Crime and Punishment (suggested reading)
1st semester
Weeks 1-6
Unit One – Encounters and Foundations to 1800
Weeks 7-12
Unit Two – American Romanticism (1800-1860)
Weeks 13-18
Unit Three – American Masters: Whitman & Dickinson
2nd semester
Weeks 19-24
Unit Four – The Rise of Realism (The Civil War to 1914)
Weeks 25-30
Unit Five – The Moderns (1914-1939)
Weeks 31-36
Unit Six – Contemporary Literature (1939-Present)
