Marcus / English IV B / Syllabus / Fall 2014 1

Welcome to English IV B!
My name is Ms. Marcus and I will be teaching this course. Although I just joined the Great
Laes !yber Academy "amily in August #$%&' I ha(e been woring as a teacher with
!onnections Education "or almost three years. )rior to teaching online' I was a bric and mortar
teacher and guidance counselor "or "i"teen years. I am looing "orward to getting to now all o"
you through webmails' *hone calls' Li(eLessons' "ield tri*s' and your wor. My goal is to ha(e
a *roducti(e' educational' "un semester with this class!
I" you ha(e any +uestions *lease do not hesitate to as. ,ou are more than welcome to webmail
or call me at -%./01%/-$2# e3t. 0#% or #&1/.4./11$..
In this document you will be *ro(ided with5 general course in"ormation' s*eci"ic in"ormation
regarding 6nit % and 6nit #' and an e3am*le "i(e *aragra*h essay "or re"erence.
)lease "amiliari7e yoursel" with the re"erence documents located on our class message board and
the English 8e*artment Weebly. ,ou can access the Weebly at www.glcaenglish.weebly.com
LiveLessons
Li(eLesson attendance is not mandatory9 howe(er' Li(eLessons are an e3cellent way to "ind
answers to many common +uestions and *roblems. :he English IV B LL is on :hursday at #*m.
Office Hours
:his is a time "or you to come and as +uestions about the class that you are in. :hese count as a
teacher contact and can be (ery bene"icial. :hey will be e(ery :uesday "rom #*m/0*m.
Grading / Weighting
:y*e Weight
:est ##;
<ui7 02;
)ort"olio &#;
Resets
:he *ur*ose o" resets is to hel* students learn and im*ro(e. <ui77es and unit tests may only be
reset once. =inal e3ams will not be reset. )lease be aware that when assessments are reset you
must redo the entire assessment' not just the +uestions or sections you answered incorrectly the
"irst time.
Extra Credit
Marcus / English IV B / Syllabus / Fall 2014 2
I will *ro(ide e3tra credit o**ortunities "or students who are on trac with their lessons' and are
currently earning a B or abo(e. )lease be *re*ared to wor hard "or the e3tra credit through
nowledge building acti(ities.
Unit 1
:his 6nit "ocuses on *oetry' and this may seem lie a daunting subject. We will wor together to
decode *oetry' understand it>s s*eci"ic (ocabulary' and mae the *oetry writing *rocess less
mysterious.
?ome lessons and assessments ha(e been dro**ed "rom 6nit %. I" there is a ga* on you *lanner'
or the lesson numbers are not se+uential' *lease do not be alarmed.
Unit 2
In 6nit # we will be writing a *osition *a*er and also looing at satire. @ur *osition *a*er will
"ocus on a current to*ic in the news.
,our *osition *a*er "ormat will be as "ollows5
Introduction5
Aoo Binteresting start to your *a*er5 relating +uote' relating "act' VEC, short story' or
+uestionD
!onnect hoo to thesis
:hesis
Body *aragra*hs B0 *aragra*hsD
)aragra*h % E "irst reason in your thesis su**orted with +uote
)aragra*h # E second reason in your thesis su**orted with +uote
)aragra*h 0 E counter claim and third reason in your thesis Bthis reason should s*eci"ically
negate the reason gi(en in your counter claimD su**orted with +uote
!onclusion5
8@ F@: ?:AC: WI:A GIn conclusion.H
Cestate your thesis
Cestate your counterclaim
Lea(e your audience with one "inal thought E dri(e your *oint home
Marcus / English IV B / Syllabus / Fall 2014 3
For this assignment you will have to turn in:
%. ,our rough dra"t to 6nit #' Lesson 1 in your grade boo
#. ,ou will wait "or my "eedbac B"eedbac will be attached to your rough dra"t commentsD and
you will a**ly this "eedbac to your *a*er
0. ,ou will submit your *olished *iece by u*loading it to the 6nit #' Lesson %4 dro*bo3 in the
lesson
&. ,ou will com*lete your collaboration *roject with this *osition *a*er and grade your *artner>s
wor Bturn this in to your G!ollaboration )roductH *ort"olio in 6nit #' Lesson %0' *age #D and
write a re"lection o" the grade your *artner ga(e you Bturn this in to your G!ollaboration
Ce"lectionH *ort"olio in 6nit #' Lesson %0' *age 0D.
Collaboration roduct ! Grade "our #artner$s #osition #a#er
6se the rubric BbelowD to score your *artner>s *osition *a*er' and then write a "ew sentences
about why each score was gi(en. ,ou must write a reason "or the score in each o" the 2 sections.
Collaboration Reflection
Write 0/- sentences re"lecting on the grade your *artner ga(e you. Who was your *artnerI 8o
you thin it was "airI Why or why notI
25-20 20-15 15-5
Introduction
Present the problem and
precise claim(s), establish
background information and
declare direction of paper.
The claim is presented, but
might be unclear and need
more explanation or evidence
to support it fairly and clearly.
Background and direction of
paper are slightly clear.
The claim is not clear, nor is
there any background
information or sign post as to
the direction the paper will
take.
Main lai!/
"rgu!#nt
evelop the ma!or claim fairly
and supported by evidence for
strengths and weaknesses
while also anticipating the
audience"s knowledge level
and concerns.
The author attempts to present
the ma!or claim fairly and
accurately. #vidence is given,
but it might be weak or a bit
illogical. $udience is slightly
acknowledged.
The author states a claim, but
it is not backed up clearly by
the fair evidence (or no
evidence is provided).
$udience is not
acknowledged.
ount#r
lai!/"rgu!#n
t
Present counterclaims fairly
and supply evidence
supporting both strengths and
limitations. $cknowledge the
audience"s knowledge level
and concerns.
%ounterclaims are mentioned,
but not fully developed in
strengths and weaknesses.
#vidence is limited and the
audience is partially
acknowledged.
%ounterclaims are unclear or
not presented. &o evidence is
provided for both strengths
and weaknesses of the topic'
and, audiences are not
addressed.
$#%ly to
ount#r lai!
(espectfully and professionally
clarifies the claim adding new
information as needed to reply.
The writer replies respectfully,
but may not have sufficient
new evidence to respond to
the ob!ection.
The writer attempts to write
professionally, but may either
be too emotional about the
topic or lacks sufficient
strength of argument to reply
Marcus / English IV B / Syllabus / Fall 2014 4
effectively.
M#chanics/Styl
#
&o grammar or spelling errors.
)ses words, phrases, and
clauses to link the ma!or
sections of the text, create
cohesion and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
$lso, establish and maintain a
formal style and ob!ective tone
while attending to the norms
and conventions of the
discipline in which you are
writing.
*ew grammar or spelling
errors. )ses some phrases
and clauses to link ma!or
sections of the text. %laims are
mostly explained. $lso
attempts to maintain formal
style and ob!ective tone while
attending to the norms and
conventions of the discipline in
which you are writing.
+any grammar or spelling
errors. )ses some phrases
and clauses to link ma!or
sections of the text. %laims
aren"t explained very well.
$lso attempts to maintain
formal style and ob!ective
tone while attending to the
norms and conventions of the
discipline in which you are
writing.
onclusion
%onclude by restating why
your argument is correct and
rename the reasons why.
*inish with an interesting
thought or perspective.
$ttempts to conclude by
restating why your argument is
correct and rename the
reasons why. *inish with an
interesting thought or
perspective.
,as a weak conclusion. +ay
attempt to conclude by
restating why your argument
is correct and rename the
reasons why. *inish with an
interesting thought or
perspective.
$ service of the )tah #ducation &etwork
%omments, e-mail. resources/uen.org
&otal scor#'
$#asons (hy each scor# (as gi)#n'
*a!#
&#ach#r *a!#
lass *a!#
+at# ,#-a!%l#' 2. May 2010/
0uc1 Finn o%#s by Sl##%ing
Earn#st 0#!!ing(ay not#s2 3I lo)# sl##%4 My li5# has th# t#nd#ncy to 5all
a%art (h#n I6! a(a1#2 you 1no(78 0#!!ing(ay indicat#s that sl##% is a %lac# o5
0#ad#r (ith last
na!# and %ag#
nu!b#r
+oubl# s%ac#d
+oubl# s%ac#d &i!#s
*#( $o!an 12 %oint
5ont
0oo1' this ti!# it is a
9uot# that r#lat#s to
th# to%ic
:n#-inch
!argins
&h#
s%#a1#r
o5 th#
9uot# is
introduc#
d and th#
9uot# is
%r#c#d#d
by a
co!!a4
&h#
9uot# is
5ollo(#d
by a
citation
and th#n
&h# to%ic in th# last s#nt#nc# o5 on# %aragra%h is r#lat#d to th# ;rst
s#nt#nc# o5 th# n#-t %aragra%h or th#r# is a cl#ar transition4
Marcus / English IV B / Syllabus / Fall 2014 5
sa5#ty 5or hi! and this r#ali<ation is on# that th# charact#r 0uc1 Finn (ould strongly
r#lat# to4 In th# Adventures of Huckleberry Finn2 0uc1 Finn=s body and !ind allo(
sl##% to o)#rta1# hi! at crucial !o!#nts> (h#n on# (ould thin1 that sl##% (ould
b# an i!%ossibl# tas14 0uc1 Finn in)oluntarily i!%l#!#nts this l#arn#d co%ing
t#chni9u# o5 sl##%ing in an att#!%t to (#ath#r th# stor!s4 Sl##% is 0uc1 Finn=s
(ay o5 #sca%ing his 5#ar and it gi)#s his %robl#!s a chanc# to (or1 th#!s#l)#s out
on th#ir o(n4
0uc16s 5ath#r is a drun1 (ho 1idna%s 0uc1 and 1##%s hi! loc1#d u% in a
cabin in th# (oods l#a)ing hi! tra%%#d insid# 5or str#tch#s o5 ti!# (ithout
ad#9uat# a!#niti#s4 0uc1 r#?#cts2 30# got to going a(ay so !uch2 too2 and
loc1ing !# in4 :nc# h# loc1#d !# in and (as gon# thr## days8 ,122/4 @ith a drun1
5or a 5ath#r2 0uc1 is 5orc#d to gro( u% 9uic1ly2 and in ha%t#r Si-2 as h# d#als (ith
his 5ath#r> 0uc1 is th# on# (ho has to act !or# li1# th# 5ath#rly ;gur#4 0uc1
narrat#s in ha%t#r Si-2 3@hil# I (as coo1ing su%%#r th# old !an too1 a s(ig or t(o
and got sort o5 (ar!#d u%8 ,123/4 0is 5ath#r (as b#ginning his drin1ing 5or th# day
as 0uc1 (as %r#%aring dinn#r 5or both o5 th#!4 0is 5ath#r=s inability to d#al (ith li5#
and all o5 its trails (ithout alcohol is %ain5ully a%%ar#nt in ha%t#r Si- #s%#cially4
Aa%2 0uc1=s 5ath#r2 too1 any !on#y that 0uc1 had on hi! s%#nt it all on
alcohol4 0uc1 had si- thousand dollars (hich (as in th# to(n Budg#=s %oss#ssion
and it (as also th# obB#ct o5 Aa%=s att#ntion4 0uc1=s 5ath#r (ant#d this !on#y so
that h# could buy #nough alcohol to last hi! !or# than on# day2 but (h#n th#
Budg# (as !a1ing it i!%ossibl# 5or hi!2 Aa% ca!# bac1 to th# cabin 5urious4 0uc1
r#t#lls th# sc#n#2 30# dran12 and dran12 and tu!bl#d do(n CDE by-and-by luc1
didn=t run !y (ay4 0# didn=t go sound asl##%8 ,125/4 It is i!%ortant to not# that
(h#n 0uc1=s 5ath#r (as not 5ully asl##%2 0uc1 (as (orri#d and said that luc1 didn=t
&h#
#ntir#
%a%#r
r#!ains
in third
@h#n a
9uot# is
short#n
#d and
%art o5
it is
ta1#n
out4
&h#
!#anin
g is not
chang#
d and it
is
5or!att
#d (ith
brac1#ts
and an
&h# (ord
3said8 is
not o)#r
us#d and
alt#rnati
)#s ar#
i!%l#!#
nt#d4
Marcus / English IV B / Syllabus / Fall 2014 F
run his (ay4 "s th# son o5 an alcoholic2 0uc1 (as (#ll a(ar# o5 th# sob#ring #G#cts
that sl##% had on a %#rson2 and (h#n his 5ath#r (as 3un#asy8 in his sl##%2 h# 1n#(
that it could !#an that his 5ath#r=s drun1#n #%isod#s (#r# not don# 5or th# night
,125/4 *#)#rth#l#ss2 0uc1=s body and !ind att#!%t to #sca%# th# situation as 0uc1
r#!ar1s2 3I got so sl##%y I couldn=t 1##% !y #y#s o%#n2 CDE and b#5or# I 1no(#d
(hat I (as about I (as sound asl##%8 ,125/4
0uc1 5ollo(s his 5ath#r=s !isguid#d l#ad2 and tri#s to sl##% a(ay his 5#ar in
an att#!%t to l#t his %robl#!s (ith his 5ath#r (or1 th#!s#l)#s out4 Hn5ortunat#ly2
5or 0uc12 his 5ath#r (a1#s u% 5ro! his light sl##% and b#gins chasing 0uc1 around
th# cabin (ith a 1ni5# and 0uc1 says that Aa% (as2 3calling hi! th# "ng#l o5 +#ath
and saying h# (ould 1ill Chi!E8 ,125/4 0is 5ath#r #)#ntually got tir#d2 and 0uc1
obs#r)#d that his 5ath#r2 3%ut his 1ni5# und#r hi! and said that h# (ould sl##% and
g#t strong2 and th#n h# (ould s## (ho (as (ho8 ,125/4 0#r# 0uc1 notic#s that
sl##% can b# a ti!# to str#ngth#n and d#al (ith things (h#n a body is !or# abl#4
0uc12 ho(#)#r2 do#s not ta1# to his 5ath#r=s r#gi!#n right a(ay2 but h# go#s and
g#ts his 5ath#r6s gun and %oints it at hi! saying that h# (ould 3(ait 5or hi! to stir8
,215/4 "t this !o!#nt2 crucial to 0uc1=s sur)i)al2 h# 5alls asl##% again in a s#cond
att#!%t to sl##% a(ay his troubl#s4
Sl##% is 0uc1 Finn=s (ay o5 #sca%ing his 5#ar and it gi)#s his %robl#!s a
chanc# to (or1 th#!s#l)#s out on th#ir o(n4 Fro! (atching his 5ath#r g#t 3blind
drun18 on a daily basis2 0uc1 1no(s b#tt#r than to %ic1 u% drin1ing2 but h# did2
%#rha%s subconsciously2 %ic1 u% on th# obs#r)ation that (h#n his 5ath#r (a1#s u%
a5t#r 5alling asl##% drun12 h# (a1#s u% sob#r and all b#tt#r ,125/4 It !ay s##!
ridiculous 5or so!#on# to 5all asl##% at such a %i)otal !o!#nt2 li1# %ointing a gun
at on#=s 5ath#r2 but 0uc1 has to d#al (ith situations that no on# should ha)# to
&h#sis2
usually
r#stat#d
2 is th#
;rst
s#nt#nc
# o5 th#
concludi
Marcus / English IV B / Syllabus / Fall 2014 I
#ncount#r2 and h# has to d#al (ith th#! alon#4 Sl##% is 0uc1=s (ay o5 #sca%ing his
%robl#!s2 and it is a chanc# 5or hi! to r#st2 to g#t strong2 and to handl# so!# !or#4
&his sho(s that 0uc1 has l#arn#d th# sur)i)al t#chni9u# o5 sl##%ing until things
(or1 th#!s#l)#s out 5ro! his 5ath#r4 &his is also 0uc1=s (ay o5 doing (hat h# has
to do (h#n it co!#s to his 5ath#r2 and as 0uc1 said2 I 3sa)#d !ys#l58 ,215/4

&h# last s#nt#nc# o5 th#
concluding %aragra%h do#s not
introduc# n#( in5or!ation4 It
dri)#s ho!# th# %oint o5 th#
%a%#r and it l#a)#s th# r#ad#r