British Literature & Composition

British Literature and Composition will guide high school students as they read, enjoy, discuss, and analyze a spectrum of literary selections from British authors, poets, and playwrights of various eras. Genres will include short stories, novels, satire, nonfiction, poetry, and drama. Students will learn literary terms and study the rhetorical techniques authors use to communicate their messages. For each fiction work read, students will discuss character, plot, setting, conflict, point of view, and theme, and will look for features such as irony, foreshadowing, and symbolism. For nonfiction works, students will learn to read critically and extract important points. For poetry, students will study typical patterns and techniques the poet uses to convey meaning.

Students will practice techniques of composition such as drafting, revision, and editing. Various types of literary analysis compositions will be written, such as descriptive, narrative, comparison/contrast, cause/effect, persuasive, and a research paper with MLA formatting. All essays will be revised before being considered final. Constructive comments in the essay scoring process will help students apply techniques in paragraph structure, thesis and topic sentences, organization, style, mechanics, transitions, parallelism, variety in sentence patterns, and other key writing skills. Each semester, students will write and revise three to four essays, depending on the level of the course chosen, and will complete one creative project per semester. Essays will be scored using a detailed rubric analyzing the student’s accomplishments in the areas of content, organization, style, and mechanics.

A typical class period will include discussion of literature selections the students have been reading, occasional comprehension games, and the sharing of creative projects students have produced to showcase their understanding of the literature they have just read. Some class periods will also include a time devoted to writing instruction.

Description

  • Course Title: British Literature & Composition
  • Mentor-Teacher: Denise Boiko
  • Course Length: Two Semesters
  • Type of Class: Group class through Heart Academy
  • When: Fridays, 12:25-1:40 PM
  • Cost: $75/month
  • Credit Classification: 10 credits of English
  • Materials Fee: $15, one time only. Essay Grading Fee $25, one time only
  • Minimum & Maximum Class Size: 6 and 25
  • Questions: Email Denise Boiko

Shelter-in-Place Class: Same Fees Apply

Prerequisite: High school level reading and writing skills. Recommended grade level: 9th-12th. Experience with Institute for Excellence in Writing (or equivalent training in style) at junior high or high school level, OR HEART Academy writing class at junior high or high school level, OR another high school English course with writing. If in doubt about a student’s readiness, parents may submit a previous essay by the student for teacher’s evaluation. Motivated 8th graders may be admitted upon parents’ recommendation of their skills.

Other requirements:

•Use of basic technology applications (word processing applications, email, Internet research).

•A willingness to work on writing assignments each school day during the week. In addition to class time, this subject will require aworkload of at least one hour a day, five days a week, 120 hours for the year.

•Students should be prepared to write at least one 2-4 page typed essay every 3-4 weeks and to revise previously written essays.

Course Description:

British Literature and Composition will guide high school students as they read, enjoy, discuss, and analyze a spectrum of literary selections from British authors, poets, and playwrights of various eras. Genres will include short stories, novels, satire, nonfiction, poetry, and drama. Students will learn literary terms and study the rhetorical techniques authors use to communicate their messages. For each fiction work read, students will discuss character, plot, setting, conflict, point of view, and theme, and will look for features such as irony, foreshadowing, and symbolism. For nonfiction works, students will learn to read critically and extract important points. For poetry, students will study typical patterns and techniques the poet uses to convey meaning.

Students will practice techniques of composition such as drafting, revision, and editing. Various types of literary analysis compositions will be written, such as descriptive, narrative, comparison/contrast, cause/effect, persuasive, and a research paper with MLA formatting. All essays will be revised before being considered final. Constructive comments in the essay scoring process will help students apply techniques in paragraph structure, thesis and topic sentences, organization, style, mechanics, transitions, parallelism, variety in sentence patterns, and other key writing skills. Each semester, students will write and revise three to four essays, depending on the level of the course chosen, and will complete one creative project per semester. Essays will be scored using a detailed rubric analyzing the student’s accomplishments in the areas of content, organization, style, and mechanics.

A typical class period will include discussion of literature selections the students have been reading, occasional comprehension games, and the sharing of creative projects students have produced to showcase their understanding of the literature they have just read. Some class periods will also include a time devoted to writing instruction.

Supplementary textbook

A supplementary book on literature analysis, Windows to the World by Lesha Myers, will aid the student in understanding the elements of literature and in analyzing these elements in each of the selections during the year. We will work through the concepts in this book a bit at a time.

Levels of course available

Students may take this course at a standard college prep level or at an honors level. Honors level students will be required to write one additional essay per semester as compared to standard college prep. Honors students’ work will also be held to a higher standard during the grading process.

9th and 10th grade students (according to parent preference) will be scored on a more lenient grading scale as compared to 11th and 12th grade students. According to parents’ guidance, certain assignments (research paper, or reading of some of the more complex books) may be waived, shortened, modified, or substituted with an assignment more appropriate to the student’s level.

Class Expectations:

  • Attendance and punctuality (very important). Please be in class on time, ready to start, and prepared for the day’s material.
  • Participation in discussion.
  • Timely completion of assigned papers, reading, projects, and other homework. Specific assignments will be given weekly by emailand by handout. Please stay caught up!
  • You will work on your own with your parent’s help as needed during the week

My commitment as your Mentor-Teacher is to provide weekly instruction, examples, and encouragement to you and to evaluate your work. I will be available to help you develop skills in writing and literature analysis. Please feel free to come to me with questions or email me during the week, so that this can be a team effort in learning together.

An assignment sheet will be made available every week. It is designed as a communication device for you, to clarify your weekly work process and help you focus on the topics we are discussing in class. Please read it at the beginning of every week and use it as a working guide. Once you have read the assignment sheet, please store it in your binder for future reference.

Handing in Assignments:

  • Assignments are due at the beginning of class. All work should be done neatly (typed, 12 pt Times New Roman) and reflect your best efforts. Strive for excellence and do your best work.
  • Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students with special interests, gifts, or those needing a more advanced course – please ask Mentor-Teacher.

Bring to class every day:

1.A folder or small 3-ring binder with pocket folders in which to keep notes and handouts. Folder should contain about 20 sheets ofcollege ruled notebook paper.

2.Pens and/or pencils. Highlighter if desired.

3.Current book being read and discussed.

4.Homework to turn in.

Other supplies needed:

A good dictionary and thesaurus.

Highlighters for marking interesting passages (only if you own the book and don’t mind marking in it).

Post-It Notes for marking important passages of books you do not own or do not want to mark up.

British Literature and Composition Workload:

A typical weekly workload will include the following:

  • Read several chapters of the book being discussed. Prepare discussion questions and/or annotations (instructions for annotations will be given at the beginning of the year).
  • Discuss the section of the book and gain insights from each other.
  • Plan and prepare your essay or project (upon completion of a book or literary work).
  • Note: Students taking the course for honors credit may take advantage of extra assignments and may read additional books. Parents are encouraged to partner with the teacher in setting a desired set of requirements for honors work.

HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year’s Day. Some reading assignments will be given during this time.

For the project assignments once per semester, students will be provided with a long list of project ideas from which to choose. Project ideas are numerous and could include the following (this is just a small sample of the list that will be available):

Writing projects

  • Writing a comparison/contrast or cause/effect essay relating to the book
  • Writing a dramatization of a certain episode from the book
  • Presentation/speaking projects
  • Presenting an advertisement to encourage people to read the book
  • “Interviewing” a character or the author
  • Hands-on projects

Constructing a board game relating to the book

Making a short DVD relating to the book or the author

Artistic projects

  • Painting, drawing, or sculpting scenes from the book
  • Making a diorama about the book

Miscellaneous projects

  • Writing quiz questions to try to stump the class
  • Making a map or timeline of the story

Grading and Assessment:

Each essay and project, as well as the student’s alertness and participation in weekly discussions, will be evaluated. Evaluations will be based on effort, enthusiasm, participation, and improvement in comprehension and writing skills.

Parent involvement in discussion and evaluation of student’s work is strongly encouraged, and the teacher will be available to parents as needed, to assist in evaluating performance against priorities, to answer questions, or simply to be a sounding board for discussion.

A teacher-created evaluation will be provided for the student, which may be used as an aid to help parents determine grades for report cards. End-of-semester evaluations will be largely based upon displaying consistent and measurable improvement and effort through-out the year. Evaluations may include the number of assignments completed, a description of challenges and accomplishments, a re-view of student’s progress and performance, and/or an average percentage score for the semester. The basis for this assessment will be the following items (this is an approximate breakdown and is subject to change):

Literature essays/projects and research paper: 70%

In-Class effort, discussion, and participation, including preparation of annotations: 30%

Extra credit, as applicable (will add on to student’s existing point total and can be done with extra projects for assigned books, or optional books read and reported on)

Each essay will be evaluated, and revisions will be required. Teacher evaluation will be based on improvement after revision and on incorporating suggestions from the first draft, as well as using these suggestions in future essays. End-of-semester or end-of-year evaluation will be largely based upon displaying consistent and measurable improvement throughout the year (rather than on “perfec-tion”). Parents will assign the final letter grade based on the information from the semester evaluation along with their observations of their students’ work at home.

Parent involvement in discussion and evaluation of students’ work is strongly encouraged. Teachers/Mentors will be available to par-ents as needed, to assist in evaluating performance against priorities, to answer questions, or simply to be sounding boards for discus-sion. We want to do everything we can to assist you in this endeavor.

Curriculum

Windows to the World: An Introduction to Literary Analysis, by Lesha Myers – student book only; available through Amazon, IEW or ChristianBook.com ISBN-13: 978-0980100518

Literature selections:

  • British short stories (selected) – will be sent via email link
  • Pilgrim’s Progress by John Bunyan – any version, even a simplified version, is fine
  • King Lear by William Shakespeare*
  • Macbeth by William Shakespeare*
  • Great Expectations by Charles Dickens
  • Jane Eyre by Charlotte Bronte
  • Selected British poetry
  • Animal Farm by George Orwell
  • Till We Have Faces by C.S. Lewis
  • The Screwtape Letters by C.S. Lewis
  • The Importance of Being Earnest by Oscar Wilde

*Macbeth and King Lear are the only books for which the students will need a particular edition, since we may do some reading and analysis together in class. We will be using the Shakespeare Made Easy edition of these plays, which has the old English and modernEnglish on facing pages.

Other than the required textbook, all other reading books may be obtained from the library, or purchased inexpensively as used books on Amazon, etc. However, please make sure you have the book in plenty of time to read it before the first discussion noted on the schedule. This is very important; otherwise, your student will fall behind on the reading, discussion, and writing. Student will need to have the book through the reading, essay writing, and revision process, since quotes from the book will be required.

Contacting the Teacher:

The best way to contact Mrs. Boiko is via email.  The next best way is by phone.

Teacher Assistant Position Available

Duties: taking roll, checking off homework completion, monitoring students’ discussion/participation, and some minor, straightfor-ward “pre-grading” of essays. You will receive a discount on your student’s tuition in this class, according to HEART policies. Please contact Denise Boiko if interested.

Homework Assignment for First Week – TBD – will be sent during the summer, but will include the following:

Several short stories from online sources will be assigned as reading material before the first day of class. When the links are sent to you, please print the stories, read them, annotate them, and bring them to class so we can refer to them during our discussion, which will take place the first and second weeks of class.