ENG 121 (English 4 Honors)

I am excited to get the semester started. In order to streamline remote learning platforms, Schoology is the learning management system for all secondary schools in DPS. Go to Schoology.dpsk12.org to see your classes. You will see both semester 1 and semester 2 courses. Our semester 1 course has this cover image with your specific period below it:

Parents, for help setting up your access to Schoology see the one-pager linked HERE.

Syllabus, Schedule and Course Textbook:

Access the syllabus HERE.

Access the remote learning schedule HERE.

Access the online textbook: HERE

Topical Outline:

Unit 1: Individual vs. Collective Identity (Summary & Response Essay; Rhetorical Analysis Essay)

Anchor Text: Anthem by Ayn Rand (freely available on Actively Learn)

Prompt: Analyze to what extent Rand’s rhetorical choices effectively contribute to achieving her intended purpose. 

Supplemental reading: 

    • “The Outsider” by H.P. Lovecraft
    • “I’m Nobody, Who Are You?” by Emily Dickinson
    • “I am an American Day Address” by Billings Learned Hand
    • “Science Fiction Builds Mental Resiliency in Young People” by Esther Jones
    • “Mutability” by Percy Bysshe Shelley
    • “We Aren’t Who We Think We Are” by Leah Donnella (article & Podcast)
    • “Can You Lose a Language You Never Knew?” Kevin Garcia (article & Podcast)
  • “My First-Nation’s Identity Feels More Like an Absence” by Benjamin Doxtdator

State Standards: CCSS.ELA-LITERACY.RL.11-12.1, CCSS.ELA-LITERACY.RL.11-12.2 , CCSS.ELA-LITERACY.RL.11-12.10 , CCSS.ELA-LITERACY.RI.11-12.4 , CCSS.ELA-LITERACY.RI.11-12.7 , CCSS.ELA-LITERACY.W.11-12.4 , CCSS.ELA-LITERACY.W.11-12.1

Arapahoe Community College  ENG 121 Learning Objectives: 

(SLO 1): Employ Rhetorical Knowledge:

  • Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation.

(SLO 3): Apply Genre and Disciplinary Conventions

  • Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields.

SEL focus: Being change-agile, Self-perception, self-advocacy, self-love

Academic Skill Focus: Text annotation, grammar diagnostic, cultivating an academic writing voice, MLA 

Unit 2: Individuals in a Gendered in Society (Literary Analysis Essay) (COLOR: #A7FF59)

Anchor text: Flatland:A Romance of Many Dimensions by Edwin Abbott Abbott AND/OR The 

        Awakening by Kate Chopin (both freely available on Actively Learn)

Supplemental reading: 

    • “Ain’t I a Woman?” by Sojourner Truth
    • “After Being Convicted of Voting” by Susan B. Anthony
    • “Celebrating Women Writers: a pen in their hands”
    • “Shakespeare’s Sister”  by Virginia Woolf
    • “Ideals of Womanhood in Victorian Britain” by Lynn Abrams
    • “A Woman Speaks” by Audre Lorde
  • “Queer, Punk and Latin: A Discussion of Sexual Identity” by Felix Contreras (article & Podcast)

State StandardsCCSS.ELA-LITERACY.RL.11-12.1, CCSS.ELA-LITERACY.RL.11-12.2 , CCSS.ELA-LITERACY.RI.11-12.2 , CCSS.ELA-LITERACY.RI.11-12.4 , CCSS.ELA-LITERACY.W.11-12.4 , CCSS.ELA-LITERACY.W.11-12.1, CCSS.ELA-LITERACY.RI.11-12.3, CCSS.ELA-LITERACY.RI.11-12.6, CCSS.ELA-LITERACY.W.11-12.5

Arapahoe Community College  ENG 121 Learning Objectives: 

(SLO 4): Use Sources and Evidence

    • Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim.
  •  Follow an appropriate documentation system. (MLA)

(SLO 5): Control Syntax and Mechanics

  • Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task.

SEL: Self-care, Empathy, Relationship building

Academic Skill Focus: MLA formatting, generating strong questions, engaging in student-led academic discussion, evaluating sources, synthesizing sources in academic writing

Unit 3: Individuals in a Racial Society (Informative Essay) 

Anchor text–Collection of Short Stories 

    • “The Comet” by W.E.B DuBois 
    • “Everyday Use” by Alice Walker
    • “Battle Royale” from Ralph Ellison’s Invisible Man
    • “Names/Nombres” by Julia Alvarez
  • “Overwhelmed” from Erika L. Sanchez’s I Am Not Your Perfect Mexican Daughter

Supplemental texts

    • Primary Source: Chief Joseph’s Surrender
    • “Uncovering the Roots of Racist Ideas in America” by Ibram X. Kendi
    • “Two Crises Convulse a Nation: A Pandemic and Police Violence” by Jack Healy and Diane Searcey
    • “A Lesson in How to Overcome Implicit Bias” by Ailsa Chang [article & podcast]
    • “Subconscious Racial Bias”
    • “Caged Bird” by Maya Angelou
    • “No Images” by William Waring Cuney
  • “What Now?” by Gary Soto

State Standards: CCSS.ELA-LITERACY.RI.11-12.1 , CCSS.ELA-LITERACY.RI.11-12.5 , CCSS.ELA-LITERACY.RI.11-12.8 , CCSS.ELA-LITERACY.RL.11-12.6 , CCSS.ELA-LITERACY.RL.11-12.9 , CCSS.ELA-LITERACY.W.11-12.2 , CCSS.ELA-LITERACY.W.11-12.7 , CCSS.ELA-LITERACY.W.11-12.8 , CCSS.ELA-LITERACY.W.11-12.9

Arapahoe Community College  ENG 121 Learning Objectives:  

(SLO 2): Develop Content

  • Create and develop ideas within the context of the situation and the assigned task(s).

(SLO 3): Apply Genre and Disciplinary Conventions

  • Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields.

(SLO 4): Use Sources and Evidence

    • Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim.
  • Follow an appropriate documentation system (APA)

SEL: Social awareness, Responsible decision making, Advocacy 

Academic Skill Focus: APA formatting, evaluating sources, synthesizing sources in academic writing, using academic databases

Unit 4: Individuals and the Human Condition (Summary & Response Essay; Personal Narrative)

Anchor text: Flowers for Algernon by Daniel Keyes [paperback at TJ] OR Walden by Henry David Thoreau (Freely available on Actively Learn)

Supplemental reading for Flowers for Algernon

    • “Human Experiments–the Good, the Bad, and the Ugly” by Anthony Wrigley
    • “‘I hope he doesn’t feel too lonely’ COVID-19 Hits Those with Intellectual Disabilities Hard” by Kara Eusebio
    • “Isolation isn’t new for those with intellectual disabilities. But covid-19 still poses a threat.” by Timothy Shriver
    • “Our Centuries Long Quest for a ‘Quiet Place’” by Matthew Jordan
    • “‘Hope’ is the Thing with Feathers” by Emily Dickinson
    • “We Grow Accustomed to the Dark by Emily Dickinson
  • “A Dream within a Dream” by Edgar Allen Poe

Supplemental reading for Walden:

    • “Song of Myself” by Walt Whitman
    • “Meditations” by Margaret Fuller
  • “Nothing Gold Can Stay” by Robert Frost

State Standards: CCSS.ELA-LITERACY.W.11-12.3 , CCSS.ELA-LITERACY.W.11-12.4 , CCSS.ELA-LITERACY.RL.11-12.1 , CCSS.ELA-LITERACY.RL.11-12.3 , CCSS.ELA-LITERACY.RL.11-12.2 , CCSS.ELA-LITERACY.RL.11-12.5

Arapahoe Community College  ENG 121 Learning Objectives:  

 (SLO 1): Employ Rhetorical Knowledge

  • Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation.

(SLO 2): Develop Content

  • Create and develop ideas within the context of the situation and the assigned task(s).

(SLO 5): Control Syntax and Mechanics

  •  Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task.

SEL: Self-awareness, self-maintenance, appreciation of nature

Academic Skill Focus: APA formatting, cultivating a narrative writing voice, note-taking, time management

Writing Support and Graphic Organizers:

rhetorical_precis_template (2)

TPCASST_SOAPStone

Copy of They Say I Say Sentence Construction Templates (1)