• Honors IV/AP English Literature and Composition: Course Syllabus



     Note: The A.P. Literature and Composition syllabus is not shown here yet. This senior Honors English IV course syllabus will show some of the requirements, but not all. An update will be available soon.

    Course Title:

    Honors English IV (grade 12)


    Instructors Name:

    Larry Hardie


    Course Description

    The Honors English curriculum at Liberty High School is designed for students who are planning to take their education beyond high school and wanting to gain added college preparation in English.  Many of the course materials that will be used will challenge students’ ability to read, analyze, interpret, and evaluate information.  In addition, students will have higher expectations placed upon them in regard to composition, creativity, and an ability to work effectively, not only independently, but also collaboratively with other members of the class in the completion of group tasks.

    Students in the Honors courses at Liberty High School have demonstrated their ability to write and read with proficiency; therefore, in order to advance the curriculum, a limited amount of time will be devoted to reviewing grammatical concepts of parts of speech, sentence parts, punctuation, and capitalization.  Students needing remediation in these areas will receive instruction on an “as needed” basis.

    The Honors English curriculum will have both a literary and composition focus.  Students will be expected to read selected novels and complete assignments in the summer prior to their senior year of high school. During the school year, students will receive advanced instruction in writing and literature.  As with all senior English classes, more attention will be paid to British literature although a variety of literature will be used in the class.

    The major project completed during all Liberty High School students’ senior year is the Culminating Educational Experience (C.E.E.) or, The Senior Project. As a part of the research for the Senior Project, students will continue to develop their skills in writing literature reviews for their topic research.

    Finally, students will receive some instruction on standardized test-taking such as the SAT. Vocabulary will be a part of this instruction, as will sentence construction.  Students will also work on standardized sample testing as it relates to the English curriculum.






    Required Course Supplies

          Students should come to class with the following materials on a daily basis:

    • Writing utensils (pencils and pens)
    • College rule spiral notebook for journal writing
    • 3-ring binder (does not have to be solely dedicated to English class)
    • Loose-leaf, college rule paper for daily assignments and homework assignments

    Recommended, but not required materials:

    • Glue stick
    • Colored pencils
    • Colored pens


    Course Materials

    Novel Options currently available at Liberty High School:

    • Cry the Beloved Country
    • The Complete Plays of Sophocles
    • The Canterbury Tales
    • Mythology
    • The Iliad
    • The Aenied
    • The Oresteia
    • The Prince
    • Eaters of the Dead
    • Beowulf



    • Othello
    • King Lear
    • MacBeth
    • Shakespearean Sonnets


    Short Stories:

    • Stories from online sources
    • Stories from Teacher Literature Resources (see below)


    Multicultural Literature:

    • Us and Them
    • Holt/Rinehart/Winston: African American Literature


    Literature Resource Materials:

    • Prentice Hall: Literature: World Masterpieces
    • Ginn: English Literature
    • Prentice Hall: Literature: The British Tradition
    • Noble and Noble: Insight: English Literature
    • Holt/Rinehart/Winston: Elements of Literature
    • Harcourt Brace Javanovich: Adventures in English Literature
    • Norton Anthology of English Literature
    • Themes in Literature
    • Literature and the Language Arts
    • Literature: Reading, Reacting, Writing
    • Western Literature




    Grading Scale and Criteria

                The grading scale is the standard scale as set forth in the Liberty High School Student Handbook.  All grades are determined according to this scale.


    Classroom Expectations


    • Come to class prepared and on time (be in your seat and begin work at the ringing of the bell).
    • Remain on-task and use your time to complete the work of this class during this class.
    • Treat each other, your teachers, and visitors to the classroom with respect.
    • Do not interrupt someone who is speaking.
    • When your attention is asked for, give it on the first request.
    • Hall Pass: As long as it is used with discretion, students will be allowed to use the hall pass for bathroom breaks.  Students must sign out on the Hall Pass sign-out sheet and must have the hall pass with them while out of class. Only one student may be out of class at a time, unless otherwise instructed by the teacher.



    • All inappropriate behavior as defined by the student handbook or any behavior that interferes with instruction and learning in class will result in a warning, then in a referral to the office for disciplinary action.
    • Any bullying of students will result in automatic referral to the school counselor, the office, or even the law officer if the behavior is extreme enough (see bullying response plan).


    Curriculum summary Outline

    Following is a brief outline of the various parts of the Senior Honors English curriculum at Liberty High School.


    I.                    Paragraph Structure Review

    A.     Topic Sentences

    B.     Supporting Detail

    C.     Closing or Transition Sentences

    D.     Paragraph Outlining (Prewriting)


    II.                 Composition Process (multiple-paragraph)

    A.     Topic, Mode, Form, Audience

    B.     Planning for the Whole Paper

    C.     Pre-writing (may include outlining, charting, graphing, etc.)

    D.     Intro Paragraph

    1.      General to Specific Organization

    2.      Three Prong Thesis Sentence

    E.      Body Paragraphs

    1.      Order of Importance for Paragraph Arrangement

    2.      Smooth Transitions from Paragraph to Paragraph

    3.      Focus on Building Emphasis

    F.      Closing Paragraph

    1.      Reconnection to Thesis

    2.      Types of Paper Endings

    G.     Revision (Change) Process

    H.     Editing (Polishing) Process

    I.        Writing Sample (focus on organization, mechanics, fluency, unity and coherence, voice, etc.)


    III.               Writing Modes:

    A.     Exposition

    B.     Narration

    C.     Description

    D.     Cause and Effect

    E.      Compare/Contrast

    F.      Persuasion

    G.     Problem/Solution

    H.     Research Writing


    IV.              Grammar and Composition:

    Senior Honors English students are expected to know and understand the

    elements of grammar and mechanics as they apply to their writing; therefore, a brief, but ongoing review of these concepts will be applied throughout the year.  In addition, students will continue to improve their writing skills through continual planning, practice and publishing throughout the year.


    Brief Grammar Reviews:

    A.     Parts of Speech

    B.     Phrase and Clause Structure

    C.     Sentence Parts/Structure

    D.     Punctuation

    E.      Capitalization

    F.      Usage




    V.                 Novels and Readings:

    A minimum of three classroom novels will be read during the course of the year (see list above).  These readings will begin during the summer prior to students’ senior year of high school, and they will take place throughout each semester.  Assignments, discussions, literary analysis, and testing for each novel read will be a part of the overall student assessment.  In addition, students will choose novels to read on their own, and assignments will include respective individual or collaborative work.  A number of shorter readings will also be completed along with greater exposure to various types and styles of writing such as poetry, journalism, great writers and speakers, etc.  Students will continue to receive instruction in the elements of literature and figurative language as well.


    VI.              Communication:

    Communication will primarily involve presentations on various readings or topics as both informal and formal presentation skills.  Discussions may include current events, literature, interviewing skills, communication in the workplace, etc.  Listening skills will also be incorporated and evaluated throughout the course.


    VII.             Journal Writing:

    Journal writing, primarily related to the literature being read for class, will be consistently used by students in the areas of comprehension, analysis, and synthesis.


    VIII.         Collaborative Work:

    As both an expectation in working independently as well as collaboratively, students are placed into groups where they will complete a variety of collaborative assignments.  Students are still graded independently; however, the collaboration process and students’ ability to work together effectively in teams is an important goal of the honors class.  Learning to garner information, not only from what students read or from the teacher, but also from interaction with one another is a critical skill for individual success after graduation, regardless of the educational or career path a student takes.


    IX.              Poetry:

    The Poetry unit for seniors will focus on poets in the British tradition and will introduce students to a variety of poetry styles.  Students will be given continued instruction on poetry terminology and figurative language elements that are used not only in poetry, but also in all modes and types of writing.


    X.                 Employability Skills:

    Employability skills will make up 10 percent of the total grade of each grading period.  Employability skills will be applied exactly as shown in the Liberty High School Student Handbook.




    Major Projects  Including Due Dates and or Timelines

                The Senior Project  (C.E.E.) is a year-long project which will require students to complete work in five areas.  These five components will be completed primarily outside of class. During class, they will receive instruction on the various parts of the project and they will spend some time working on their paper, their portfolio, and their presentation.


    I.                    The Scholarly Paper: Students will examine, investigate, or research a topic related to a career choice that results from an extension of classroom learning in mathematics; English; social, physical, and life sciences; civics and history; geography; the arts; a vocational career; or health and fitness.

    The scholarly paper will include the following work either within or

    outside of Honors English class time.

    1.      Gathering Information: Completing a Literary Review

                                                                 a.      Primary Source Information

    1.      Libraries

    2.      Online Databases

                                                                b.      Other Primary source Information

    1.      Presenters

    2.      Interviews

    3.      Any Other First-Hand Information

                                                                 c.      Secondary Source Information

    1.      Books

    2.      Reference Materials

    3.      Internet Websites

    4.      Etc.

                                                                d.      Developing a Working Bibliography (a  detailed references list)

    2.      Organization of Information

                                                                 a.      Notes and Note Cards

                                                                b.      Basic Outline Development

                                                                 c.      Prioritizing Information

                                                                d.      Developing the Paragraph Structure

                                                                 e.      Drafting the Intro and Conclusion

    3.      Writing the First Draft

                                                                 a.      Adding Parenthetical References as the Paper is Written/MLA Style)

                                                                b.      Building a “Works Cited” List as the Draft is Written

    4.      The Revision Process

                                                                 a.      Paper Organization

                                                                b.      Paragraph Organization

                                                                 c.      Sentence Organization

    5.      Editing

                                                                 a.      The Proofreading Process

                                                                b.      Peer Editing

    6.      Assessment (Rubric-Based)

                                                                 a.      Teacher Assessment

                                                                b.      Self Assessment

    7.      Publishing—Portfolio Building


    II.                 The Project: Students will select a project which is career-related and is connected to the scholarly paper.  The project requires the use of knowledge and skills from the beginning of an idea through the documentation and evaluation of student learning that comes with the completion of the project.


    III.               The Portfolio: This is an educational plan and a collection of important documents and information about the student that demonstrates the student’s strengths in pursuit of a successful career.


    IV.              Community Service: This will require students to complete a given number of hours of service to the community.  This is also a very important factor related to student success with future scholarships and future job opportunities.


    V.                 The Presentation: This will require students to present their project / work to a community panel.  Students will also need to respond to panel questions following the presentation in order demonstrate their readiness and preparation to take on responsibility for their own learning.


    Note: Additional Senior Project information, including timeline and deadline information is contained in the C.E.E. Student and Parent Handbook.


    Office phone and Email Address for Teacher Contact

    (509)245-3211 Ext. 1310