Driving Directions Events Calendar Faculty Directory Gallery GConnect Lunch Menu PowerSchool for Parents
  • Lee High School Pictures
  • Lee High School Pictures
  • Lee High School Pictures
  • Lee High School Pictures
  • Lee High School Pictures
  • Lee High School Pictures
  • Lee High School Pictures
  • Lee High School Pictures

Angela Thomas

B.A. English and French, Ferrum College 1990

M.A. French Literature, University of Tennessee 1992

My Schedule

1st Period Honors French 2
2nd Period French 1
3rd Period Advanced Placement English 12
4th Period Honors French 2
5th Period D.C. French/Honors French 3
6th Period Duty
7th Period Planning

What you missed today in class

  • The Most AMAZING CLASS at LEE HIGH SCHOOL
  • The Most MIND BLOWING LECTURE
  • The chance to be in the presence of GREATNESS

August 28, 2014

French 2:  Finissez les question pour le 2em lecon.
French 1:
Conjuguez les verbes 5 fois et écrivez une phrase avec chaque forme:Etre, Avoir et Parler
French 3: des orales
D.C. French des orales

Students in both Advanced Placement English and my French classes will follow the following syllabi:

Advanced Placement English 12
The study of literature is the main focus of Advanced Placement English 12. All parts of the program and components of the examination and papers are assessed using the four part criterion that will be handed out to each student.

Nature of the Subject
The Advanced Placement English program aims to promote an appreciation of the wealth and subtleties of literature and to lead to an awareness of linguistic structures. The class seeks to facilitate the clear expression of ideas, to aid clear, precise presentation of argument and to assist in the understanding of both oral and written discourse.

The program encourages the development of an appreciation of literature and a knowledge of the culture of the student and that of other societies. The program’s goal is that the student may gain a broadened and international perspective of literature and human thought.

Aims
The aims of the Advanced Placement Program are to:

  1. Develop the students’ power of expression, both in oral and written communication, and to provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations;
  2. Encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary study and criticism;
  3. Introduce students to literary classics and to a range of modern writing in different literary genres, styles and contexts;
  4. Promote an international perspective through the comparative study of works from the students’ own culture and other cultures;
  5. Introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works;
  6. Develop the ability to engage in close, detailed and critical examination of written text;
  7. Promote in students an enjoyment of, and a lifelong interest in, literature.

Performance Criteria
Students will be expected by the end of course to:

  1. Demonstrate an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication;
  2. Demonstrate a sound command of the language appropriate for the study of literature and a discriminating  appreciation of the need for an effective choice of register and style in both written and oral communication;
  3. Demonstrate a sound approach to literature through consideration of the works studied;
  4. Demonstrate a sound knowledge of both the individual works studied and the relationship between groups of works studied;
  5. Demonstrate an appreciation of similarities and differences between literary works from different ages and/or cultures;
  6. Demonstrate a proficient ability to engage in independent textual commentary on bot familiar and unfamiliar pieces of writing;
  7. Demonstrate a wide-ranging appreciation of the techniques and styles employed by authors, and their effects on the reader;
  8. Demonstrate an ability to structure ideas and arguments,  both orally and in writing, in a sustained, persuasive and sophisticated way, and to support them with precise and relevant examples;
  9. Express a personal response to literature and demonstrate the ability to engage in independent literary criticism.

Program Outline
First Nine Weeks
The first week students will be introduced to the process of literary criticism with concentration on the Psychological Approach, Mythological/Archetypal, Feminist and Formalistic Approaches to Literary Criticism. Students will be expected to read the following works in the first nine week:
“Young Goodman Brown” (Hawthorne)
Gulliver’s Travels (Swift)
Hard Times (Dickens)
All Quiet on the Western Front (Remarque)
Theme: Man and Society
Students will be expected to present an oral lecture on an assigned portion of each work. Students will also be expected to give an oral presentation at the end of the nine weeks on an unseen question/passage/thesis concerning one of the works. Students will have 30 minutes to prepare the presentation that will be recorded.
At the end of each work, students will be expected to write an analytical paper using one of the approaches to literary criticism. Students will be given the thesis in advance or an option of thesis statements. Students will also be given throughout the year a 300-400 word essay assignment with a 15-minute time limit. These assignments will be on the board at the beginning of class. These assignments will not be announced in advance.
Second Nine Weeks
World Literature
This section of the course will concentrate on world literature.
Theme: The Woman Question
Works studied
Madame Bovary (Flaubert)
Therese Raquin (Zola)
“A Doll’s House” (Ibsen)
Students will write a 1200-1500 analytical paper using one of the approaches to literary criticism after each work. The end of nine weeks assessment will be a comparative essay analyzing two of the three works. Students will be given possible thesis statements or may choose one of his/her own. Pre-approval on any topics must be made before starting the final comparative essay.
Third Nine Weeks
Groups of Works
This section of the course will concentrate on poetry and plays, particularly the works of William Shakespeare.
Works studied
The Sonnets by William Shakespeare
Poetry of John Donne
Survey of poetry of the 16th-19th century English poets
Macbeth
 Hamlet (Independent Study)
Students will be introduced to the detailed process of poetry analysis used by the French, “Explication de texte”. Students will use the process to analyze at least 6 poems in the survey of English poets
Students will be given timed, passage analysis in the plays with two guided questions.

Fourth Nine Weeks
Detailed Study
Theme: Man and Society
Works Studied
Invisible Man (Ralph Ellison)
Black Boy (Richard Wright)
This section of the course will have the least number of works, but will focus on two major black authors in the early American 20th Century.
Students will be expected to write two 1200-1500 word essays, as well as several unseen passage analysis and timed 15-minute essays throughout the nine weeks.

As with all courses, the syllabus may be altered due to students’ progress. Books may be dropped because of weather. However, most all works will be covered and given to the students in advance to my going over the works. It is to the student’s advantage that he/she read well ahead of all lectures. There will be no extensions on deadlines. All assignments will be announced well in advance with the exception of the unannounced, timed essays.

 

Email Form

Please fill out the following form to send an email to this teacher. All fields must be filled out, and the teacher will email you as soon as possible.

To:

Name:

Email:

Subject:

Message:

sending

Sending Message

Thank you for your comments.

thanks