Syllabus
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Course Description:
Analytically and rigorously engage yourself to become a more cogent reader, writer, and speaker for a variety of purposes. Actively read a variety of literary works, looking for and interpreting the author’s key assumptions, ideas, reasons, and justifications. Respond to literature in order to understand, explain, and evaluate the literary work. Further develop and bolster grammar skills in order to become more effective and proficient in written and spoken communication.
Course Objectives
Upon completing this course you will be able to:
- Analyze various genres of literature and understand their significance to culture and time period.
- Analyze the critical attributes of each genre to appreciate the artistry of the writer.
- Develop and use research-based word attack skills when encountering unknown vocabulary.
- Analyze media for messages, purpose, and audience.
- Compose various types of essays and narratives dependent on audience, purpose, and message.
- Incorporate standard grammar, punctuation, capitalization, and spelling into all written work.
- Analyze written research studies, develop a worthy research question, gather credible sources, synthesize those sources, and construct a presentation mindful of audience, message and purpose.
Required materials
Set up a 3-ring notebook (may be virtual binder OR a physical one) with these four divisions:
- Warm-ups,
- Classwork/Notes
- Homework
- Tests/Quizzes
Unit Over view – (subject to change)
Unit
Theme/Choice/Genre
Standard Strand Focus
Approximate
Length
Gender Roles
Textbook/outside sources
reading literary/
informational text
3 weeks
Writing Unit:
Informational/research
topic: gender roles in some aspect of society
Inquiry
Writing standard #2
communication
3 weeks
Literary Unit #1
(fiction or poetry)
TBD
reading literary text
3 weeks
Seeking Justice: Drama
Macbeth
Reading literary texts
3 weeks
Writing Unit: Argument
Writing standard #1
communication
3 weeks
Literary Unit #2
TBD
Reading Literary texts
3 weeks
Taking Risks
Text and outside sources
reading literary/
informational text
3 weeks
Writing Unit:
Argument/Speech
topic: the importance of taking risks in life
Writing standard #1
Communication
3 weeks
Literary Unit:
Fiction or poetry
TBD
Reading literary standards
3 weeks
Voices of Protest
Textbook and outside sources
Informational reading
3 weeks
Writing Unit:
Narrative
Topic(s): TBD
Writing standard #3
3 weeks
Literary Unit:
Reading literary texts
3 weeks
Grading
All assignments are to be turned in the day they are due.
The value of each of these components on a students grade at the outcome of the semester is as follows:
Homework-10%
- Completionof work not completed in class (includes things like workshop exercises & feedback Activities)
Classwork – 40 %
- Journals
- In-class workshops/exercise
Tests/projects/presentations - 50%
- Portfolios
- Final projects
Absent/Late Work Policy:
Make-ups are permitted for tests, quizzes, homework, etc. following an excused absence. Students are solely responsible for informing themselves about work missed during absences.
Excessive late assignments are cause for a conference with your parents/guardians. I am regularly available to students that are having difficulties with the materials.
Students have as many days as they are absent to complete missing work as long as their absence is excused. It is the responsibility of the student to pick up any missing work; I will not seek students out and tell them their missing work.
Classroom rules:
- Arrive on time
- If you have three unexcused tardies we will call home to discuss why/ how to help get you to class on time
- The 4th tardy, and each one after, results in a tardy referral, which is dealt with by the dean's office.
- Raise your hand before speaking.
- THINK
- Is it True?
- Is it Helpful
- Is it Inspiring?
- Is it Necessary?
- Is it Kind?
- Listen to others and participate in class discussions
- Use the pencil sharpener during non-instructional time
- Stay on task
- Do your assignments
- Bring materials and have them ready
- Listen to directions
Assignments
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I will post our daily tasks/assignments/work here for students/family to view.
Week 3 Sept 7 - 11 - starting a new unit, this will be on going until we have read the entire book
NO SCHOOL MONDAY SEP 7
Students are starting to read The Boy In The Stripped Pajamas by John Boyne. You may down load the PDF version here The Boy in the Striped Pajamas
During World War II, 8-year-old Bruno and his family leave Berlin to take up residence near the concentration camp where his father has just become commandant. Unhappy and lonely, he wanders out behind his house one day and finds Shmuel, a Jewish boy of his age. Though the barbed-wire fence of the camp separates them, the boys begin a forbidden friendship, oblivious to the real nature of their surroundings.
As students read and meet new characters, they will record information on the character map
As students read, at the end of each chapter they will be working on chapter questions
After the students have read the book, we will watch the movie and do a comparison writing piece about how the book and movie are alike and different, and student will chose which they like better, and will defend their answer in their writing.
Week 2 Aug 31 - Sept 4
We are reading Beowolf and analyzing the text together in class - taking notes on setting, characters, and major events.
Week 1 Aug. 24 - 28
1. Review the syllabus
2. What are genres? Note taking
Genres - introduction to take notes from
3. Character Profiles
You must complete the ones that have a __________________
