ENGLISH 2013 – DUAL CREDIT: LITERARY MASTERPIECES FALL 2016, SPRING 2017 INSTRUCTOR Mr. Gregory Coleman Guyer High School, Room C108, 940-369-1184,
[email protected] OFFICE HOURS Wednesdays 4:10-5:10, Thursdays 8:00-8:45 and 4:10-5:10, or by appointment. MAILING ADDRESS John H. Guyer High School, 7501 Teasley Lane, Denton, TX 76210 This dual-credit course meets concurrently with AP Eng IV at Guyer High School, room C108. MR. COLEMAN ROOM C-108 8:50-9:45 AB1 AP English 4 9:50-11:20 A2 PSAT 11:25-1:35* A3 AP English 4 1:40-3:10 A4 Planning 3:15-4:10 AB5 Pre-AP English 1 *Lunches; C Lunch 12:30- 1:00
B2 Planning B3 AP English 4 B4 AP English 4
ATTENDANCE POLICY Consistent attendance is crucial in order to successfully complete this course. Absence from class does not excuse students from the required material. Students with 4 or more unexcused absences will absence-fail the course and earn a grade of F with TWU. Likewise, students with excessive excused absences may still fail the course. These determinations are at the discretion of the instructor. TEXTS Issued: Primary: DiYanni, Robert. Literature Reading Fiction, Poetry and Drama, 6th ed. New York: McGraw Hill. 2007. Supplemental: Cliff’s AP Prep book; Greenblatt, Stephen, ed. The Norton Anthology of English Literature. 8th ed. New York: W. W. Norton and Co., 2006. Class copies of novels TWU COURSE DESCRIPTION Major British prose and poetry studied in chronological sequence. Emphasis on the artistry and the relation of technique to content of the works studied. DEPARTMENT APPROVED COURSE OUTCOMES Recognize/define/utilize literary terms appropriate for the study of poetry and prose from at least two historical/ literary periods.
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Explain key characteristics of historical periods, movements, genres, and/or texts introduced in the course. Compare/contrast historical periods, texts, themes, and/or writing styles introduced in the course. Read and discuss the texts assigned. Formulate an assertion about the text and support it with evidence. Perform a close reading of a literary text. o Make critical observations about texts introduced in the course. o Explain the relationship between literary texts and their historical and social contexts.
ENG 2013 CORE OUTCOMES Critical Thinking Skills [CTS] – to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
Demonstrate awareness of the scope and variety of literary texts through comparison of historical periods, themes, and styles covered in the class.
Communication Skills [CS] – to include effective development, interpretation and expression of ideas through written, oral, and visual communication
Correctly recognize and thoughtfully explain the relationships among literature and cultural influences.
Personal Responsibility [PR]– to include the ability to connect choices, actions and consequences to ethical decision-making
Explain the ways in which British literary expressions reflect the value systems and decision making within that culture or nation.
Social Responsibility [SR] –to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
Reflect on how your attitudes and beliefs are different from those that are represented in one or more of the works studied
DISABILITY SUPPORT POLICY STATEMENT “If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Office of Disability Support Services (CFO 106, 940-898-3835,
[email protected]) in order to obtain the required official notification of your accommodation needs.” If you have a university-recognized disability, please notify the instructor as soon as possible. TWU ACADEMIC INTEGRITY STATEMENT “Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook.” http://www.twu.edu/library/red/res_plagarism.htm ENG 2013, Mr. Coleman, 2
TENTATIVE COURSE CALENDAR--SPECIFIC WORKS AND DATES ARE SUBJECT TO CHANGE Community and the Individual through Literature WEEKS 1 & 2 Introduction to the course with Hosseini’s The Kite Runner, Shakespeare’s Macbeth. Focus close reading and the use of literary elements. Poetry: introduction: forms, details, imagery, and connotation: contemporary British poetry, Dante’s Inferno, Marlowe’s Dr. Faustus, Medieval ballads Student-selected outside contemporary novel WEEKS 3 & 4 Poetry: tone & structure: Renaissance poetry. Timed writing based on close reading of The Kite Runner and another on The Tempest, Dr. Cowan’s Genre Theory and literary theories and schools of thought with essay assignment. College/ Scholarship Application essay WEEKS 5 & 6 Epic: Examine the conventions and purpose of epic as a genre considering “outlier epics” Student-led seminar Poetry: symbolism & allegory WEEKS 7 & 8 Shelly’s Frankenstein Writing conferences Timed-writing based on poetry analysis and close reading of prose Student choice of contemporary novel due Research: Thorough close reading of assigned poem; WEEKS 10 THROUGH 11 Research: Essay based on poem, annotated bibliography, WEEKS 12 &13 Research Rough draft due Frankenstein due Macbeth in class British Literary periods; comparison essay WEEK 14 Thanksgiving holiday: no classes WEEK 15 Research paper revision & editing, creative response, and presentations WEEK 16 Final exams CLASS POLICIES Be honest. Do your own work. Unless it is explicitly stated, all work is independent, “non-group” work. Reading the internet for a few ideas of what to do is unacceptable unless you then cite the sources
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you browsed through and demonstrated your independent thinking and work. Plagiarized or copied work will not be accepted and may result in discipline measures.
Please be present in class, on time, and ready with all assignments prepared.
Participate in class. Avoid side conversations and indulgence of your phone or social media addictions.
Electronic Devices: The district policy allows for the use of electronic devices, including cell phones, tablets, smart phones, and so on but only with teacher approval. Personal electronic devices will only be used with specific teacher’s permission. Any personal devices used in this class without permission will be collected and turned into the office. I will follow the Student Handbook.
GRADING POLICIES This course will mirror the policies of DISD and Guyer High school. Please visit the website for a full review of those policies.
Your grade for the semester will be an average of the two quarters and your final exam. Each quarter will be 40% of your semester grade, and the final will be the remaining 20%.
The course grade is tabulated only through summative assessments, both major and minor. Formative assessments (those for “practice,” opportunities for me to give you rich, descriptive feedback to improve your performance) are not included in calculating the grade.
In a semester, expect a total of eight major assessment grades (take-home papers, in-class timed essays, and exams) and at least that number of minor grades (reading quizzes, close reading tasks, some student-led seminar discussions, and pre-writing assignments). Ideally, these grades will be split evenly between the two quarters.
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In a quarter, expect as your major summative assessments: one take-home, process paper as well as two-to-three in-class timed essays, and an exam. Exams in this course will be largely composed of free-response essays.
GRADING AND ASSESSMENT PROCEDURES AND GUIDELINES ENGLISH DEPARTMENT, GUYER HIGH SCHOOL
Denton ISD recently adopted a standards-based grading policy. Grades will be determined based on a student’s mastery of course standards. Only major and minor summative assessments will be considered in determining a student’s grade. SUMMATIVE ASSESSMENTS Summative assessments assess how well a student has mastered the objectives. They are designed to provide information to be used in making judgments about a student’s achievement at the end of a sequence of instruction. Major summative assessments are designed to evaluate understanding. They take place at the end of a learning unit, incorporating what has previously been tested in the unit’s minor assessments. Examples: critical reading of a text, response to literature, writing, revising and editing, etc. Minor summative assessments are designed to check for understanding, addressing a smaller set of learning objectives. Examples: quizzes, discussion of literature, writing revisions, etc. Formative assessments will be given continually. They are practice so that the student and teacher can gage the success of the student. They are designed to provide direction for improvement and/or adjustment of teaching and learning activities for individual students or for a whole class. Examples: teacher observation, class discussion, practice, homework, instructional questions, initial drafts/attempts, independent practice, daily work, quizzes
REASSESSMENT Reassessment is for students who have not shown mastery on any major summative assessment (unless it is a major piece of writing in which opportunities for feedback and revision have been given along the way. In such case the final paper is itself a re-assessment of the work). A student must demonstrate new learning to justify a reassessment. This demonstration of learning is determined by the teacher. In addition, all formative work and/ minor work must be completed before a student is allowed to reassess. As a general guideline, reassessment must be completed
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within one week after the primary assessment has been graded and returned. Reassessments are worth full credit. *It is the student’s responsibility to communicate his/her plan of action to the teacher and to ask for clarification regarding grading policies. If you would like to reassess, you must fill out a Google form (on the teacher website). The teacher will determine what is acceptable as new learning in order to “unlock” the reassessment opportunity. NON-ACADEMIC WORK/BEHAVIORS Work or behaviors that are not supported by the standards are considered non-academic. Students will still have homework, due dates, and deadlines. Actions that impede the learning process such as not completing assignments, not participating in class, chronically turning in late work, etc. may be met with disciplinary measures including, but are not limited to:
detention Saturday School ISSC loss of parking permit loss of dismissal period
ACADEMIC INTEGRITY
Do your own work. Be honest. Most of the work you do in this class will be interpretive, creative, and /or analytical, so I expect that the issue of academic honesty will not become a problem this year. Academic honesty is an absolute necessity if you are to learn all that you can. Relying on another person will hinder you from developing your own important skills. I need hardly add (though I will, but to make sure...) that cheating, copying another’s work, or having someone else do the work for you are actions which call for the most severe academic and personal consequences. NEVER resort to dishonesty in order to make a deadline. Come and talk to me first. You are allowed (encouraged, even!) to have other people, excluding other AP4 students, proofread your essays (so your ideas don’t migrate to their work), but you must make all corrections yourself and not allow your proofreader to rewrite your essay for you. In other words, your proofreader may note errors, but he/she may not show you how to correct them. There are critical essays to read about the texts, and I expect you to read those for assigned (and sometime unassigned) information. If and when you read these critical essays, make sure to cite the essays and pages that you draw from in your writing. The very worst thing you can do when writing an essay at home is to “look around on the internet for ideas.” Such “looking around” usually leads to sloppy, clichéd writing and often is the entrance ramp to academic dishonesty. If you are ever in doubt about what constitutes academic dishonesty, then ask me before you turn it in. Also be aware that you may use Turnitin.com as a tool to help you revise and edit your work. ENG 2013, Mr. Coleman, 6
I will follow the Academic Integrity Policy of the district, included in the student handbook. Cheating includes such acts as: copying during a test, sharing answers or test questions with other students, copying information on any assignment in which an individual grade is given, or plagiarizing. Cheating of any sort will not be tolerated in this class. It is in your best interest to come to me if you have any questions about this. In all endeavors, I encourage you to display personal integrity; actions speak louder than words. ENGLISH LANGUAGE ARTS ADDENDUM Writing is a critical component of Advanced Placement, International Baccalaureate, and the State of Texas standards (TEKS). Completed works of writing are evaluated as major summative assessments. Students receive feedback on their learning through related minor summative assessments and when the final writing product is completed. Major summative writing assignments have a due date that will be communicated at the time the assignment is introduced. All major summative writing assignments are to be turned in on the due date. Students who turn in their major summative writing assignments on time* will have ten days for relearning and reassessment starting on the day the assignment is returned. Students who do not turn in their major summative writing assignments on time* will have ten days for relearning and reassessment starting on the due date of the assignment. By choosing not to turn in a major summative writing assignment on time, students are limiting the benefit of feedback and shortening their time for relearning. *On time means during the class period on the due date.
English Language Arts Grading Assessment Guidelines: High School Writer’s Workshop Process Papers: A process paper is writing that has evolved through the following stages: pre-writing, drafting, revising, editing and publication. Process papers allow for students to practice writing, and to receive feedback, at each stage. Definitions of each stage of the writing process are included below.
Pre- Writing: During this stage, students are generating ideas to address the writing prompt. Instructional activities are centered around planning and may include: o Free Writing o Graphic Organizers o Talking through ideas with a peer or teacher o Outlines o The development of a thesis statement Drafting: During this stage, students create their initial composition. Instructional activities are centered around effective organization and may include: o Timed Writings o Teacher feedback on first draft
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o Writing additional drafts using feedback Revising: During this stage, students are reviewing, modifying and reorganizing their work. Students add or delete content and ensure that the style and structure is appropriate to the genre. Instructional activities are centered around improving the draft and may include: o Student/Teacher Writing Conferences o Peer Revision Activities o Mini-Lessons Editing: During this stage, students are making corrections in grammar and mechanics. Students also ensure the draft is clear and concise. Instructional activities are centered around proofreading and may include: o Student/Teacher Writing Conferences o Peer Editing Activities o Mini-Lessons Publication: During this last stage of writing, students share their writing with others. Instructional activities are centered around finding avenues to share writing with others and may include: o Presentations o Publishing in online formats o Sharing with peers
Writer’s Workshop: When students learn through the Writer’s Workshop model in a secondary English Language Arts classroom, the teacher acts as a mentor or facilitator. The students participate in mini lesson stations that allow for differentiation of writing instruction. Conferring with students occurs during the writer’s workshop, and allows for feedback and reassessment of writing at each stage of the process.
Reassessment of Process Papers: When a workshop writing process is utilized, students will receive feedback throughout the process. Students will be expected to make improvement to their essays based on that feedback, and since they are correcting as they write, reassessment will not be offered for essays. Not all essays will use this process. At the time of assignment, it will be made clear to students whether or not the composition is eligible for reassessment.
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