Sixth Grade Mathematics Syllabus



School Year 2015-16

|Course Name |10th Grade Literature and Composition |Course Code |23.0630001 |

|School Name |Arabia Mountain High School |Teacher Name |Emanuel Martin |

|School Phone |678-875-3602 |Teacher Email |Emanuel_H_Martin@fc.dekalb.k12.ga.us |

|Number | | | |

|School Website | |Teacher Website | |

Course Description

Course Description: This course is designed to enhance the cognitive ability of each student as it relates to their ability to read, write, and communicate thoughtfully and purposefully through the use of world literature. As the student reads, he or she develops context and contextual vocabulary and builds good habits for reading, researching, and learning. Instruction in the language conventions will occur within the context of reading, writing, and speaking rather than in isolation. Standard English conventions are the “good manners” of writing and speaking that make communication fluid.

Curriculum Overview

The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

|10th Grade Literature/Composition~ |

|First Nine Weeks |Second Nine Weeks |Third Nine Weeks |Fourth Nine Weeks |

|“Persuasion, Propaganda & Argument” |“Focus on Asia: Honoring Challenging |“When Cultures Clash: Literature from Arica |“The Individual and the State: |

| |Traditions” |and the Middle East” |Intertextual Connections Between |

| | |~ |Sophocles’ Antigone and Dr. Martin |

| | | |Luther King Jr.’s “Letter from |

| | | |Birmingham Jail” |

|Reading |Reading |Reading |Reading |

|Literary Focus |Informational Focus |Literacy Focus |Informational Focus |

|I Extended text from American or |I Extended text from U.S. or world history |I Extended text from American or world |I Extended text from U.S. or world |

|world literature |7 Thematically Connected Short Texts : (4) |literature |history |

|9 Thematically Connected Short Texts |from American & World Literature (3) from |9 Thematically Connected Short Texts (5) from|7 Thematically Connected Short Texts : |

|(5) from American & World Literature |Informational texts including primary and |American & World Literature (4) from |(4) from American & World Literature |

|(4) from Informational including |secondary source documents from U.S. & world |Informational including primary and secondary|(3) from Informational texts including |

|primary and secondary source |history* |source documents from U.S. & world history* |primary and secondary source documents |

|documents from U.S. & world history* |ELACC9-10RL1-10,ELACC9-10RI 1-10 |ELACC9-10RL1-10,ELACC9-10RI 1-10 |from U.S. & world history* |

|ELACC9-10RL1-10,ELACC9-10RI 1-10 |~ | |ELACC9-10RL1-10,ELACC9-10RI 1-10 |

| | | |~ |

|1 Extended Text: |1 Extended Text: |1 Extended Text: |1 Extended Text: |

|Julius Caesar by Shakespeare |Six records of a Floating Life by Shen Fu |Achebe, Chinua. Things Fall Apart |Sophocles Antigone |

|~ |(late 18th-early 19th century Chinese memoir)| |~ |

|~ | |Alternates |Alternates |

|Alternates |Alternates |~ |~ |

|~ |~ |~ |The Things They Carried by Tim O’Brien |

|~ |~ |7 Thematically Connected Short Texts (4) from|(United States) |

|7 Thematically Connected Short Texts |7 Thematically Connected Short Texts (4) from|American & World Literature (3) from |~ |

|(4) from American & World Literature |American & World Literature (3) from |Informational: |~ |

|(3) from Informational: |Informational: |~ |7 Thematically Connected Short Texts |

|~ |~ |Achebe, Chinua. “Civil Peace” |(4) from American & World Literature |

|~ |Desai, Anita. “Games at Twilight” |Achebe, Chinua “Dead Men’s Path” |(3) from Informational: |

|~ |~ |Adichie, Chimamanda Ngozi “You in America” |~ |

|Related Text |Songling, Pu Strange Tales from a Chinese |Adichie, Chimamanda Ngozi “Ghosts” |O’Connor “Guests of the Nation” |

|~ |Studio |An Excerpt from “Sundiata” (Mali) |Valenzuela, Luisa “The Censors” |

|Ayn Rand’s Anthem; George Orwell’s |~ |Paton, Alan “Ha Penny” (South Africa) |~ |

|1984, |Hindu Epic. “Rama’s Initiation” from The |~ |~ |

|Elie Wiesel’s Night. Dawn. Day; Elie |Ramayana |~ |~ |

|Wiesel’s Night |~ |~ |~ |

|; Eriq Remarque’s All Quiet on the |Multimedia Resources |~ |~ |

|Western Front; |~ |~ |~ |

|A Lesson Before Dying |~ |Poetry |~ |

|; “Letter from the Birmingham Jail” |Poetry |Yeats, William Butler “The Second Coming” |~ |

|M.L. King; |~ |(England) |Poetry |

|“Ballad of the Bullet”, |Selected poems by Chinese, Japanese, and |Senghor, Leopold Sedar “Prayer to the Masks” |Auden, W.H. “The Unknown Citizen” |

|“Keep Memory Alive, |Indian poets, particularly poems of Li Po, |(Senegal) |Millay, Edna St.Vincent “Conscientious”|

|” How Much Land Does a Man Need”; |Matsuo Basho, Bei Dao, and Shu Ting; |Ravikovitch, Dahlia “Pride” (Israel) |McKay, Claude “The White House” |

|Patrick Henry’s speech: “Give me |Selected poems from Haiku: This Other World |Said, Amina “The Mothers” |Kumanaaka, Yusef “Facing it” |

|liberty…” |by Richard Wright; |Neihoum “Oh My Lybia” (Lybia) |Doa, Bei “All” |

|JFK’s Inaugural address; |“Sista” by Robert M. Wilson (modern English |Excerpts from “The Epic of Giglamesh” |Tin, Shu “Also All” |

|~ |tanka) |(Mesopotamia) |~ |

|Black Like Me by John Howard Grifin; |Drama: |Amichai, Yehunda “And We Shall Not Get |~ |

|~ |Brief excerpt from Tibet Through the Red Box |Excited” (Israel) |Informational |

|A Class Divided by Jane Elliott; |by David Henry Hwang (dramatic adaptation of|Amichai, Yehunda “Do Not Accept” (Israel) |King, Martin Luther Jr “Letter from |

|~ |the children’s book by Peter Sis) |~ |Birmingham Jail” |

|Twelve Angry Men, Reginald Rose; |Literary Nonfiction: |~ |~ |

|~ |The Tao te Ching byLao Tzu |~ |King, Martin Luther Jr. “I’ve Been to |

|The Iliad by Homer, specifically |Reading for Information: |~ |the Mountaintop” |

|Priam’s speech to get Hector’s body |Lannom, Gloria W. Discovering Confucius. |Informational |~ |

|back. |Calliope, 10507086, Feb2012, Vol. 22, Issue |Abouzeid, R. “Bouazizi: The Man Who Set |Benneker, Benjamin “Letter to Thomas |

|~ |5. Database: MAS Ultra - School Edition. |Himeslf and Tunisia on Fire” Time Magazine |Jefferson” |

|~ |Excerpt from an interview with Haruki |~ |~ |

|~ |Murakami; |Sansal, Boualem “An Open Letter to Mohamed |Hongo, Garrett “Kubota” |

|~ |Excerpts from the introductions to the poetry|Bouzizi” (Algeria) |~ |

|~ |of Li Po by Herbert Giles and David Hinton; |~ |Lidz, Richard “Life in the Internment |

|~ |Selected articles about ancient Asian |Mandela, Nelson Excerpts from Long Walk |Camps” |

|~ |philosophies |(South Africa) |~ |

|~ |~ |~ |Redding, J. Sanders “A Negro Looks at |

|~ |~ |Adichie, Chimamanda Ngozi “Heart is Where the|this War” |

|~ |Drama |Home Was” (Nigeria) |~ |

|~ |Hwang, David Henry. Excerpt from Tibet |~ |Corsello, Andrew “The Wronged Man” (GQ|

|~ |through the Red Box |Adichie, Chimamanda Ngozi “The exemplary |Magazine) |

|~ |~ |chronicler of an African tragedy” (Nigeria) |~ |

|~ |~ |~ |Gonnerman, Jennifer “School of Shock” |

|~ |~ |~ |(Mother Jones Magazine) |

|~ |~ |~ |~ |

|~ |~ | |Wallace, Amy “An Epic of Fear: How |

|~ | | |Panicked Parents Skipping Shots |

| |~ | |Endanger Us All” (Wired Magazine |

| |Informational | |~ |

| |The Tao te Ching of Lao Tzu | |Grann, David. “Trial by Fire: Did |

| |~ | |Texas Execute an Innocent Man?” (The |

| |Excerpts from Six Records of a Floating Lide | |New Yorker Magazine) |

| | | |~ |

| | | |Hylton, W.I.S “Leave No Man Behind” |

| | | |(GQ Magazine) |

| | | |~ |

| | | |Jones, Chris. “The Things that Carried|

| | | |Him” (Esquire Magazine) |

| | | |~ |

| | | |Weingarten, Gene. “Fatal Distraction: |

| | | |Forgetting a Child in the Backseat of a|

| | | |Car is a Horrifying Mistake. Is it a |

| | | |Crime?” (Washington Post) |

|Writing |Writing |Writing |Writing |

|Argumentative Focus |Informative/Explanatory Focus |Informative/Explanatory Focus |Argumentative Focus |

|4-6 analyses |4-6 analyses |4-6 analyses |4-6 analyses |

|Argumentative |Informational/explanatory |Informational/explanatory |Argumentative |

|ELACC9-10W1,4,5,6, 10 |ELACC9-10W1,4,5,6, 10 |ELACC9-10W1,4, 5,6, 10 |ELACC9-10W1,4,5,6, 10 |

|Research Connection |Research Connection |Research Connection |Research Connection |

|Brief or sustained inquiries related |Brief sustained inquiries related to text |Brief or sustained inquiries related to texts|Brief or sustained inquiries related to|

|to texts or topics |topics |or topics |texts or topics |

|ELACC9-10W7, 8, 10 |ELACC9-10W7,8, 10 |ELACC9-10W7,8,10 |ELACC9-10W7,8,10 |

|1-2 Narratives |1-2 Narratives |1-2 Narratives |1-2 Narratives |

|Conveying experiences |Conveying experiences |Conveying experiences |Conveying experiences |

|ELACC9-10W3, 5, 6, 10 |ELACC9-10W3, 5, 6,10 |ELACC9-10W3, 5, 6, 10 |ELACC9-10W3, 5, 6, 10 |

|Routine Writing |Routine Writing |Routine Writing |Routine Writing |

|Notes, summaries, process journals, |Notes, summaries, process journals, and short|Notes, summaries, process journals, and short|Notes, summaries, process journals, and|

|and short responses across all genres|responses across all genres |responses across all genres |short responses across all genres |

|ELACC9-10W1,2,3,9, 10 |ELACC9-10W1,2,3,9, 10 |ELACC9-10W1,2,3,9, 10 |ELACC9-10W1,2,3,9, 10 |

|Model Lesson |Model Lesson |Model Lesson |Model Lesson |

|Unit 1 |Unit 2 |Unit 3 |Unit 4 |

BOARD-APPROVED INSTRUCTIONAL MATERIALS

|Title |Prentice Hall Literature Grade 10 |

|ISBN |0-13-131718-0 |

|Replacement Cost |Market Price |

|Online book and/or resources | |

|Online student access code (school specific) | |

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.

|GRADING CATEGORIES |*GRADE PROTOCOL |

|Formative Assessment (Pre-Assessment) – 0% |A 90 – 100 ~P (pass) |

|Assessment During Learning – 25% |B 80 – 89 ~F (fail) |

|Guided, Independent, or Group Practice – 45% |C 71 – 79 |

|Summative Assessment or Assessment of Learning– 30% |D 70 |

| |F Below 70 |

Notes:

*English Learners (ELs) must not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU must be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners must receive a grade for ESOL courses.

~Elementary schools will utilize P (pass) and F (fail) in Health/Physical Education, Music, World Languages, Visual Arts and Performing Arts.

|DISTRICT EXPECTATIONS FOR SUCCESS |

|STUDENT PROGRESS |Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each |

| |semester.  The progress of students shall be evaluated frequently and plans shall be generated to remediate |

| |deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of|

| |the students. See Board Policy IH. |

|ACADEMIC INTEGRITY |Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing |

| |false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or |

| |password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development |

| |Handbook. |

|HOMEWORK |Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. |

| |Homework is at all times an extension of the teaching/learning experience.  It should be considered the |

| |possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.|

|MAKE-UP WORK |When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently |

|DUE TO ABSENCES |beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days |

| |absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA. |

|SCHOOL EXPECTATIONS FOR SUCCESS |

|CLASSROOM EXPECTATIONS |Be on time and prepared to work. |

| |Eat and drink in the commons only. |

| |Respect each other, teacher, and property. |

| |Follow instructions the first time they are given. |

|MATERIALS AND SUPPLIES |Black or blue pens |

| |Three-ring binder with these sections: Warm-Up, Notes, Writing, and Graded Work |

|EXTRA HELP |After-school tutorials are Tuesdays and Thursdays from 3:30 to 4:30 or by appointment. |

|PARENTS AS PARTNERS | |

PLEASE CLICK THIS LINK AND FILL OUT FORM TO VERIFY YOU HAVE READ AND UNDERSTOOD SYLLABUS:



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