Course Syllabus – 11th Grade - American Literature and ...
Tentative Course Syllabus 11th Grade - American Literature and CompositionContact information: Office Hours: Tuesday-ThursdayMr. Bryan Waltz2:30-3:00 (back of Library)Email: bwaltz@ Phone #: 570-546-3127 ext. 3170Room 107, 8th periodTexts: Prentice Hall Literature: The American Experience, 2007orPearson Common Core Literature: The American Experience, 2015American Short Stories: 1920 to the Present, 2003Vocabulary Workshop, Sadlier-OxfordNovel/drama Selections:The Crucible?by Arthur Miller The Adventures of Huckleberry Finn?by Mark TwainThe Great Gatsby?by F. Scott FitzgeraldTuesdays with Morrie?by Mitch AlbomExcerpts from?The Jungle?by Upton Sinclair?,?The Scarlett Letter?by Nathaniel Hawthorne, and?The Pearl?by John SteinbeckAdditional Major Authors:Emerson, Thoreau, Dickinson, Poe, Whitman, Longfellow, Whittier, Anderson, Hemingway, O’Connor, McKay, Cullen, Sandburg, Bontemps, Auden, Stafford, Quiroga, Quindlen, Frost, O’Brien, Wolfe, Malamud, Hurston, London, Ehrlich, Plath, etc.Supplemental Readings/materials:Nonfiction selectionsCurrent event articlesResearch materialsVocabulary enhancement materialsNovel excerptsSupplies you will need every day:Small notebookPen/pencilFolder/binder to keep key handouts—you will have severalOptional Materials: Student composition bookSpiralIndex CardsUSB (Must have by 1st week of school)Blue/black/red pen/pencilsPost-itsFlagsHighlighters 1- 2”-ring binderCourse Goals/Description:This course is designed to assist and challenge you to be successful on all of the Common Core Standards for Pennsylvania for reading, writing, speaking and listening, as well as continue to prepare you for post-secondary endeavors. The 11th?grade list of Pennsylvania Common Core Anchors will be the primary focus for your skill development goals. See the school district’s web site under the PDE (Pennsylvania Department of Education) for the icon where these standards may be found. A variety of literary genres will be addressed in a thematic structure—with a primary focus on American literature. Students will develop vocabulary, reading, writing, grammatical, and discussion skills throughout the course.Assessment/Grading:You will be scored for participation, assigned class work, response writings, literature/nonfiction interpretations, quizzes, tests, and independent projects.Lesson folders will be collected on a regular basis—nearly every three to four weeks. These folders will contain approximately three weeks’ worth of class responses, journal entries, required handouts, and a score sheet for the skills/activities covered for the three weeks’ span of time.?These lesson folders “showcase” your work and progress. Students will retain some of the items from their lesson folders to add to a portfolio of achievements for their senior year.The final grade for each marking period will be determined on a total point basis. This means, hypothetically for example, if you secured 175 points of the total 200 points possible, your grade would be 92%. (To calculate: divide 175 by 200 to get your percentage grade—divide the points you earned by the total number of points possible.) Your grade may be accessed using Power School.??If you do not have internet access, please let me know and I will provide a copy of your grades periodically.LATE WORKHomework and daily assignments are due upon request as assigned; they will NOT be accepted late, UNLESS VALID PARENT EXCUSE IS CONFIRMED BY TEACHER.10 points per day will apply to homework. 1 letter grade for major projects & essays. All late work submitted for essays and/or projects will be counted as half credit if it is submitted the day after the assignment is due. After one day late, the assignment will be scored as a zero.It is your responsibility (not mine) to find out what you missed when absent from class, and it is your responsibility (not mine) to schedule a time to make up work that requires my presence with you. Assignment/test makeup procedure will follow the school district’s policy: number of days absent = number of days to make up work.?On most days, I am at school from 7:15 AM to 3:00 PM. My scheduled office hours after school are Tuesdays - Thursdays.?If by chance I stepped out of the room when you came to talk with me, leave me a message on my desk.ATTENDANCESince part of your grade reflects your consistent participation in class—response group discussions/assignments, in-class assignments, sharing ideas, etc.—excessive absences and tardiness will affect your grade.?Regular, consistent attendance contributes greatly to success in this class!Expectations:You are expected to??bring books and supplies to class??attend class on a consistent basis— with few absences??participate in class discussions, assignments, and skill development exercises??listen attentively to others in the class??speak at an appropriate volume level for a situation??follow the classroom rules??avoid distracting other students from learning??work toward developing your skills in reading, writing, and speaking??read and write independently when assigned to do so??ask if unsure of instructions or assignment requirements??make up work promptly when absent (one day out; one day to make up work)??provide notice of known absence from class and secure work well in advance (educational trips, extended absence, etc.)??come in before or after school for assistance and/or make ups??make use of support hours: most days until 3:00 ??be responsible for materials, assignments, due dates, etc.??produce quality work??work productively??assist others in the class??be a positive, productive member of classPLAGIARISM STATEMENTPlagiarism is the use of another’s words or ideas and the presentation of them as though they were entirely one’s own. Acts of plagiarism might include, but are not limited to:using words or ideas from a published source without proper documentationusing the work of another student (e.g. copying homework, composition, or project)using excessive editing suggestions of another student, teacher, parent, or paid editor.A note about what constitutes “excessive editing.” Students learn to write well by doing just that, writing. Struggling independently through the writing process produces growth (as well as a certain amount of agony), and eventually the student’s own voice. When well-meaning parents, siblings, tutors, or others contribute their ideas, words, phrases, revisions, etc. to students’ writing, student writers miss the opportunity to achieve literary self-reliance.So – what is helping, but is NOT excessive editing? The answer is: questioning and cueing. For example: “Is this word strong enough? Interesting enough? Specific enough?” “Can you think of another word that would fit better?” “Does this sentence seem awkward?” “What exactly do you mean?” “I don’t understand what you are trying to say here; can you say it more clearly?” “This sentence has a powerful verb; can you find one as powerful for that other sentence?”These kinds of questions and statements allow the students to think and write independently. Students should be allowed to find their own voices and to develop their own writing skills. Plagiarism on any project or paper will result in a zero for the assignment. Unless strictly stipulated by the teacher, collaboration on written work is not acceptable. Students who willingly provide other students with access to their work are in violation.Research Resources:MLA Guide: MLA essay: Machine: : (Username: USHS Password: panthers)USHS LIBRARY: Writing Center: Language Arts Signature and Comment Page:?Mr. Waltz distributed the 2015-2016 11th?Grade Language Arts goals and policies/syllabus to the entire class. I acknowledge with my signature that I have read, understand, and will abide by these expectations, requirements, and policies for this class throughout the year._________________________________??????? _____________________________? ??_______________PRINT Student’s name??????????????????????????????????????????????????????????Student’s signature?????????????????????????????????? Date:Comments/concerns you want to share with me at the start of this school year:?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________?My son/daughter and I/we have reviewed the attached class goals and expectations for 11th?Grade Language Arts and I am aware of what will be expected of my son/daughter throughout the?2015-2016 academic school year. I understand the expectations for his/her learning and skill development for this course.??I may contact you at 546-3217 ext. 3170, or by emailing?bwaltz@. ?_________________________________???????_____________________________?_____________PRINT Parent/guardian’s name(s)????????????????????Parent/guardian’s signature(s)??????????????Date:?Please provide a contact email address and/or phone number if you would like:Best time to call:_______________________________________________________________ ................
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