Coronado High School



Coronado High School

International Baccalaureate Diploma Programme

2017-2018 Course Syllabus for English I IB Preparation

Course Overview

Fall and Spring Semester topics include world literature – themes of self-discovery, conflict, the American Dream, empowerment, heroes, and bildungsroman.

Course Content and Goals: (The mission statement of the International Baccalaureate Organization, or IBO) The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Course Description: The English IBP course is designed to challenge students to integrate new information and skills into their previous knowledge base, upon which they will build academic analysis through an inquiry-based study. Improvements focus on reading, language, and analytical skills through close reading and interaction with poetry, prose, and drama. Connections among literature, history, and life through cultural literacy bring learning into current situations, ethics, and values. IBP writing progresses analysis, expository and argument styles with proper form and structure of syntax through the study of grammar, vocabulary, the formation of essays and in-text citation (MLA). Social skills through discussions and cooperation advanced through group work, presentations, and class involvement create an atmosphere of active, compassionate learners.

The study of the Texas STAAR / End of Course assessment, as part of the curriculum, will concentrate on extractions of passages, grammar, editing and revising, and the expository essay.

This process of instruction and assessment is intended to promote strong critical thinking and communication skills that will produce competent, informed, and reflective world citizens who can appreciate diversity and value tolerance.

Reading List (not in chronological order)

Fall Semester

A. Short Stories and Poetry from Around the World

B. Literary Elements and Rhetorical Devices

C. Of Mice and Men, John Steinbeck (novella, North American, 1937)

D. The House on Mango Street, Sandra Cisneros (novel, Mexican-American, 1984)

E. Nonfiction

Spring Semester

A. Elements of Drama – Short Plays

B. Romeo & Juliet, William Shakespeare (play, British, 1597)

C. Excerpts from The Odyssey (Greek epic poem attributed to Homer)

D. Style and Structure

E. Night, Elie Wiesel (memoir, 1955) (Translated from Yiddish)

ISBN provided upon request. Because of the nature of our in-depth study of literature, thus intensive note taking on prose and poetry, it is strongly recommended that students purchase their own copies of the novels. While Coronado High School will provide copies of the novels, students are not allowed to mark in these school books.

Note: EPISD has adopted a new curriculum, so this list is subject to change.

Course Outcomes include:

An ability to engage in independent literary criticism in a manner revealing a personal response to literature;

An ability to express ideas with clarity, coherence, conciseness, precision, and fluency in both written and oral communication;

A 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;

A sound approach to literature through consideration of the works studied;

A thorough knowledge both of the individual works studied and of the relationships between groups of works studied;

An appreciation of the similarities and differences between literary works from different periods and/or cultures;

An ability to engage in independent textual commentary on both familiar and unfamiliar literary selections;

A wide-ranging appreciation of structure, technique, and style as employed by authors, and of their effects on the reader; and

An ability to structure ideas and arguments, both orally and in writing, in a logical, sustained, and persuasive way, and to support these ideas and arguments with

precise and relevant examples. Focus will first be on expository writing, then on persuasive writing.

Course Assessment

Compositions (30%):

Expository Essay, Literary Analysis, Rhetorical Analysis, Persuasive Essay, and some Presentations or Projects: Scoring rubrics will be attached to most of the essays graded in Mr. Jurado’s IB Prep Freshman class. Rubric criteria are as follows:

Knowledge and understanding (30%): How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work?

Appreciation of writer’s choices (30%): To what extent does the student appreciate how the writer’s choice of form, structure, technique, and style shape meaning?

Organization and development (20%): How effectively have the ideas been organized, and how well are references to the works integrated into the development of the ideas [This is how effectively the student has embedded quotations in support of analysis]?

Language (20%): How clear, varied, and accurate is the [student’s] language? How appropriate is the [student’s] choice of register, style, and terminology? (In this context, “register” refers to the student’s use of elements such as vocabulary, tone, sentence structure, and terminology appropriate to the task.)

Tests, and some Presentations or Projects (25%):

Dialectical journals: Students will keep a journal where they analyze significant passages from readings for literary and rhetorical techniques to arrive

at thematic statements and discuss the author’s overall effect on the reader.

Teacher-generated exams: We will have comprehensive exams at the conclusion of literary studies.

Group Oral Presentation I: Students are required to make a presentation on prior knowledge and background information for a novel.

Students will research various topics from the novel’s historical period with a Works Cited document. Students will then explore how the cultural and

contextual significance of the work helps create meaning.

Multimedia Research Project: Students will complete a character analysis project. They will implement the use of direct and

indirect characterization and character foils and how these help shape meaning in the work.

Group Oral Presentation II: Students are required to make a presentation on Greek mythology characters. Students will gain a deeper

understanding of motifs, archetypes, the epic hero and the hero’s journey, along with significant implications about Greek Culture, Western Cultural

Heritage, and how these help shape our culture today. Students will also explore how these create meaning in The Odyssey and several Greek myths.

Present information with a Works Cited document.

Individual Oral Presentation: Students are required to analyze a passage from prose or poetry for literary, stylistic, and

rhetorical techniques to arrive at the work’s meaning and explore the effect it has on the reader.

NOTE: Some presentations/projects may count for more than one test or essay grade or even fall into the 30% category.

Daily Activities / Class Participation (20%); Quizzes (15%):

Teacher-generated quizzes: Quizzes will cover lecture notes and material covered in assigned readings.

Vocabulary activities: Students also will be required to use both SAT and academic/reading vocabulary in context while completing other class

assignments.

Timed writing of literary analysis (both prose and poetry) and expository/persuasive writing: In anticipation of the IB Junior and Senior level

courses, we will practice timed writings on both prose and poetry discussed in class along with material new to the student. These writings constitute

critical analyses of studied works. Students will also practice timed in-class expository and persuasive essay writing.

Classroom discussion and active note-taking/annotating: Participation in class discussion is encouraged for a lively and engaging

literature class. Everyone is expected to participate. Furthermore, note-taking/annotating is expected on a regular basis.

Other daily activities: Instructor’s discretion.

9-Weeks Test (10%)

The 9-Weeks Test is skills-based and will test content discussed throughout each nine-week period.

Final Exams (10%)

Final exams are skills-based and will test all content discussed throughout each semester. Students will receive a final exam at the end of each semester that will count for 10% of their overall semester grade.

***Mr. Jurado does NOT offer extra credit for IB Prep***

Late Work:

Late work will not be accepted beyond two school days; students will receive 15 points off each day an assignment is late. If students are going to be absent due to a school-related activity, they are encouraged to complete the assignment beforehand or find an alternative method to have the assignment turned in on time. Students are given one day for makeup work for each day of absence. If a student has an unexcused absence, it must be corrected to an excused absence through the attendance office as per EPISD policy. If it is not corrected, grading for the assignment will begin at 70 percent of the grade earned (Example: If the student receives a 92, then the grade will be recorded as a 62). Some presentations that are scheduled for a specific date may receive a grade of zero if student is not ready; it is also imperative that essays are turned in on time for peer editing purposes – failure to be on time with these assignments will be penalized with a zero.

Redo Policy:

Students can redo assignments (maximum 70 points as “mastery”) within two days after a written request has been made (any late-work deductions will remain on redos). A “Redo Request Form” must be completed with Mr. Jurado within one day of grade posting/notification, so the student and Mr. Jurado can make accommodations for the redo. Mr. Jurado also can modify the assignment.

IB Prep Signature Sheet

Dear Parents/Guardians,

The course syllabus and policies are of significant importance as they outline the student’s responsibilities at Coronado High School and my classroom. Please take a moment to review the information with your student, then sign and return this signature sheet. The signature of both parent and student demonstrate that the material within this syllabus has been read by both.

Please note, your student will receive a progress report every three weeks. Additionally, grades are posted on a weekly basis and are accessible through Parent Portal and Student Portal on TEAMS, allowing you and your student to see his/her grades and know what is needed to succeed. It is your student’s responsibility to notify you of their progress, grades, NHI (Not Handed In) work, absences (excused and unexcused), etc.

It is my desire to do my best in helping prepare your student academically for a productive future in high school and higher education. I appreciate your help in relation to this goal.

Mr. Lenny Jurado

English I IBP

[Please Print] I (Parent), ______________________________________________________, have read and understand the information as contained within the 2017-18 English I IBP Syllabus. I also attest that the following information is correct.

[Please Print] I (Student), _______________________________________________________Period: ______, have read and understand the information as contained within the 2017-18 English I IBP Syllabus. I also attest that the following information is correct.

Student school email: _____________________________________________________.

Parent/Guardian #1 Name:_____________________________________________ Email #1: _________________________________________________

Parent/Guardian #2 Name:_____________________________________________ Email #2: _________________________________________________

Phone #1: Home:__________________________ Cell:__________________________

Phone #2: Home:__________________________ Cell:__________________________

Signed: (Parent/Guardian):_______ _____________________________________________ Date:______________

Signed: (Student):___________________________________________________________ Date:______________

-----------------------

Teacher: Mr. Lenny Jurado

Contact: lejurado@ or via

Conference period: 7th

Tutoring: Fall Semester - 4 p.m. Tuesdays and Thursdays. Spring Semester – TBD

Required Materials

Loose-leaf college ruled paper Highlighters (annotations)

Pens (black or office blue) Post-It notes (annotations)

Pencil with good eraser (annotations) Box of tissue

Note: Spiral paper torn from a notebook will not be accepted; perforated paper from bound notebooks will be allowed IF paper is removed without tears.

Ethical Practice in the Diploma Programme (website: )

The Diploma Programme requires academic rigor and active student involvement in all aspects of the curriculum. It places a strong emphasis on the ideals of international understanding and responsible citizenship. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Behaving and learning in an ethical way means students will observe the following practices. These are examples only and teachers will be able to add further examples of their own.

• Students will exercise academic honesty in all aspects of their work. They will acknowledge the work of others, including material taken from other sources. The will not claim as their own the work of others. They will not give their work to others to pass off as their own. They will observe the integrity of the examination room.

• Laboratory or filed experiments and investigations will be undertaken in an ethical way.

➢ No experiments involving other people will be undertaken without their written consent and their understanding the nature of the experiment.

➢ No experiment will be undertaken that inflicts pain on humans or live animals

➢ No experiment or fieldwork will be undertaken that damages the environment

➢ No artwork, performance or film will be undertaken that damages the environment

➢ No artwork, performance or film will include excessive or gratuitous violence or explicit sexual activity

➢ All presentations will respect the personal, political and spiritual values of others and will contain no intention to offend in remarks about race, gender or religious beliefs

The Role of the Teacher - All teachers must provide the following support to students:

• Clear guidance about the nature of ethical practice in the Diploma Programme

• Prevent students from undertaking any unethical practice for any work that is going to be assessed (e.g. for internal assessment or the extended essay)

• Ensure that no work containing any unethical practice is presented for assessment

NOTE: Students will be required to submit some major essays and assignments to to check for originality and detect plagiarism. Plagiarism, or the claim or use of somebody else’s words, phrases, sentences, or ideas as your own, will result in a zero on the assignments and a parent-teacher conference.

Classroom Management Guidelines: Because this a Freshman IB Prep class, I trust that each student already is familiar with the El Paso Independent School District’s Student Code of Conduct. However, it is necessary to remind each student of those responsibilities that will allow us to reach our goal of a fair, firm, and friendly classroom environment of respect and dedication:

• Demonstrate courtesy — even when others do not.

• Behave in a responsible manner, always exercising self-discipline.

• Attend class the entire time the class is in session, except when ill or otherwise lawfully excused.

• Be punctual. Students will be marked absent if they are more than 10 minutes late to class; five tardies will result in a referral.

• Be prepared for each class with appropriate materials (to include laptop - daily), assignments, and any reading completed.

• Attempt to master the essential knowledge and skills of the curriculum prescribed by the district, the state, and the international community.

• Dress in accordance with the campus/district stands of propriety, safety, health, and grooming.

• Respect the rights and privileges of other students, teachers, teacher-interns, substitutes, and other district staff.

• Express opinions and ideas in a respectful manner.

• Leave your cell phone, pages, headphones, and any other electronic equipment in your backpack (off your person). With students having received EPISD laptops, if electronics are brought to school, they must be on airplane mode during class. All electronics, when not being used with teacher permission, will be confiscated and delivered to security.

• Remove caps, sunglasses, or other accoutrement that could distract from learning.

• Do not bring food or drink other than bottled water into the classroom.

• Treat the physical environment of the classroom (wall, desks, textbooks, novels, teacher’s materials, etc.) in a kind manner.

TEKS RESOURCE SYSTEM CURRICULUM

Unit 1: Beginning the Journey with Fiction and Literary Nonfiction

This unit bundles student expectations that address word study, reading, and writing using literary works with a focus on fiction and literary nonfiction to support the analysis and creation of text using complex literary elements and techniques. Various forms of literary works including classical, mythical, and traditional 20th and 21st century literature representing a range of diverse cultures and backgrounds provide the avenue for students to practice making inferences, summarizing, synthesizing and providing textual evidence while reading. Students examine selected literature and related media to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading, and writing skills supports the continued development of processes while providing a foundation for college and career readiness.

Unit 2A: Continuing the Journey through Poetry

This unit bundles student expectations that address word study, reading, and writing to support the analysis and creation of poetry by using literary techniques specific to the genre. Various forms of poetry representing a range of diverse cultures and backgrounds provide the avenue for the practice of making inferences, summarizing, synthesizing, and providing textual evidence during reading. Students examine literature to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, reading, and writing skills allow the continued development of processes while providing a foundation for college and career readiness.

Unit 2B: Moving Forward with Drama

This unit bundles student expectations that address word study, writing and reading to support understanding of how dramatic forms (conventions) enhance drama and encourage appreciation of dramatic text while providing a foundation for script writing. Various works of drama and literary works representing a range of diverse cultures and backgrounds provide the avenue for the practice of making inferences, summarizing, synthesizing and providing textual evidence during reading. Students examine literature and related media to make important personal and world connections within and across contexts and genres. An emphasis on the integration of listening, speaking, reading and writing skills allow the continued development of processes while providing a foundation for college and career readiness.

Unit 3: Using Informational Text

This unit bundles student expectations that address word study, reading and writing of expository and procedural texts. The goal of this unit is to provide students the skills to analyze and use information in procedural and expository text by making inferences and drawing complex conclusions about ideas presented. Analysis of informational texts facilitates the understanding and use of unique structures and organizational patterns in reading and writing. Various forms of informational texts continue to provide the avenue for the practice of making inferences, summarizing, synthesizing, and providing textual evidence during reading. Students examine text and related media to make personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, reading, and writing skills allows the continued development of processes while providing a foundation for college and career readiness.

Unit 4: Intentional Persuasion

This unit bundles student expectations that address persuasive text (e.g., speeches) and media literary (e.g., web pages, online information, television, documentaries, commercials, blogs, newspapers) for the purpose of shaping perceptions and beliefs about reality. Students examine what the media and text present, how it is presented, and what factors affect the way it is created. Through the study of print and non-print, students identify and analyze the effect of persuasive techniques in order to incorporate them into their own writing and to facilitate informed decision making.

TEKS RESOURCE SYSTEM CURRICULUM (continued)

Unit 5A: Genre Connections

This unit bundles student expectations that address word study, writing and reading to support understanding of multiple genres. Students re-examine literary and informational text to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading and writing skills allow the continued development of processes while providing a foundation for college and career readiness.

Unit 5B: College and Career Literacy

This unit bundles student expectations that address word study, reading and writing of expository and procedural texts, with a focus on college and career literacy. The goal of this unit is to provide students the skills to analyze and use information in procedural and expository text by making inferences and drawing complex conclusions about ideas presented. Analysis of informational texts facilitates the understanding and use of unique structures and organizational patterns in reading and writing. Various forms of informational texts continue to provide the avenue for the practice of making inferences, summarizing, synthesizing, and providing textual evidence during reading. Students read fictional text independently to deepen understanding of theme, genre, structure, and elements.  

Unit 6: Inquiring Minds

This unit bundles student expectations that address the research process of gathering, synthesizing, organizing, and presenting ideas and information. Students will evaluate the credibility of sources encountered during the process. An emphasis on each step of the research process is highlighted in order to reinforce critical thinking that will continue to develop and lay the foundation for future research in college and career pathways. Students read fictional text independently to deepen understanding of theme, genre, structure, and elements.  

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