2
Choi
Ms. Choi
Language Arts 3AB
D17
2011-2012
American Literature
Nothing is at sacred, but the integrity of your own mind.
-Ralph Waldo Emerson
This course focuses on the growth of American Literature from the Colonial period through the Civil War. Letters, diaries, public records, poetry, song and story are all part of the textual world we call American Literature, and all are important to our present self-understanding.
The lessons in the course emphasize a variety of classroom activities, personal responses, careful thinking, and integration of listening, speaking, reading and writing skills, correlating with the California State Standards in each of these areas.
This course has seven general objectives:
ü To become familiar with major American writers and works from the Colonial period through the Civil War era
ü To learn about less familiar writers and their works
ü To relate experience and thought to literature
ü To facilitate diverse classroom activities in learning literature
ü To cross-relate recurring themes/values in American literature
ü To recognize links between literature and history
ü To appreciate the growth of American literature from colonial imitation to a genuine national tradition
Literature:
ü The Short Story: Native Americans, Puritans, Washington Irving, Edgar Allen Poe…
ü Poetry: Anne Bradstreet, Robert Frost, T.S. Elliott, Langston Hughes…
ü Drama: The Crucible by Arthur Miller
ü The Novel: The Adventures of Huckleberry Finn by Mark Twain, The Great Gatsby by F. Scott Fitzgerald, Of Mice and Men by John Steinbeck
Videos: The following videos will be shown to enhance students’ understanding of the literature.
ü Dances with Wolves (excerpt-Kevin Costner)
ü The Crucible (Daniel Day-Lewis and Winona Ryder)
ü Huckleberry Finn
ü The Great Gatsby (Robert Redford)
ü Of Mice and Men (Gary Sinese and John Malkovich)
ü A&E Biographies
Writing: Some of the types writing you will be learning/reviewing are based upon the Step-Up to Writing curriculum along with the ERWC:
ü Multi-paragraph/Expository Writing
ü Personal/Literary Journals
ü Timed Writings
ü Poetry writing, writing for presentations, and literary responses for the novels, poetry, and plays being studied
ü RESEARCH PAPERS: 1st semester=Mini/2nd semester=Comprehensive
***ALL WRITING ASSIGNMENTS MUST BE TYPED AND IN MLA FORMAT***
Assignments/Homework Policy:
Students can expect to have homework every night. Activities will involve group projects, study guides, vocabulary and grammar building skills, presentations, and knowledge of literary terms. The daily average for homework will be at least 20 minutes per night. Homework will also be assigned during vacations and weekends. Students may be quizzed or tested on the homework; if homework is not completed, it WILL affect your final grade in the course.
All assignments MUST be turned in at the BEGINNING OF THE PERIOD. Homework must be labeled with a TITLE; Name of assignment, page numbers, full name, class period, and date must be in the upper right hand corner on informal assignments and NEATLY COMPLETED in BLUE or BLACK INK ONLY on WHITE, LINED PAPER. Pencil will be used for scantron tests and a highlighter pen for editing/evaluating essays.
***LATE WORK WILL NOT BE ACCEPTED***
Grading Policy: Students’ grade will be based upon a cumulative point system. The final grade for the semester is determined by computing a percentage of a student’s points. A passing grade on the final exam will NOT guarantee a passing grade in the class
100%-90.0%=A 89.9%-80.0%=B 79.9%-70.0%=C 69.9%-60.0%=D
59.9 and anything below=F
***Participation will contribute to his/her success; thus good attendance is mandatory.***
Make-up Work: GOOD ATTENDANCE IS AN INTEGRAL PART OF THIS CLASS. Excessive absences WILL jeopardize a student’s success because in-class discussions and activities help students understand difficult materials. Any student who has an EXCUSED absence will have the opportunity for make-up work.
Upon returning from an absence, students are responsible for checking the board and the assignment folders for missing assignments and handouts. Students will have one day per absence to make-up the work. EXAMPLE: If absent on Tuesday, get work on Wednesday, and it is due on Thursday. Write ABSENT and the date you were absent on ALL make-up work. If a student has an extensive period of absence, he/she MUST arrange with the teacher a timeline for the acceptance of the make-up work.
Any student absent on the day of an assignment is due is responsible for turning it in at the BEGINNING of the period when he/she returns to class. However, MAJOR PROJECTS are to be turned in on the due date, regardless of an absence. The absence must be an excused absence, and the assignment must be in my box by 3:00pm that day. The receptionist must initial it with the time it was received.
Rules of Conduct:
1. Be in your seat BEFORE the tardy bell rings. You must be in your seat when the bell rings, or you will be marked absent. Remain seated until I excuse you.
2. Follow directions the FIRST time they are given.
3. No food or drinks allowed in the classroom. Water is fine.
4. Use appropriate language—no name calling, bullying, or teasing.
5. Respect those and their personal belongings around you—keep your hands, feet, and objects to yourself.
If a student chooses to break a rule:
1st time: Warning 3rd time: Phone call home+2 hour detention
2nd time: 1 hour detention 4th time: SS/ACP/Susp.
***Truancies will result in an automatic 2-hour detention***
ADDITIONAL NOTES:
STUDENT SIGNATURE:______
Dear Parents,
Hello and welcome to the 2011-2012 school year. I am excited to begin this year with your child and have many hopes and expectations. I believe the most successful children are the ones who have full teacher and parental support. The goals that I have set forth for my students are challenging but exciting as well. I hope to instill in each student a respect for individual differences in people and to cause them to look beyond the outside, question it, and discover the unknown. By taking these steps, they will also learn to become diligent and responsible citizens of the school and community.
The focus of this curriculum is to prepare students to read a variety of materials, comprehend and analyze them. In addition, the students will also continue their study of the California Language Arts Standards for 11th grade through the use of their textbooks and other activities throughout the school year. Students will learn a variety of vocabulary, reading and critical thinking techniques gearing them toward the CST exam that will be given later in the spring. The academic and behavioral expectations in my class are to be in effect at all times in order to achieve success in this course.
For your convenience, I have included a syllabus of this course and have reviewed it with your child. All the general procedures and disciplinary actions have been discussed. Please review these expectations and sign the bottom portion of this form.
If you have any questions, please feel free to call me anytime at 951) 736-3241 ext. 25217 or email me at . I am always available to discuss your child’s progress. I want your child to succeed just as much as you do, and I hope we can work together to achieve that.
Sincerely,
Michelle Choi
Language Arts
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I, ______and ______have read and understand the course
(parent name) (student name)
requirements and classroom discipline policy for Language Arts. In addition, I give permission for my son/daughter to view the videos listed.
Student name ______Date______Period _____
Student signature______Email:______@______.______
Parent name/signature______/______
Home phone______Work phone______Cellphone______
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