IB English IV 2013-2014 Course Overview
Instructor: Kristen Ohaver
Email:
Website: http://kristenohaver.cmswiki.wikispaces.net
Phone number: 980-343-5800
Textbooks:
Semester 1: Detailed Study (Component 2): The Great Gatsby, F. Scott Fitzgerald (0-684-80152-3)
Individual Oral Commentary—IOC: The Collected Poems of Wilfred Owen (978-0-8112-0132-2)
Hamlet, William Shakespeare (Folger Shakespeare Edition)
PLEASE WAIT TO PURCHASE THE TEXTS LISTED BELOW UNTIL THE BARNES & NOBLE BOOK FAIR
Semester 2: Comparative Study (Component 3): The Scarlet Letter, Nathaniel Hawthorne (0-553-21009-2)
The Tenth Man, Graham Greene (0-671-01909-0)
Ransom, David Malouf (0-307-47524-7)
Beloved, Toni Morrison (1-400-03341-1)
Course Description:
IB English IV offers students a college-level course that challenges them to explore other cultures and interpret varied literary genres. Students refine writing skills through both expository and creative writing. This course offers intensive preparation in written and oral commentary.
Course Requirements:
Attendance: CMS policy allows for 10 excused absences from a class per year. Please notify me before any anticipated or scheduled absence. Since our class meets every other day, attendance is utterly crucial and directly tied to success on both internal and external assessments. When you are physically absent from a class, you cannot “make up” the work missed by simply copying a classmate’s notes or writing an essay on the topic of class discussion. Time lost is not simply time lost. I cannot require your class to regroup and recreate the ninety-minute discussion you missed; moreover, I cannot tell you what you missed two minutes before class begins. Therefore, students with excessive excused absences or unexcused absences will be penalized on class participation.
Homework and Missed Work Policy: A student who misses class work, homework assignments or other assignments with established due dates because of absences, whether excused or unexcused, must be allowed to make up the work. Arrangements for completing the work should be made within five school days of the student’s return to school. Arrangements should include a schedule for completion of the work. The student must initiate contact with the teacher and maintain responsibility for completing all work. In all circumstances, homework and other assignments should be accepted, even when turned in after the designated due date. Credit for late work should be awarded according to the following guidelines:
If a student was present in class on the due date, the work will be given less credit.
The student may receive a maximum score of 80% if the assignment is turned in within one (1) school day.
The student may receive a maximum of 50% credit if the assignment is turned in after one (1) school day.
If the student was not present in class on the due date because of an excused or code zero absence, full credit shall be given for the work.
If the assignment is turned in on the day the student returns to school, full credit should be awarded.
If the assignment is turned in within five (5) school days of the student’s return, the student may receive a maximum of 80% credit on the assignment.
Assignments turned in after five (5) school days may receive a maximum of 50% credit on the assignment.
If the student was not present on the due date because of an unexcused absence, the work will be given less credit.
If the assignment is turned in within five (5) school days, the student may receive a maximum of 80% credit on the assignment.
Assignments turned in after five (5) school days may receive a maximum of 50% credit on the assignment.
Late assignments will not be accepted after the respective quarter ends.
The late work policy does not apply to IB Internal Assessments because of the independently established rubrics and deadlines. Deadlines on these items are not flexible and must remain firm.
**When a student is present in class but does not have the homework completed, the student should expect minimal credit for the late assignment. Homework is preparation for class discussion and is central to the lesson’s learning activities.
Outside Reading: In order to achieve a high level of vigorous intellectual exchange, students must be prepared for class. Preparation for class helps to build a coherent and productive discussion. The depth of your reading is revealed through annotations. It is important to dedicate the time necessary for a close reading of all texts. All works must be purchased and completely read and annotated by their due dates. Students are to purchase new books with the ISBN number given by me. Students who use another’s annotated text during a class or throughout the unit are being academically dishonest and are in violation of the honor code. In other words, study with your own book and bring your text to class. If you cannot afford to purchase a text, speak with me well in advance of beginning a new unit.
Makeup Tests: Students who are absent the day of a major unit test will take a makeup test on an extract and/or question not specifically assigned for homework. Any small group work counting as a major assessment may or may not be made up in small groups. Students are encouraged to be present for all major assessments.
Participation: The quality of a class is directly related to the quality of discussions; therefore, students are required to actively participate in all class activities. Active participation requires more than just agreeing with another student’s comments, taking notes or annotating a text; a highly motivated student is fully and consistently engaged in the discussion by posing thoughtful questions and presenting insightful ideas.
Adult Attitude: Critical discussions are not open forums for ridicule or needless negativity. All discussions will be held in a positive, constructive, adult and open manner, which is to say that hostility towards others will not be tolerated. Do not take personally what is discussed about either your written or oral work. An old Zen saying relates an important maxim: “Where you are is where you want to be.” Be in a place of productive purpose.
Originality: Do not consult with any secondary sources unless directed to do so by me. If you read another’s summary or analysis of the work in lieu of or in addition to reading the assigned work, you are being academically dishonest and will automatically receive an F on the formal assessment for that unit. Research on allusions, however, is encouraged. For example, in Plath’s poem The Two Sisters of Persephone contains an allusion to Persephone. You may research this character in Greek mythology; however, you may not read a critical analysis of the poem in order to determine the significance of Persephone. Before any IB internal and external assessments, I will discuss the expectations of behavior during the examination; however, parents and students may review testing guidelines on the IB webpage.
Critical Interaction with Texts: Both formal and informal commentaries will be assessed throughout the year. Although most formal commentaries will take place on test days, some may be produced outside of class and assigned a due date. As deadlines are a necessary part of all academic and professional endeavors, I encourage you to make a back-up copy of all essays. If you cannot print an essay, e-mail it to me. Technical difficulty is not an excuse for turning in late work. Please note the penalty incurred under late work.
Materials: Students must have a notebook for handouts and returned work, a pencil or black ink pen, colored highlighters, notebook paper and text(s) assigned on the syllabus in every class. Students are also required to have a Mead composition notebook. This is not a spiral bound notebook. The pages are sewn-in.
Handwriting: I do not decipher handwriting—I read it. If a student forms letters poorly, does not using spacing properly or does not write large enough for me to read, the student may fail the assignment.
AP/IB Exam Policy: As you might be aware, effective with the 2013-2014 school year, CMS IS paying for students to take AP and IB exams as a result of the budget adopted by the CMS Board of Education. The requirement is that students in AP and IB courses must take the corresponding exam, according to CMS policy and regulations. Students who DO NOT sit for the board exam for a course in which they are enrolled MUST sit for a teacher-made exam that WILL count 25% of the year grade.
Standards of Achievement:
A professor of mine once said, “While I applaud effort, I can only reward achievement.” As this is a rigorous college-level class for which you receive two quality points; I grade only what you produce—not what you are capable of doing.
All student work will be assessed through the following criteria: CMS Grade Scale
*Depth of critical thinking and observation A: 100-93
*Evidence of creative or innovative thinking B: 92-85
*Organization and clarity of thought C: 84-77
*Effective cooperative learning D: 76-70
*Fidelity of work F: 69-0
*Adherence to the conventions of standard American English
*Satisfaction of defined requirements (deadlines, materials in class, etc.)
Grading note: 70% of your quarter grade may be comprised of as few as four grades: 2 tests and 2 assessments of class participation. Let me encourage you to complete all assignments on time and to the best of your ability.
Quarter Grades: Final Grade:
70% Formal Assessments 1st Semester (50% of Year Grade): 40% First Quarter
(tests, class participation) 40% Second Quarter
30% Informal Assessments 20% Midterm Exam
(annotations, quizzes)
2nd Semester (50% of Year Grade): 50% Third Quarter
50% Fourth Quarter
Conferences: Once a grade is earned, it is not changed. When I do offer the opportunity for revision of a paper or test, I offer it to all my students. Students are to complete all assignments to the best of their ability in accordance with IB standards. If a student would like to conference with me about an assessment, the student must schedule an appointment. During the student conference, I will not only offer a detailed explanation of the strengths and weaknesses of the work, I will recommend that the student attend, if not currently attending, tutorials. If the student does not show improvement after the next assessment, I will then conference with the student and parents. The diploma level of the IB program expects students’ academic conduct to be professional. Parents: Please give students the opportunity to demonstrate academic maturity by allowing them to advocate for their own success.
Progress Reports: As this is a college-level course, grade reports may not be updated online every week; however, progress reports will be produced according to the CMS schedule. Weekly reports are required for block class; please adjust your expectations accordingly.
Housekeeping: Under no circumstances may a student eat in the classroom, throw trash on the floor, or harm my property, the school’s property or another student’s property. Bathroom breaks during class should be rare. Drinks must have lids. Students must be in their seats by the tardy bell. Consequences for disruptive behavior or behavior that violates the honor code will be dealt with according to CMS policy found in the Rights and Responsibility handbook.
Class Participation Rubric
Each class will usually have a combination of whole group, small group or partner discussion. I will monitor small group and partner discussions and take notes during whole group discussions. These “snapshots” will form the basis of your grade. An unexcused absence or excessive excused absences will lower your class participation grade.
A: Routinely provides work of the highest quality when participating in small group and whole group discussions. A leader who speaks frequently and effectively but does not overpower or seek to control class discussion. A student who is always prepared for class with genuinely constructed questions and well-thought comments. Cites textual passages in support of ideas. Almost always listens to, shares with and supports the efforts of others. Avoids repetition. Self-directed. Constantly stays on task with a positive attitude. Brings needed materials to class and is always ready to work. Work reflects this student’s best efforts.
B: Usually provides work of high quality when participating in small group and whole group discussions. A strong group member who tries to do his or her best. Student is mostly prepared and is able to respond meaningfully to others’ questions. Cites textual passages in most instances. Usually listens to, shares with and supports the efforts of others. May be somewhat repetitive. Focuses on assigned tasks most of the time with a positive attitude. Almost always brings needed materials to class and is ready to work. Work reflects a strong effort from this student.
C: Sometimes provides work of high quality when participating in small and whole group discussions. A satisfactory group member who does what is required in small group and occasionally contributes to whole group discussion. Student is not always prepared, and preparation may reveal minimal effort by student. Contributions to discussion often lack support of the text. Often listens to, shares with and supports the efforts of others, but sometimes must be reminded by other group members or teacher to stay on-task. Usually has a positive attitude. Almost always brings needed materials to class but sometimes needs to be reminded to stay focused on task. Work reflects effort on the part of this student.