***Essays not turned in this way will receive a 10 point reduction***
World Lit/Comp: August 2009 Archives
Monday: (Bring Books to Class)
-Go to computer lab to sign up for "Turnitin.com"
-3 Questions and Prewriting due for college app essay
-Discuss Beauty and the Beast
-Homework: Read "The Thousand and One nights: The fisherman and the Jinee" pg 90
Tuesday: (Bring Books to Class)
-The Thousand and One nights: The fisherman and the Jinee" pg 90 open book quiz
Wednesday:
-Distrubute Kite Runner books.
-Read excerpt/chapter 1 as a class
-Kite Runner Anticipation Guide and Discussion
anticipation-guide-kite-runner.doc
Homework: Read Chapter 2 of Kite Runner/ Questions
Thursday:
-Discuss Qualities of a "Good" college essay
-Into to the Hazaras/Character Chalk Talk
-Discuss Chapter 2 Questions
Hwk: Read chapters 3-6 by next Tuesday
Friday:
-Journals
-First Rough Draft of College App Essay Due
-Peer Editing
Hwk: Read chapters 4, 5, and 6
Timeline:
¡ Essay question + prewriting due Monday, Aug. 31st
¡ First Draft for Peer Editing due Friday, Sept. 4th
¡ Final Draft due Thursday, Sept. 10th
Monday:
-Academic Integrity Lesson
is it or is it not cheating v2.doc
-Reading Timeline Due!!!
Tuesday:
-Begin discussing folktales
-Homework: Read "Cupid" and Psyche"
Wednesday:
"Cupid and Psyche" Quiz (see me ASAP to make up if you were absent)
-Read "Zelinda and the Monster"
-Homework: Read "Beauty and the Beast"
Thursday:
-College Application Assignnment:
-Discuss the rhetorical triangle, and the stories that we've been reading
Friday:
-Journals
-Film: Clip from "Beauty and the Beast"
-Film reflection
reading timeline rubric.doc
Reading Timeline: Due Monday, August 24th
I mentioned on the first day that reading would play a large part in our classroom--especially since you will be reading an outside novel in the near future. Ideally, your reading tastes have matured through the years, and you have begun to broaden your reading from strictly "teen" and "pulp" novels to more advanced literature.
For this assignment I would like you to create a reading timeline. Think back as far as you can and trace the development of your reading abilities. Begin with preschool or elementary school and chronologically trace your reading experiences to the present day. This might require some hard thought, in particular for those of you who have a hard time remembering books. Feel free to ask your parents and friends about books you have read. Include in your timeline the very first story you can ever remember being read to you since this was your very first exposure to the art of storytelling. You may also want to include non-fiction, short stories, films, advertisements, etc--the catch is that you must have read them not just watched them or flipped through them. Don't forget to include both positive and negative reading experiences. Of course, there's no way that you could list every book/magazine/film you're ever read. Instead focus on the ones that shaped your reading habits. I would expect that you could remember at least 15 key reading moments from your life.
After you have finished through the present, write down five books you have wanted to read but have never had the chance. This can be literature you have heard about from your friends or books that you know you will read in high school or college. Try to include one book that would broaden your reading experience somehow. For example, you may list a novel from a genre that you've never had exposure to before or you may want to read something from an author from a different culture or time period.
Presentation is important. You can color, do graphic designs on your computer...whatever you want as long as you meet the objectives of the assignment in your final product.
Have fun and be creative. Your timeline is Due Monday, August 24th.
Monday:
-Read Miller essay, and answer questions on the side of the pages
Why do we need stories at all1.doc
Why do we need stories at all2.doc
Why do we need stories at all3.doc
Why do we need stories at all4.doc
Tuesday:
-Review Miller essays from yesterday
-Review/Discuss Archetypal Characters and the Collective unconcious
The Collective Unconscious.doc
Wednesday:
-Finish discussion on archetypes
-Begin reading "Stoaway", and answer questions
Thursday: *Bring textbooks Thursday and Friday
-Finish discussing/reading "Stowaway"
-Begin reading "Genesis 6-9" pg 50
-Homework: Read "The Wooden People"
Friday:
-Discuss "The Wooden People" pg 61
-Quiz over readings: See me ASAP to makeup!
ELA High School TWELFTH GRADE COMPOSITION, CONVENTIONS,
AND LISTENING, SPEAKING, AND VIEWING
WRITING
All modes or genres are practiced at each grade level; however, in order to achieve mastery each grade level has a particular writing focus. Continued development of expository writing is the focus for 12th grade; by the end of 12th grade, the student will demonstrate competency in expository writing. The student writes coherent and focused texts that convey a well-defined perspective and tightly-reasoned argument. The writing exhibits the student's awareness of audience and purpose. When appropriate, the texts contain introductions, supporting evidence, and conclusions. The student regularly progresses through the stages of the writing process (i.e., prewriting, drafting, revising, and editing successive versions).
ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.
e. Writes texts of a length appropriate to address the topic or tell the story.
f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question).
g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
Sample Task for ELA12W1The student composes an essay that compares and contrasts the relative merits of different ideas or entities (e.g., the relative merits of two to three colleges or universities or two or more critical views on a work of literature [e.g., formalist, feminist, postcolonial, archetypal, Marxist, etc.]).
ELA12W2 The student demonstrates competence in a variety of genres.
The student produces narrative writing that applies polished narrative strategies acquired in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.
The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:
a. Engages the interest of the reader.
b. Formulates a coherent thesis or controlling idea.
***Sample tasks are attached to specific standards; however, because of the interrelated nature of the standards and the strands, each task may provide evidence of learning for multiple standards in multiple strands.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Page 1 of 6 All Rights Reserved ELA High Schoolc. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable.
d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.
e. Includes a variety of information on relevant perspectives, as applicable.
f. Anticipates and addresses readers' potential misunderstandings, biases, and expectations.
g. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.
h. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay.
i. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker, audience, form).
j. Incorporates elements of discourse from other writing genres into exposition.
k. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, analogy, and humor.
l. Varies language, point of view, characterization, style, and related elements effectively for different rhetorical and aesthetic purposes.
m. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).
The student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.
The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.
Sample Task for ELA12W2 (see also ELA12W3)The student composes an essay that synthesizes information from a variety of writings in order to evaluate a specific person or group's stance on an issue (i.e., a specific economist's view on monetary policy or a specific country's economic policy).
ELA12W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.
***Sample tasks are attached to specific standards; however, because of the interrelated nature of the standards and the strands, each task may provide evidence of learning for multiple standards in multiple strands.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Page 2 of 6 All Rights Reserved ELA High Schoolb. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document.
c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).
d. Integrates quotations and citations into a written text while maintaining the flow of ideas.
e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals such as the
Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.f. Uses systematic strategies to organize and record information (i.e., anecdotal scripting, annotated bibliographies).
g. Integrates databases, graphics, and spreadsheets into word-processed documents.
h. Designs and publishes documents
, using such aids as advanced publishing software and graphic programs.
Sample Task for ELA12W3 (see also ELA12W2)The student composes an essay that synthesizes information from a variety of writings in order to evaluate a specific person or group's stance on an issue (i.e., a specific economist's view on monetary policy or a specific country's economic policy).
ELA12W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises writing to improve the logic and coherence of the organization and controlling perspective.
c. Revises writing for specific audiences, purposes, and formality of the contexts.
d. Revises text to highlight the individual voice and to improve sentence variety and style.
e. Revises writing to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and genre.
f. Edits writing to improve word choice, grammar, punctuation, etc.
Sample Task for ELA12W4The student composes an essay that explains and supports or refutes the strategies an author uses to make meaning in a literary text (e.g. diction, point of view, structure, figurative language, imagery, tone).
***Sample tasks are attached to specific standards; however, because of the interrelated nature of the standards and the strands, each task may provide evidence of learning for multiple standards in multiple strands.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Page 3 of 6 All Rights Reserved ELA High SchoolCONVENTIONS
Conventions are essential for reading, writing, and speaking. Instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking, rather than in isolation.
The student writes to make connections with the larger world. A student's ideas are more likely to be taken seriously when the words are spelled accurately and the sentences are grammatically correct. Use of standard English conventions helps readers understand and follow the student's meaning, while errors can be distracting and confusing. Standard English conventions are the "good manners" of writing and speaking that make communication fluid.ELA12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.
b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and participial), and mechanics of punctuation (i.e., end marks, commas
, semicolons, quotation marks, colons, ellipses, hyphens).c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tense, agreement).
Sample Tasks for ConventionsBecause conventions are assessed within the context of the other strands, the sample tasks designed for those other strands also serve as sample tasks for conventions.
ELA12C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student
a. Produces writing that conforms to appropriate manuscript requirements.
b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Produces writing that conforms to appropriate manuscript requirements.
c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (i.e., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer's own words, etc.).
d. Includes formal works cited or bibliography when applicable.
Sample Tasks for ConventionsBecause conventions are assessed within the context of the other strands, the sample tasks designed for those other strands also serve as sample tasks for conventions.
***Sample tasks are attached to specific standards; however, because of the interrelated nature of the standards and the strands, each task may provide evidence of learning for multiple standards in multiple strands.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Page 4 of 6 All Rights Reserved ELA High SchoolLISTENING, SPEAKING, AND VIEWING
The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student observes and listens critically and responds appropriately to written and oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas.
ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person's comments or opinion.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
j. Divides labor so as to achieve the overall group goal efficiently.
Sample Task for ELA12LSV1The student conferences with the teacher during the research and draft stages of various assignments.
ELA12LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student:
a. Identifies and evaluates strategies used by the media to inform, persuade, entertain, and transmit culture (i.e., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language).
b. Analyzes the impact of the media on the democratic process (i.e., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.
c. Identifies and evaluates the effect of media on the production and consumption of personal and societal values.
d. Interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image
***Sample tasks are attached to specific standards; however, because of the interrelated nature of the standards and the strands, each task may provide evidence of learning for multiple standards in multiple strands.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Page 5 of 6 All Rights Reserved ELA High Schoolmakers (i.e., graphic artists, documentary filmmakers, illustrators, news photographers).
e. Critiques a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.
f. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion, and/or literary analysis.
When delivering and responding to presentations, the student:
a. Uses rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect.
b. Distinguishes between and uses various forms of classical and contemporary logical arguments, including syllogisms and analogies.
c. Uses ethical and emotional appeals that enhance a specific tone and purpose.
d. Applies appropriate interviewing techniques (i.e., demonstrates knowledge of the subject and organization, compiles and reports responses, evaluates the effectiveness of the interview).
Sample Task for ELA12LSV2Working in small groups, students read and study selected texts concerning media literacy. Group members then select a particular program or type of program (e.g.,
Friends, pro-wrestling, plastic surgery TV) and prepare an investigative report on the effects of such media entities on personal and societal values. At the conclusion of the investigation, each group prepares a visual representation of the findings (e.g., a project board, a video, or a layout for a magazine exposé, etc.) to be displayed at a classroom "media literacy conference." At this conference, students have the opportunity to move around the room and peruse the displays before coming together to discuss the findings of each group.***Sample tasks are attached to specific standards; however, because of the interrelated nature of the standards and the strands, each task may provide evidence of learning for multiple standards in multiple strands.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Page 6 of 6 All Rights ReservedMonday:
-Class Introductions
-Learn Names
Tuesday:
-Review Syllabus and Class Procedures
World Lit Syllabus.doc -Oral Tradition and Storytelling assignment (see make-up work folder) (due Wednesday)
Wednesday:
-Students will present their stories to the class and will be graded based on an oral presentation rubric.
Thursday:
-Finish story presentations
-PowerPoint on the Oral Tradition
Friday:
-Assign reading timeline project- due next Friday
-Discuss essay:
12th Grade World Literature & Composition
2009-2010
Ms. Nicole Hayes
Mrs. Dewi Schierholz Room E105 Hayesn@fultonschools.org
homepage: http://66.39.52.159/nhayes/class-schedule.html
Texts: Timeless Voices, Timeless Themes: World Literature, Prentice Hall (replacement cost $62.00)
Prentice Writing and Grammar ($26)
Supplementary Novels ($10/each for paperback titles; $20/each for hardcover titles)
Students are financially responsible for all books issued by CHS. Textbooks may not be left in classrooms and teachers are not responsible for the whereabouts of your book. The copy which was issued must be turned in at the end of the course. You will not receive credit for turning in another student's book and may not turn in replacement books. The cost of replacement will be assessed to any student that fails to turn in the book they were issued or turns in a damaged book.
Course Description
In 2004 the Georgia Department of Education adopted new Georgia Performance Standards for grades 9-12. Consistent with state curriculum, the Fulton County Schools English language arts curriculum implementation aligns with state standards. The content standards for twelfth grade courses are clustered by strands: Reading and Literature, Reading Across the Curriculum, Conventions, Writing, and Listening/Speaking/Viewing.
Twelfth graders will continue to build on the reading and language curriculum established in grades 9-11. Throughout this required one-semester course, students will have opportunities to develop an understanding of literature as both a product of its culture and as a culture-bearer. In addition, students will recognize the commonalities and the differences among works of literature from different times in history and from different places in the world. They will demonstrate their mastery level of new learning through performance tasks and assessments.
Students will read, analyze, and apply their knowledge of the structures, themes, and elements of fiction and nonfiction. Through extensive reading, students will acquire new vocabulary specific to the study of world literature and apply that knowledge in their writing.
To encourage students to become life long readers, the curriculum includes standards that address both academic and personal habits of reading. Students will read approximately one million words per year from a variety of subject disciplines including language arts. In the English language arts classroom, students will learn the vocabulary of literature, writing, and listening, speaking, and viewing.
Some literature that we will explore this semester to address these standards may include:
Things Fall Apart
The Kite Runner
Othello
Excerpts from Gilgamesh, the Bible, the Bhagavad-Gita, the Mahabharata, the Panchatantra,
Zen Parables
"Survival in
Non fiction works
They Poured Fire from the Sky
Writing
Expository writing is the focus for twelfth grade; however, students will continue to produce a wide range of writings including polished narratives, persuasive pieces and technical documents. Students will practice both timed and process writing to develop compositions that demonstrate an understanding of tone, point of view, style, organization, author's purpose, and audience. Students will continue to use research and technology to support reading and writing.
The following writing assignments will be given this semester to address these standards:
In class timed essay Reading logs, journals
College Application Essay Annotated Bibliography
Persuasive writings; letters to the editor A comprehensive writing portfolio with a reflective paper
Conventions
Students will demonstrate an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. They will apply their knowledge of the conventions of language in reading, writing, and speaking and focus on the correct use of clauses, phrases, and the mechanics punctuation. Sentence construction and usage will continue to be a focus for twelfth grade. Students will apply their knowledge of the conventions of format when producing expository writing.
Grammar and Format Conventions that we will cover this semester include:
· Review of parts of speech, parts of the sentence, Sentence types, Comma Usage
· Use of active voice
· Tips and strategies for writing narrative essays, persuasive writing and research summations.
Listening/Speaking/Viewing
Students will continue to develop their critical listening skills. Through presentations and interactions with the teacher and other students, they will apply effective speaking techniques in small and large group settings. The viewing standards will enable students to develop media literacy skills through the careful examination of contemporary texts including television, radio, film productions, and electronic media.
The complete list of all the Performance Standards for the course are available online at www.georgiastandards.org/langart.asp under World Literature and Composition.
Course Requirements / Expectations
Academic:
There are four major requirements for the course:
· A Writing Portfolio - In addition to the three major compositions (including a college application essay, an in-class essay, and research paper), students will collect their writing in a Writer's Portfolio that will include journal and reading log assignments, and a reflective essay about their writing. It will be worth 15% of their semester grade.
· Unit Tests - There will be a test at the end of each unit.
· Formal Writing - Students will complete three essays and one annotated bibliography.
· Performance and Participation - A key component of the course is active participation, and student performances.
In addition, there will be graded homework and classwork assignments, as well as quizzes and a comprehensive final exam.
Homework Expectations
Homework is crucial to a student's mastery of skills they have learned in class. Students should expect homework most nights. Homework will not be accepted late. Incomplete homework will only receive partial credit of 50% or less. Major assignments (writings or projects) will be accepted late with a penalty of 10 points per day and will not be accepted after 3 school days.
Notebook Requirements: Each student is required to keep an organized notebook specifically for this class. This notebook should contain all materials and work completed, including the following:
· Course syllabus
· Class notes and handouts
Supplies
Students need to provide a notebook with pocket folders of some type, as well as a 3 ring binder to use for their portfolio Project.
Behavioral:
Obviously, follow the rules of the student handbook, but in short, I expect you to be on time, be prepared and be respectful of all the members of the class.
Attendance and Make-up Work
In my classroom there will be an Absentee Folder, where each day's lessons, notes, assignments, handouts, etc. will be kept. It is a STUDENT'S responsibility to check the binder whenever they return from an absence. Make up work is to be completed within the same amount of time as the student was absent (i.e. if the student misses two days of class, the work is expected to be turned in two days upon returning). Refer to the CHS Student Handbook for more information. If a student is absent on a test day, the test will be administered during class on the next day he or she is present. If a student is absent prior to an announced test or presentation, but returns on the day of the assessment, the student will be expected to participate. Cases of extended absence will be dealt with on an individual basis.
ALL MAKE UP WORK IS LISTED ONLINE AT http://66.39.52.159/nhayes/class-schedule.html
Film, Television and Music
Over the course of the semester I will incorporate some film clips, television, and/or music into the curriculum. We will very rarely watch an entire film. Clips from PG-13 and R rated films are shown only with the approval of the administration and permission from parents. Films I plan to show to support the lesson plans are listed on the Parental Permission Form for Instructional Use of Videotape.
Grading Scale
The grading scale for the class is as follows:
A = 90-100 B = 80-89 C = 70-79 F = below 70
25% major compositions
25% tests and major projects
15% quizzes
10% homework
10% class participation
A cumulative final exam given at the end of the semester will comprise the remaining 15% of the student's grade.
Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance.
Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester.
Teachers will determine when and how students with extenuating circumstances may improve their grades.
Recovery is available to students with a cumulative grade below 74% after a minimum of two (2) major grades. The maximum grade a student can earn for a recovery activity is 70%. There will be only one recovery opportunity per failed major assignment or test. The individual teacher will determine the means of recovery. THE STUDENT MUST INITIATE THE PROCESS WITHIN FIVE (5) DAYS OF NOTIFICATION OF A FAILING GRADE ON A MAJOR ASSIGNMENT/TEST.
CHS English Department Plagiarism Statement
Plagiarism is the use of another's words or ideas and the presentation of them as though they are entirely one's own. Acts of plagiarism might include, but are not limited to:
1. using words or ideas from a published source without proper documentation;
2. using the work of another student (e. g. copying another student's homework, composition, or project);
3. using excessive editing suggestions of another student, teacher, parent, or paid editor.
Plagiarism on any project or paper at
The entire syllabus is available online. To view, go to chattcougar.com and click on "Teacher blogs." Click on my blog, Nicole Hayes. A paper copy is also available upon request
This sheet should be signed and returned, and then will be kept on file in my classroom.
Parental Permission Form for Instructional Use of Videotape
Fulton County Schools
The following videos/films have been selected for possible viewing during the 2009 Spring semester in World Literature:
· O - Rated R for violence, a scene of strong sexuality, language and drug use
· Osama - Rated PG-13 for mature thematic elements
· Othello - Rated R for some sexuality
· Hotel Rwanda - Rated PG-13 on appeal for violence, disturbing images and brief strong language.
· Life is Beautiful - Rated PG-13 (Mature themes, off-screen violence)
The videos support the following instructional objectives:
· Analyze directorial techniques
· Understand and appreciate the development of themes over time and across genres
· Examining the importance of audience in creating text
· Extend understanding of traditional literary concepts to new mediums
· Analyze how films both shape and reflect the society of which they are a product
Entire films are rarely shown; segments pertinent to teaching objectives are shown. An alternate assignment will be available for those who do not choose to view the films.
_______________________________ Teacher
Major Works/Novels:
Things Fall Apart by Chinua Achebe
The Kite Runner by Khaled Hosseini
Othello by William Shakespeare
They Poured Fire from the Sky
YES, ____________________________ has my permission to view all of the film clips and read the novels.
NO, _____________________________ does not have my permission to view the following films or to read the following novels:
Additionally, signing below indicates that I have read and understood the classroom policies listed in the syllabus (see reverse for "highlights").
Student Name:____________________________ Student Signature: __________________________________
Parent Name:____________________________ Parent Signature: ____________________________________
Home Phone: __________________________ Work Phone: __________________________
Parent e-mail address (please print):
Course Requirements / Expectations
Academic:
There are four major requirements for the course:
· A Writing Portfolio - In addition to the three major compositions (including a college application essay, an in-class essay, and research paper), students will collect their writing in a Writer's Portfolio that will include journal and reading log assignments, and a reflective essay about their writing. It will be worth 15% of their semester grade.
· Unit Tests - There will be a test at the end of each unit.
· Formal Writing - Students will complete three essays and one annotated bibliography.
· Performance and Participation - A key component of the course is active participation, and student performances.
In addition, there will be graded homework and classwork assignments, as well as quizzes and a comprehensive final exam.
Supplies
Students need to provide a notebook with pocket folders of some type, as well as a 3 ring binder to use for their portfolio Project.
Behavioral:
Obviously, follow the rules of the student handbook, but in short, I expect you to be on time, be prepared and be respectful of all the members of the class.
Attendance and Make-up Work
In my classroom there will be an Absentee Folder, where each day's lessons, notes, assignments, handouts, etc. will be kept. It is a STUDENT'S responsibility to check the binder whenever they return from an absence. Make up work is to be completed within the same amount of time as the student was absent (i.e. if the student misses two days of class, the work is expected to be turned in two days upon returning). Refer to the CHS Student Handbook for more information. If a student is absent on a test day, the test will be administered during class on the next day he or she is present. If a student is absent prior to an announced test or presentation, but returns on the day of the assessment, the student will be expected to participate. Cases of extended absence will be dealt with on an individual basis.
Homework
Homework will not be accepted late. Incomplete homework will only receive partial credit of 50% or less. Major assignments (writings or projects) will be accepted late with a penalty of 10 points per day and will not be accepted after 3 school days.
ALL MAKE UP WORK IS LISTED ONLINE AT http://66.39.52.159/nhayes/class-schedule.html
Dear Parents,
Due to budget cuts this year, we were unable to order any new or replacement books. Our department would very much like to have a class set of a book that we plan to use as the basis for our research paper. It is a visual, thoughtful book that outlines the greatest issues of our world. We ask that you consider making a $5 donation that would enable us to use the book for all our students. If you can afford to do so, please send in cash or a check payable to CHS for $5 by Friday.
One other item - my students are competing in groups to see who will win a prize at the week's end....and you can help! Email me at school with an interesting fact about your student that you don't mind sharing with me. I can be reached at hayesn@fultonschools.org.
Please enter your students' s name and grade level in the subject line. I look forward to hearing from you! (And don't worry; this information is JUST FOR ME.) If you do not have an email address, just write a short note with the answer to the same question.
In order to receive credit for our class competition, I must receive an email or note from your parents by end of day Friday, August 14th.
