American Literature 2015-2016
Course Number: 1321 Instructor: Barbara Desai
Location: Avery Hall RM 5117 Email: bdesai@norfolkaggie.org Website: barbaradesai.blogspot.com
(click the “Level 2 Juniors” link for calendars, handouts, prezis, etc.)
Course Description
(1321) American Literature (Grade 11) – CP Level 2
In this course we’ll focus on movements in American Literature and on literature by American authors that has cultural impact and historical importance.
Students taking this course should be willing to turn their work in on time, take an active role in the classroom, and seek help (if needed) in a timely manner. Writing assignments will work on your use of grammar, diction, and organization. Reading assignments will ask you to use critical thinking skills.
About American Literature
We’ll examine how America developed its approach to literature and how events shaped that literature. Writing assignments will develop your ability to support a point and to write fluidly. Written work should reflect growing maturity in diction and syntax, proper MLA formatting, and formal writing conventions. A midterm and final exam are required in this course.
Essential Questions
- How does society create “otherness”? What is its impact?
- How has conflict shaped American literature?
- How do we define the American Dream? Is it achievable?
Class Rules
- Arrive on time.
- Treat others with respect.
Class Expectations
- Give your best effort.
- Do not plagiarize.
- Ask for help if you need (and ask before the last minute).
- Come to me with concerns when I’ll have time to listen and think (before/after class or school, on my prep, X block).
Attendance and Tardiness
Attendance will be taken at the beginning of every class. If you’ll be late, bring a pass. Continual tardiness will result in an automatic write up and a call home to discuss strategies for getting here on time. Please refer to the NCAHS policy as outlined in the Student Handbook.
Extra Credit
Once in a while, I offer extra credit assignments to the class, but I do not offer it to individuals. (Which is to say, if you desperately want to raise your grade at the end of term, please do not ask me if you can write a book report, etc. Do your best on your work and turn it in on time; it’s the best way to earn a good grade.
Late Work
Large assignments (essays/projects) can be turned in late for a grade reduction of 10 percent off each day late, up to three days. This counts weekends and vacation days. (Most work can be turned in electronically, so I look at the time stamp.)
Homework, generally, is not something that you may turn in late because it’s often something that you needed to do to prepare for class the following day (reading or preparing for discussion, for example). Doing these sorts of assignments late does not contribute to your ability to participate in class.
If you have an emergency or something else unforeseen, please let me know, and I will work with you on a case-by-case basis.
Absences
- If you are absent, it is your responsibility to find out what you missed and pick up any materials that you need (books, worksheets, notes from friends). Often, items are posted online, so check the webpage. If you need to ask me what you missed, please ask when I can give you my full attention. (The beginning of class does not constitute such a time.)
- You will have one day for each day absent to make up the work. Please make arrangements for making up with with me if you are absent for more than three days.
- If an assignment was assigned while you were present and was due while you were absent, I’ll expect to see if when you return (unless you’ve had some really catastrophic illness).
Resources
The class webpage (Level 2 Juniors link off the main page - barbaradesai.blogspot.com) is a great resource for the assignment calendar, worksheets, etc. You can subscribe to email for updates.
Class Requirements
- All formal writing will follow essay conventions and MLA style.
- Do your work to the best of your ability.
- Maintain a binder for organizing your materials. Hang on to graded work. (If you want to, store it at home.)
- Keep a notebook (or looseleaf section of your binder) for your writing journal and notes.
- Come to class with writing utensils. I prefer you to write in ink, but pencil is OK if you really must. Ink color does not matter to me so long as it’s easily visible to my poor, old eyes. (Yellow, for instance: hard to read. Purple: hooray!)
Contacting Me
You can reach me at bdesai@norfolkaggie.org.
My planning periods are M-F, periods 1 and 3.
Plagiarism Policy
Plagiarism is not acceptable. As described in the student handbook:
Students are expected to be honest in all of their academic and vocational work. Plagiarism is defined as stealing or use without acknowledgement of the ideas, words, formulas, textual materials, on-line services, computer programs, etc. of another person, or in any way presenting the work of another person as one’s own.
Please refer to the handbook for a detailed description. Students found guilty of plagiarism will receive a zero for the assignment. This includes work copied from others. Do not let other people copy your work, or you, too, may be subject to consequences.
You must sign and return the Academic Integrity and Plagiarism Policy page from your handbook. Read the policy. Your signature indicates understanding.
Cell Phone Policy
Sometimes cell phones are a great tool to use in class. When that time comes, I’ll let you know. Otherwise, keep it out of site (bag or pocket, not on your desk or lap) and don’t use it. If you’re using it without permission, I’ll hang on it to for the duration of class. It’s nothing personal; it’s what I need to do as your teacher.
If you think up a good use for a phone while we’re in class, raise your hand and ask to use it for the assignment/discussion, etc. There’s a pretty good chance I’ll say yes.
If we are using phones in class for a purpose, stick to that purpose - I understand the smartphone’s temptations calling with their siren song, but be like Odysseus, and tie yourself to the mast.
Supplies
One binder
One 1-subject notebook or loose-leaf paper for your binder.
Highlighter
Pens or pencils
Access to a computer/internet. Please let me know on your information card if this is not reliably available.
Grading Policy
I grade on total points, and those points break down along these lines:
25% Homework (reading checks, reading questions, written responses)
50% Essays and tests
15% Quizzes
10% Class Participation (preparedness, group/pair work, class discussions)
TOTAL 100% Term Grade
Homework -- DUE: Thursday 9/3/15
Directions: Read the management plan with your parent or guardian. Afterwards, sign your names below, and bring this page in by Thursday.
I, ___________________________________ the parent/guardian of
____________________________, have read and acknowledge the classroom policy and discipline expectations explained above.
Student Signature____________________________________
Parent Signature__________________________________
Parents/Guardians: In the space below, please tell me at least one thing you would like your student to get out of this class (and any other information you’d like to tell me).
Photo/Video Release:
During the school year there may be times when I take photographs/videos of student work, performances, or discussions. These images and videos will be used within the Aggie community (to serve as samples to other students, evidence of learning for teacher evaluation, etc.
) and may be posted in a public space to the class web page and/or youtube.
Please check here _______ if you do NOT wish to have your child photographed or videotaped.
Thanks!
Barbara Desai
American Literature 2015-2016
Course Number: 1321 Instructor: Barbara Desai
Location: Avery Hall RM 5117 Email: bdesai@norfolkaggie.org Website: barbaradesai.blogspot.com
(click the “Level 2 Juniors” link for calendars, handouts, prezis, etc.)
Course Description
(1321) American Literature (Grade 11) – CP Level 2
In this course we’ll focus on movements in American Literature and on literature by American authors that has cultural impact and historical importance.
Students taking this course should be willing to turn their work in on time, take an active role in the classroom, and seek help (if needed) in a timely manner. Writing assignments will work on your use of grammar, diction, and organization. Reading assignments will ask you to use critical thinking skills.
Primary Course Materials: (subject to change)
The Perks of Being a Wallflower
To Kill a Mockingbird
The Crucible
Death of a Salesman
Course Objectives:
- Students will be able to identify changes in the U.S. literary style over time, the hallmarks of those movements, and how events shaped American literature.
- Students will be able to develop, organize, and write a research paper supported by reliable sources.
- Students will be able to analyze U.S. literature and write about their analyses with clarity, concision, and style.
Course Outline
Unit 1: Summer reading/diction and syntax/the Romantics
On the Friday after Labor Day (second week of school), you will be taking your summer reading assessment, and we’ll begin discussion of the book that same week. Additionally, we’ll be taking a first look at writing and analysis through diction and syntax-which we’ll be working with all year-and examining the Romantic Movement, the first American literary movement to emerge after the American Revolution. You’ll be writing an essay on one of the Romantic topics for your assessment of this unit.
State benchmarks met in unit 1: SL1 (a,b,c,d), SL4, L1, L2 L3, L4, L5, L6, W2 (a,b,c,d,e,f), W4, W5, W6, W9a, W10, RL1, RL2, RL3, RL4, RL5, RL6, RL8a, RL9.
Unit 2: SAT prep (year-long)/Realism
We’ll begin working on SAT prep (which we will work on throughout the year). All work you do in ELA classes is a form of SAT prep, but we’ll be focusing on some specific areas, such as vocabulary and grammar. Moving from Romanticism into realism, we’ll be reading The Perks of Being a Wallflower and examining its relevance to modern teenage life. We’ll also be reading To Kill a Mockingbird, which is another example of realistic fiction. Assessments will include vocabulary tests (including cumulative ones), book reflections, and a research presentation.
State benchmarks met in unit 2: SL1 (a,b,c,d), SL4, L1, L2 L3, L4, L5, L6, W1 (a,b,c,d,e), W7, W8, RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8a, RL9, RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI9.
Unit 3: Modernism
This unit will include a number of short stories and poetry of the era which explore the ennui, inventiveness, and technique of the Lost Generation. Stories will include “A Rose for Emily,” “The Jilting of Granny Weatherall,” and “Hills Like White Elephants.” Poetry will include “The Love Song of J. Alfred Prufrock” and “The Unknown Citizen.” As with the other units, we’ll continue working on diction and syntax, both in textual analysis and written work. Assessments will include reading reflections, vocabulary tests (including cumulative ones), and a comparative analysis project with this unit, as well as numerous written reflections.
State benchmarks met in unit 3: SL1 (a,b,c,d), SL2, SL3, SL4, SL5, SL6, L1, L2 L3, L4, L5, L6, W2 (a,b,c,d,e,f), W4, W5, W6, W9a, W10, RL1, RL2, RL3, RL4, RL5, RL6, RL8a, RL9.
Unit 4: Post-Modernism
You’ll examine the extension of Modernism into Post-Modernism through short stories and longer works like Death of a Salesman, and The Crucible. Your assessments will include a mini-research paper and cumulative vocabulary tests.
State benchmarks met in unit 4: SL1 (a,b,c,d), SL4, L1, L2 L3, L4, L5, L6, W1 (a,b,c,d,e), W7, W8, RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8a, RL9, RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI9.
