Tallulah Falls School,
2004-2005
Course Syllabus:
American Literature and
Composition, 11th grade
Literature and Composition,
9th grade
Contact: 706-754-3103 (Tallulah Falls School
Academic Office) Ext. 2189
Fax: 706-754-9933 (Academic Dean’s Office)
Email: [email protected]
Course URL: www.geocities.com/logichound *This site is under construction.
Course Description:
English 11 American
Literature and Composition or English 9 Literature and Composition (including Honors)
consists of four areas of language study that are necessary for effective
communication: reading, writing, speaking and listening. This course will focus
on the development of these skills through literary analysis, writing, and
critical thinking. Students will be instructed in all areas throughout the
school year. Organizing around themes and genres, we will study a variety of
texts. Throughout the course, vocabulary and grammar/usage/mechanics will be
addressed in context and in the context of the students’ own writings. Emphasis
will be placed on the development of comprehension and writing skills through
essays, journals, presentations, and group processes. This course is required
for graduation and provides the necessary background for students to succeed in
any career path.
Texts: Literature and the
Language Arts: Experiencing Literature, EMC Paradigm
Literature and the Language Arts: Experiencing
Literature, EMC Paradigm
Course Materials:
q
1 inch, three-ring binder (e.g. Avery) to
serve as a writer’s notebook. In this notebook, students will have sections
labeled workshop, journal, handouts/notes, vocabulary, grammar, and ideashop.
q
2 packets of five-subject dividers for
use in the writer’s notebook.
q
college rule notebook paper
q
ready supply of pens and #2 pencils (all
graded writing must be in pen).
Classroom Rules and
Expectations:
q
Be Respectful.
q
Do & Don’t Talk (talk when appropriate).
q
Play Nice (follow the school Honor Code and
classroom routines).
q
Play Hard (do your best).
Students are expected to be
on time, prepared, and ready to contribute to a positive learning environment.
We will begin each class with journal writing or SSR (sustained silent
reading). You are expected to arrive and begin work on these assignments
without prompting from the instructor. If you need additional assistance or
extra computer lab time, it is your responsibility to sign up for tutorial. I
will also assign tutorial to students whose average or work habits warrants
additional instruction.
In addition, please see the
Disciplinary System, p. 34ff in the TFS Parent-Student Handbook
regarding infractions and their consequences.
|
Category |
Weight (not percentage) |
|
Homework |
20 |
|
Projects |
20 |
|
Quizzes |
10 |
|
Midterm and Final Exam |
10 |
|
Portfolio |
20 |
|
Daily Grade* |
20 |
Grading: *A student’s Daily Grade
consists of the following criteria: initiative, risk-taking, preparation,
attitude, cooperation, and individual improvement. Each of these areas will be assessed
through observation, quality of work, and student/class/instructor interaction.
At the midpoint and at the end of each term for the daily grade, the following
form (on page 3) will be used and discussed during a student-led grade
conference.
Scope and Sequence:
The following is a schedule
of genre and thematic units for the entire year. The following schedule is
subject to change depending on the needs of students and/or the class as a
whole. Note: The students will choose the sequence of the course relative to
the following thematic elements/genres: drama, poetry, folk tradition,
nonfiction, fiction, political writing, relationships, journeys, informational
and visual media, courage, and identity.
|
|
Fall—1st 9
weeks |
Fall—2nd 9 weeks |
Spring—1st nine weeks |
Spring—2nd nine weeks |
|
Week 1 |
Intro/ Testing |
Genre: Fiction
|
Genre: Drama |
Genre: Fiction
|
|
Week 2,3,4,5 |
Genre: Poetry
|
|||
|
Week 6 |
Review Midterm Exam |
Review Midterm Exam |
Review Midterm Exam |
Review Midterm Exam |
|
Week 7,8 |
Theme: Journey
|
Genre: Non-fiction Research 1 |
Theme: Identity
|
Choose
Research 2 |
|
Week 9 |
Midterm Exam Presentation |
Final Exam Presentation |
Midterm Exam Presentation |
Final Exam Presentation |
Learning Objectives:
The learning objectives
conform to the Georgia Performance Standards for 9th Grade
Literature and Composition and 11th Grade American Literature
and Composition are available at: http://www.georgiastandards.org/langart.asp
Papers: General guidelines for all
writing are as follows: Times New Roman or Ariel, 12 pt. Font, double-spaced,
1” margins. You will receive a style guide for this as an addendum to this
syllabus.
Other Considerations:
Sign and date all course
materials and assignments. Put assignment title on work completed for the
course.
All in-class materials are
along the back wall.
PAGE 2 Top of Page
Name Period
Daily Grade Reflection
Please rate yourself
concerning your performance in the following areas: attitude, cooperation,
risk-taking, preparation, individual improvement, and initiative. After your
rating, please provide comments/feedback concerning your progress in each area. For every area you rate over 3, you must
provide a rationale for the score (I did this extra, I’ve received no
demerits, I improved my quiz scores from week one, I’ve sought assistance
during tutorial, etc.).Each area will be assessed at mid-quarter and at the
end of the quarter. In terms of your average, each area carries a weight of 5
(combined, a weight of 20–the same as Short Essays).
Rating Scale:
0=digression, 1=no progress,
3=met expectation, 4=exceeded expectation, 5=outstanding
Attitude (circle one):
012345
Comments/Feedback/Rationale
Cooperation (circle one):
012345
Comments/Feedback/Rationale
Risk-Taking (circle one):
012345
Comments/Feedback/Rationale
Preparation (circle one):
012345
Comments/Feedback/Rationale
Individual Improvement (circle one):
012345
Comments/Feedback/Rationale
Initiative (circle one):
012345