English 2/MYP Language A Year 5 Syllabus/Course Requirements for 2016-­‐2017 Mr. Gondos, [email protected], Rm. C-­‐39, Conference Period: 3 Ms. Nguyen, [email protected], Rm. C-­‐33, Conference Period: 4 Course Description Welcome to the 2016-­‐17 school year at Cajon High School and MYP Language A (English). Throughout this class, students will be exposed to a diverse and broad spectrum of literature. The goal of this class and teacher is that students will become skilled readers and writers in diverse genres and modes of composition. This literature, along with other daily activities, is focused on helping students become mature readers and writers while focusing on the aims and objectives of the MYP/IB Program. In plain English, my goal is for my students to come out of this class as a better student and individual than when they came in, while also being prepared for IB and college-­‐level classes. Expectations In order to maintain a safe and positive learning environment, students are to comply with the following: Ø Be in class (missing class will impact your success in this class). Be on time (tardiness will impact your success in this class). In order for students to learn, they need to be in class to participate. Ø Students will be expected to respect all school property and materials, as well as respect each other. Ø Each student will be expected to come prepared, to participate, and to abide by all classroom policies and procedures. Ø Students must be responsible for their actions, behavior, and any required materials needed for my class. Ø Students are expected to give the best effort that they can, every day. Success is directly related to effort. Ø All rules in the student handbook will also apply and any failure to abide by these classroom expectations could negatively impact grades. Materials All students are required to use two composition notebooks for this class. NO EXCEPTIONS! Spiral notebooks or 3-­‐ring binders are not allowed. In addition, highlighters and page markers could be of benefit to your student. It is recommended that you purchase the novels we cover. The ability to mark and take notes in the books will provide a huge benefit to each student. Do not purchase the books too far in advance as there may be changes made to the materials used. If desired, the novels suggested for purchasing are: Things Fall Apart by Chinua Achebe: ISBN 0385474547 (Quarter 2), Fahrenheit 451 by Ray Bradbury: ISBN 0345342968 (Quarter 3), and Parable of the Sower by Octavia Butler: ISBN 9780446675505 (Quarter 4). Grades/Grading Scale Students will be expected to complete assessment tasks for each unit, which can include: quizzes, tests, papers, exams, projects, dialectical journals, and presentations. All MYP assessments will count towards the Assessments grade. Assessments will be worth more than formative tasks and general course work and final grades will be based upon total points earned. The daily tasks, formative assessments, and coursework for each unit, which will help students develop skills and knowledge, and indicate progress toward the Assessments to be given. Examples of formative assessments and coursework can include in-­‐class assignments, close readings, notes, highlighting a text, outlines, graphic organizers, homework, dialectical journals, quizzes, and other assignments at the teacher’s discretion. A B C D F 100% -­‐ 90% 89% -­‐ 80% 79% -­‐ 70% 69% -­‐ 60% 59% -­‐ below Absences and Make-­‐Up Work Attendance is an important part of each student’s success in this class. This class is taught at a rigorous and fast pace. Regular and routine attendance is necessary for success. It is the student’s responsibility to come to the teacher before school, after school, or before or after the class period to receive any missed work. Further, students are responsible for any material that was covered during his/her absence/tardy. If there is not an excused absence then make-­‐up work may not be given. a. **All major assignments are due on the assigned due date, regardless of attendance.** (If something comes up, call me, call the school; some type of notification is expected.) Items can be turned into the office or even turned in early if need be. b. There will be no excuse for not getting in touch with me when a major assignment is due. It is the student’s responsibility to speak with the teacher to work out when tests can be made up beforehand. c. Assignments/Assessments that are not made up within 2 days of the excused absence will count as a zero for the grade. d. Missing class time for extra-­‐curricular activity may negatively impact student’s grade if work is not made up. Extra-­‐curricular activities do not excuse students from assigned work of that day. e. Many of the units are accompanied with a calendar including: readings, assignments, and due dates. The expectation is that students are keeping up with the calendar regardless of absences. f. Late work, if accepted (at the discretion of the teacher), will result in some type of grading penalty (at the discretion of the teacher). Work that is a week, weeks, or months late will not be accepted. g. I do not assign extra-­‐credit or make up work. 1
Academic Honesty/Plagiarism Plagiarism and cheating is completely unacceptable and will not be tolerated. If any student is caught doing either, immediate administrative action will be taken, along with a zero grade for the assignment/project. Students will sign an IB academic honor contract and will be held to the standards of the contract. All work is expected to be completed individually unless noted. MYP Criteria Assessment for English (Language A) Students will be assessed at least once during the yearlong course on each of the criterion and the assessments will be a part of the overall semester student grade. MYP Criterion Assessment for English courses of the MYP program is based on four equally weighted assessment criteria: Criterion A: Analyzing (0-­‐8) Students must be able analyze the content, context, language, structure, technique and style of text(s) and the relationship among texts. They must analyze the effects of the creator’s choices on an audience. They must justify opinions and ideas, using examples, explanations and terminology. Students must evaluate similarities and differences by connecting features across and within genres and texts. Criterion B: Organizing (0-­‐8) Students will be able to employ organizational structures that serve the context and intention. They must organize opinions and ideas in a sustained, coherent and logical manner. Students will also use referencing and formatting tools to create a presentation style suitable to the context and intention. Criterion C: Producing Text (0-­‐8) Students will produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process. Students will make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience. Students will select relevant details and examples to develop ideas. Criterion D: Using Language (0-­‐8) Students will use appropriate and varied vocabulary, sentence structures and forms of expression. They will write and speak in a register and style that serve the context and intention. Students will use correct grammar, syntax and punctuation. Students will spell, write and pronounce with accuracy. Students will use appropriate non-­‐verbal communication techniques. Scores for MYP Assessments will be scored and documented in each student’s digital file. The scores in the Aeries Gradebook will likely be converted to another score that reflects the appropriate conversion percentage. Without this, a student receiving a 4 on an MYP assessment would be receiving a 50%. MYP, however, does not consider a 4 to be an F. With a grade conversion, a 4 could end up as a C. 2015-­‐2016 Course Readings 1. Homer’s Iliad (Selected books) available free as a pdf: https://records.viu.ca/~johnstoi/homer/iliad_title.htm 2. Short Stories (“The Flying Machine,” “The Chrysanthemums,” “Story of an Hour,” and other relevant pieces chosen at the discretion of the teacher) 3. Poetry (teacher provided and PDFs will be provided when available) Emphasis on Romanticism (Wordsworth, Blake, et al.) 4. Sophocles’ Antigone: http://www.e-­‐bookspdf.org/download/antigone-­‐translated-­‐by-­‐fitts-­‐and-­‐fitzgerald-­‐text.html 5. Things Fall Apart by Chinua Achebe: ISBN 0385474547 6. Parable of the Sower by Octavia Butler: ISBN 9780446675505 7. Fahrenheit 451 by Ray Bradbury: ISBN 0345342968 8. 12 Angry Men by Reginald Rose https://fischersoph.files.wordpress.com/2010/09/12-­‐angry-­‐men-­‐script.pdf 9. William Shakespeare’s Julius Caesar Additional Pieces 10. The Bible as in Literature (classroom copy) 11. The Riverside Anthology of Literature If you would like a copy of this syllabus for your personal records, then you will need to make a copy; the original must be returned and signed by both parent/guardian and student. By signing this form you acknowledge that you have read the attached syllabus and agree to all the terms. _________________________________ ______________________________ ________ Student Name (Print) Student Signature Date _________________________________ ______________________________ ________ Parent/Guardian Name (Print) Parent/Guardian Signature Date 2