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American Literature/Contemporary Composition
Mr. Tejada
Bell High School
2011-2012
School Phone #: (323) 832-4700
E-mail address: [email protected]
Website: www.mrtejada.weebly.com
Mr. Tejada’s Mission Statement:
I promise to help you find within you the strength as a student to succeed academically to the fullest of your ability, to help you develop your critical thinking, and to help improve your reading, writing, speaking and listening, all of which are necessary for a better tomorrow.
Brief Description of the Entire Year:
This year is actually divided into two classes, each one semester long. During the semester allocated for literature, we will explore different movements in American Literature (i.e., the literature of authors born in the United States) while using as a guide the California Language Arts Standards. You will strengthen your comprehension and usage of standard American English while also learning about the different variations of English used by authors of American Literature. We will examine social issues that have challenged and continue to challenge the United States in its development as a nation and as a society. We will use the literature of American authors as a vehicle to maneuver around different eras in American history. We will analyze the language, the ideas, and the social context of the literary works to understand the authors' purpose.
During the next semester (Contemporary Composition), we will analyze the works of contemporary writers by taking a closer look at their style, the devices they use, and other writing strategies in order to learn to develop our own writing further.
Both semesters require that you:
· Think critically by connecting the literature or your writing to the world around you
· Share your ideas in class discussions
· Do the homework that is assigned on a timely manner to prepare for the next class meeting
· Maintain a regular check of the class website and online discussions
· Stay updated with assignments and information
· Keep an open mind at all times
Focus Standards
Reading Grade 11
R 2.1 Analyze both the features and the rhetorical devices of different types of public
documents (e.g., policy statements, speeches, debates, platforms) and the way in which
authors use those features and devices.
R 2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization, hierarchical structures, repetition of the main ideas, syntax, and word
choice in the text.
R 2.3 Verify and clarify facts presented in other types of expository texts by using a
variety of consumer, workplace, and public documents.
R 2.4 Make warranted and reasonable assertions about the author’s arguments by
using elements of the text to defend and clarify interpretations.
R 3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that
are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
R 3.2 Analyze the way in which the theme or meaning of a selection represents a view
R 3.3 Analyze the ways in which irony, tone, mood, the author's style, and the "sound"
of language achieve specific rhetorical or aesthetic purposes or both.
R 3.4 Analyze ways in which poets use imagery, personification, figures of speech,
and sounds to evoke readers' emotions.
R 3.5 Analyze recognized works of American literature representing a variety of
genres and traditions:
a. Trace the development of American literature from the colonial period forward.
R 3.8 Analyze the clarity and consistency of political assumptions in a selection of
literary works or essays on a topic (e.g. suffrage, women’s roles in organized labor).
(Political approach)
R 3.9 Analyze the philosophical arguments presented in literary works to determine
whether the authors' positions have contributed to the quality of each work and the
credibility of the characters. (Philosophical approach)
W 2.2 Write responses to literature:
a. Demonstrate a comprehensive understanding of the significant ideas in works
or passages.
b. Analyze the use of imagery, language, universal themes, and unique aspects
of the text.
c. Support important ideas and viewpoints through accurate and detailed
references to the text and to other works.
d. Demonstrate an understanding of the author’s use of stylistic devices and an
appreciation of the effects created.
e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
W 2.4 Write historical investigation reports:
a. Use exposition, narration, description, argumentation, or some combination
of rhetorical strategies to support the main proposition.
b. Analyze several historical records of a single event, examining critical
relationships between elements of the research topic.
c. Explain the perceived reason or reasons for the similarities and differences in
historical records with information derived from primary and secondary
sources to support or enhance the presentation.
d. Include information from all relevant perspectives and take into consideration
the validity and reliability of sources.
e. Include a formal bibliography.
Listening and Speaking Grade 11
SA 2.2 Deliver oral reports on historical investigations:
a. Use exposition, narration, description, persuasion, or some combination of
those to support the thesis.
b. Analyze several historical records of a single event, examining critical
relationships between elements of the research topic.
c. Explain the perceived reason or reasons for the similarities and differences by
using information derived from primary and secondary sources to support or
enhance the presentation.
d. Include information on all relevant perspectives and consider the validity and
reliability of sources.
SA 2.3 Deliver oral responses to literature:
a. Demonstrate a comprehensive understanding of the significant ideas of
literary works (e.g., make assertions about the text that are reasonable and
supportable).
b. Analyze the imagery, language, universal themes, and unique aspects of the
text through the use of rhetorical strategies (e.g., narration, description,
persuasion, exposition, a combination of those strategies).
c. Support important ideas and viewpoints through accurate and detailed
references to the text or to other works.
d. Demonstrate an awareness of the author's use of stylistic devices and an
appreciation of the effects created.
e. Identify and assess the impact of perceived ambiguities, nuances, and
complexities within the text.
SA 2.4 Deliver multimedia presentations:
a. Combine text, images, and sound by incorporating information from a wide
range of media, including films, newspapers, magazines, CD-ROMs, online
information, television, videos, and electronic media-generated images.
b. Select an appropriate medium for each element of the presentation.
c. Use the selected media skillfully, editing appropriately and monitoring for
quality.
d. Test the audience's response and revise the presentation accordingly.
Textbooks:
Classroom Rules and Procedures:
1. Come to class prepared to learn—pencils, pen, paper, notebook and an OPEN MIND!
2. When the bell rings, be in your seat ready for class to begin.
3. Respect all ideas given in class.
4. Raise your hand before speaking.
5. Keep hands, feet and objects to yourself.
6. Be productive—work hard from bell to bell.
7. All students have the right to learn; therefore, no one has the right to deprive another of that
right by being disruptive or disrespectful.
*Note: Bell High School Rules also apply.
Consequences for choosing not to cooperate with rules and procedures:
• Verbal warning
• Student conference and Special Assignment
• Parent contact
• Referral (This will also be given immediately in extreme cases.)
• Parent, student and other teacher or counselor conference
Make-Up Work:
This may vary with specific situations. However, the general rule applies.
Attendance and Punctuality:
It is very important that you attend school on a regularly basis since participation points can help your grade. Even more important is that you begin to establish a work ethic that will help you succeed in life both professionally and academically. If you are ill, take care of your health, but don’t fail to call a friend to check what you missed in class, to check the website for newly posted assignments, even to send the teacher and E-mail to ensure that you are not left behind. Moreover, CLEAR YOUR ABSENCE THE NEXT DAY! This is vital; learn to be responsible.
Grading Scale: 90-100%
A
80-89%
B
70-79%
C
60-69%
D
59% & Below
Fail
Please note that grades are NOT weighted. All assignments are equally important for your development. However, some assignments are worth more points due to content.
Extra Credit Policy: Extra credit will only be given, if you participate in class, demonstrate that you care about your education, and are respectful to yourself, students and the teacher.
ESLRs- Expected School Wide Learning Results 1. Behave in a responsible, respectful and mature manner in dealing with others while at Bell and in the future.
2. Read for comprehension using grade level standards enabling them to analyze, interpret and evaluate written text.
3. Demonstrate the ability to write in a clear, organized and concise manner appropriate to the subject at or above grade level.
4. Become critical, logical and independent thinkers.
5. Become competent academically and technologically with marketable skills.
The following pacing plan is an approximate overview of the year. Therefore, some literary selections may be omitted and/or others added as a result of time and students’ needs. I will notify students of these changes.
SEMESTER 1 (American Literature)
Mester 1: Native American Traditions/The Puritan Tradition
· The World on the Turtle’s Back (Iroquois)
· Excerpt from La Relacion (Álvar Núñez Cabeza de Vaca)
· Excerpt from Of Plymouth Plantation (William Bradford)
· The Examination of Sarah Good (Salem Court Documents)
· The Crucible (Arthur Miller)
Mester 2: Transcendentalism/Individualism/Civil War Era
· Excerpt from Self-Reliance (R.W. Emerson)
· Excerpt from Civil Disobedience (H. D. Thoreau)
· I Hear America Singing and I Sit and Look Out (W. Whitman)
· The Raven (Poe)
· Excerpts from Narrative of the Life of Frederick Douglass, an American Slave (F. Douglass)
· The Gettysburg Address (A. Lincoln)
· The Notorious Jumping Frog of Calaveras County (M. Twain)
Final Project: I am Joaquin (C. Gonzalez) based on unit titled, The American Dream: Fact or Fiction?
SEMESTER 2 (Contemporary Composition)
Mester 3 and Mester 4:
· Visual Rhetoric: Los Angeles (The Unread City)
· The Rhetoric of War
· Virtual Selves
· Formative Assessment: EPT Sample
· Civil Disobedience: The Cost of Change
· The Killer Angels
Final Project and Presentation: RAFT Assignment using strategies and techniques learned
throughout the semester
Focus Standards throughout semesters:
Þ R 2.1, 2.4, 2.5, 3.5, 3.8
Þ W 2.2, 2.3, 2.4
For a complete list of the California Content Standards, visit: www.cde.ca.gov/be/st/ss/
Please indicate that you have read this syllabus by signing below. I will collect the tear-off portion. This syllabus must be in your folder at all times.
------------------------------------------Return this portion----------------------------------------------------
I have read the syllabus and have discussed it with my parents.
He leído el programa de estudio (syllabus) y he hablado sobre el contenido con mis padres.
––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––
Student’s Name/ Nombre del estudiante Student’s Signature/ Firma del estudiante
––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––
Parent’s Name/ Nombre de padre Parent’s Signature/ Firma de padre
––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––
Home Phone Number/ Número de teléfono Work Phone Number/Número de trabajo o cellular
Parents (Padres),
Please provide an E-mail account where I could send you your child’s grade every two weeks.
Si tiene un correo electronico, le pido por favor que me lo de para poder mandarle un reporte de las calificaciones cada dos semanas.
Respectfully,
Respetuosamente,
Mr. Tejada
__________________________ @ ___________________________
Mr. Tejada
Bell High School
2011-2012
School Phone #: (323) 832-4700
E-mail address: [email protected]
Website: www.mrtejada.weebly.com
Mr. Tejada’s Mission Statement:
I promise to help you find within you the strength as a student to succeed academically to the fullest of your ability, to help you develop your critical thinking, and to help improve your reading, writing, speaking and listening, all of which are necessary for a better tomorrow.
Brief Description of the Entire Year:
This year is actually divided into two classes, each one semester long. During the semester allocated for literature, we will explore different movements in American Literature (i.e., the literature of authors born in the United States) while using as a guide the California Language Arts Standards. You will strengthen your comprehension and usage of standard American English while also learning about the different variations of English used by authors of American Literature. We will examine social issues that have challenged and continue to challenge the United States in its development as a nation and as a society. We will use the literature of American authors as a vehicle to maneuver around different eras in American history. We will analyze the language, the ideas, and the social context of the literary works to understand the authors' purpose.
During the next semester (Contemporary Composition), we will analyze the works of contemporary writers by taking a closer look at their style, the devices they use, and other writing strategies in order to learn to develop our own writing further.
Both semesters require that you:
· Think critically by connecting the literature or your writing to the world around you
· Share your ideas in class discussions
· Do the homework that is assigned on a timely manner to prepare for the next class meeting
· Maintain a regular check of the class website and online discussions
· Stay updated with assignments and information
· Keep an open mind at all times
Focus Standards
Reading Grade 11
R 2.1 Analyze both the features and the rhetorical devices of different types of public
documents (e.g., policy statements, speeches, debates, platforms) and the way in which
authors use those features and devices.
R 2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization, hierarchical structures, repetition of the main ideas, syntax, and word
choice in the text.
R 2.3 Verify and clarify facts presented in other types of expository texts by using a
variety of consumer, workplace, and public documents.
R 2.4 Make warranted and reasonable assertions about the author’s arguments by
using elements of the text to defend and clarify interpretations.
R 3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that
are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
R 3.2 Analyze the way in which the theme or meaning of a selection represents a view
R 3.3 Analyze the ways in which irony, tone, mood, the author's style, and the "sound"
of language achieve specific rhetorical or aesthetic purposes or both.
R 3.4 Analyze ways in which poets use imagery, personification, figures of speech,
and sounds to evoke readers' emotions.
R 3.5 Analyze recognized works of American literature representing a variety of
genres and traditions:
a. Trace the development of American literature from the colonial period forward.
R 3.8 Analyze the clarity and consistency of political assumptions in a selection of
literary works or essays on a topic (e.g. suffrage, women’s roles in organized labor).
(Political approach)
R 3.9 Analyze the philosophical arguments presented in literary works to determine
whether the authors' positions have contributed to the quality of each work and the
credibility of the characters. (Philosophical approach)
W 2.2 Write responses to literature:
a. Demonstrate a comprehensive understanding of the significant ideas in works
or passages.
b. Analyze the use of imagery, language, universal themes, and unique aspects
of the text.
c. Support important ideas and viewpoints through accurate and detailed
references to the text and to other works.
d. Demonstrate an understanding of the author’s use of stylistic devices and an
appreciation of the effects created.
e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
W 2.4 Write historical investigation reports:
a. Use exposition, narration, description, argumentation, or some combination
of rhetorical strategies to support the main proposition.
b. Analyze several historical records of a single event, examining critical
relationships between elements of the research topic.
c. Explain the perceived reason or reasons for the similarities and differences in
historical records with information derived from primary and secondary
sources to support or enhance the presentation.
d. Include information from all relevant perspectives and take into consideration
the validity and reliability of sources.
e. Include a formal bibliography.
Listening and Speaking Grade 11
SA 2.2 Deliver oral reports on historical investigations:
a. Use exposition, narration, description, persuasion, or some combination of
those to support the thesis.
b. Analyze several historical records of a single event, examining critical
relationships between elements of the research topic.
c. Explain the perceived reason or reasons for the similarities and differences by
using information derived from primary and secondary sources to support or
enhance the presentation.
d. Include information on all relevant perspectives and consider the validity and
reliability of sources.
SA 2.3 Deliver oral responses to literature:
a. Demonstrate a comprehensive understanding of the significant ideas of
literary works (e.g., make assertions about the text that are reasonable and
supportable).
b. Analyze the imagery, language, universal themes, and unique aspects of the
text through the use of rhetorical strategies (e.g., narration, description,
persuasion, exposition, a combination of those strategies).
c. Support important ideas and viewpoints through accurate and detailed
references to the text or to other works.
d. Demonstrate an awareness of the author's use of stylistic devices and an
appreciation of the effects created.
e. Identify and assess the impact of perceived ambiguities, nuances, and
complexities within the text.
SA 2.4 Deliver multimedia presentations:
a. Combine text, images, and sound by incorporating information from a wide
range of media, including films, newspapers, magazines, CD-ROMs, online
information, television, videos, and electronic media-generated images.
b. Select an appropriate medium for each element of the presentation.
c. Use the selected media skillfully, editing appropriately and monitoring for
quality.
d. Test the audience's response and revise the presentation accordingly.
Textbooks:
- The Language of Literature (11th grade), McDougal Littell
- Contemporary Composition (LAUSD)
Classroom Rules and Procedures:
1. Come to class prepared to learn—pencils, pen, paper, notebook and an OPEN MIND!
2. When the bell rings, be in your seat ready for class to begin.
3. Respect all ideas given in class.
4. Raise your hand before speaking.
5. Keep hands, feet and objects to yourself.
6. Be productive—work hard from bell to bell.
7. All students have the right to learn; therefore, no one has the right to deprive another of that
right by being disruptive or disrespectful.
*Note: Bell High School Rules also apply.
Consequences for choosing not to cooperate with rules and procedures:
• Verbal warning
• Student conference and Special Assignment
• Parent contact
• Referral (This will also be given immediately in extreme cases.)
• Parent, student and other teacher or counselor conference
Make-Up Work:
This may vary with specific situations. However, the general rule applies.
- Work is due on time
- Points will be deducted in accordance with the number of days late
- Assignments from different grading periods will NOT be accepted
- No late assignment will be accepted, if your absence is UNRESOLVED by Attendance Office
Attendance and Punctuality:
It is very important that you attend school on a regularly basis since participation points can help your grade. Even more important is that you begin to establish a work ethic that will help you succeed in life both professionally and academically. If you are ill, take care of your health, but don’t fail to call a friend to check what you missed in class, to check the website for newly posted assignments, even to send the teacher and E-mail to ensure that you are not left behind. Moreover, CLEAR YOUR ABSENCE THE NEXT DAY! This is vital; learn to be responsible.
Grading Scale: 90-100%
A
80-89%
B
70-79%
C
60-69%
D
59% & Below
Fail
Please note that grades are NOT weighted. All assignments are equally important for your development. However, some assignments are worth more points due to content.
Extra Credit Policy: Extra credit will only be given, if you participate in class, demonstrate that you care about your education, and are respectful to yourself, students and the teacher.
ESLRs- Expected School Wide Learning Results 1. Behave in a responsible, respectful and mature manner in dealing with others while at Bell and in the future.
2. Read for comprehension using grade level standards enabling them to analyze, interpret and evaluate written text.
3. Demonstrate the ability to write in a clear, organized and concise manner appropriate to the subject at or above grade level.
4. Become critical, logical and independent thinkers.
5. Become competent academically and technologically with marketable skills.
The following pacing plan is an approximate overview of the year. Therefore, some literary selections may be omitted and/or others added as a result of time and students’ needs. I will notify students of these changes.
SEMESTER 1 (American Literature)
Mester 1: Native American Traditions/The Puritan Tradition
· The World on the Turtle’s Back (Iroquois)
· Excerpt from La Relacion (Álvar Núñez Cabeza de Vaca)
· Excerpt from Of Plymouth Plantation (William Bradford)
· The Examination of Sarah Good (Salem Court Documents)
· The Crucible (Arthur Miller)
Mester 2: Transcendentalism/Individualism/Civil War Era
· Excerpt from Self-Reliance (R.W. Emerson)
· Excerpt from Civil Disobedience (H. D. Thoreau)
· I Hear America Singing and I Sit and Look Out (W. Whitman)
· The Raven (Poe)
· Excerpts from Narrative of the Life of Frederick Douglass, an American Slave (F. Douglass)
· The Gettysburg Address (A. Lincoln)
· The Notorious Jumping Frog of Calaveras County (M. Twain)
Final Project: I am Joaquin (C. Gonzalez) based on unit titled, The American Dream: Fact or Fiction?
SEMESTER 2 (Contemporary Composition)
Mester 3 and Mester 4:
· Visual Rhetoric: Los Angeles (The Unread City)
· The Rhetoric of War
· Virtual Selves
· Formative Assessment: EPT Sample
· Civil Disobedience: The Cost of Change
· The Killer Angels
Final Project and Presentation: RAFT Assignment using strategies and techniques learned
throughout the semester
Focus Standards throughout semesters:
Þ R 2.1, 2.4, 2.5, 3.5, 3.8
Þ W 2.2, 2.3, 2.4
For a complete list of the California Content Standards, visit: www.cde.ca.gov/be/st/ss/
Please indicate that you have read this syllabus by signing below. I will collect the tear-off portion. This syllabus must be in your folder at all times.
------------------------------------------Return this portion----------------------------------------------------
I have read the syllabus and have discussed it with my parents.
He leído el programa de estudio (syllabus) y he hablado sobre el contenido con mis padres.
––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––
Student’s Name/ Nombre del estudiante Student’s Signature/ Firma del estudiante
––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––
Parent’s Name/ Nombre de padre Parent’s Signature/ Firma de padre
––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––
Home Phone Number/ Número de teléfono Work Phone Number/Número de trabajo o cellular
Parents (Padres),
Please provide an E-mail account where I could send you your child’s grade every two weeks.
Si tiene un correo electronico, le pido por favor que me lo de para poder mandarle un reporte de las calificaciones cada dos semanas.
Respectfully,
Respetuosamente,
Mr. Tejada
__________________________ @ ___________________________