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Modern World Literature/Expository 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 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 Modern World Literature while using as a guide the California Language Arts Standards that assist students in developing skills in reading, writing, speaking and listening. We will read literature from authors from around the world. These literary works of the twentieth century will increase our understanding of the world of which we are a part and will guide our struggle to make it a better place for all its inhabitants. Hearing the voices of people around the world through literature will teach us to consider those that we ordinarily do not consider, to understand the lives of people who look differently, speak differently, and maybe even have different lifestyles than us, but like us, want a chance to be the best they can be, to live and flourish as humans!
During the second semester (Expository Composition), we will analyze expository forms of writing. In all of these forms of writing, the author is explaining ideas about a certain topic, or exposing information to the reader in an organized coherent manner with the end goal of enlightening his/her audience with ideas the reader perhaps would not have considered. Because most of the information that we read is, in one form or another, an example of exposition, we will invest our attention to examining professional writers’ styles, techniques, and strategies.
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
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 and skills addressed.
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.
Modern World Literature
Semester 1
Mester 1
EUROPE
- Federico Garcia Lorca (Spain) – “The Guitar”
- Elie Wiesel (Romania) – Excerpt from Night
THE AMERICAS
- Joaquim Maria Machado de Assis (Brazil) – “A Canary’s Ideas”
- Gabriela Mistral (Chile) – “I Am Not Lonely” and “The Little Girl That Lost a Finger”
- Pablo Neruda (Chile) – “Discoverers of Chile”
- Jorge Luis Borges (Argentina) – Borges and Myself
- Octavio Paz (Mexico) – “Wind and Water and Stone”
- Gabriel Garcia Marquez (Colombia) – “The Handsomest Drowned Man in the World”
- Margaret Atwood (Canada) – “Elegy for the Giant Tortoises”
- Jamaica Kincaid (Antigua) – “A Walk to the Jetty” from Annie John
Mester 2
AFRICA AND THE MIDDLE EAST
- Chinua Achebe (Nigeria) – “Marriage is a Private Affair”
- Naguib Mahfouz (Egypt)
- Yehuda Amichai (Israel)
ASIA
- Samantha Rama Rau (India) – “By Any Other Name”
- Akutagawa Ryunosuke (Japan) - “The Nose”
- Nyuyen Thi Vinh (Vietnam) – “Thoughts of Hanoi”
- Zhang Jie (People’s Republic of China) – “Love Must Not Be Forgotten”
Final Project: Research a topic discussed throughout the semester, develop an essay and present
your thesis and findings to the class.
Expository Composition
Semester 2
Mester 3
Unit 1: Fast Food, Who’s to Blame?
- “It’s portion distortion that makes America fat” – Shannon Brownlee
- “If You Pitch It, They Will Eat” – David Barboza
- The Battle Against Fast Food Begins in the Home” – Daniel Weintraub
- “Don’t Blame the Eater” – David Zinczenko
à Letters to the Editor
Unit 2: Going for the Look
- “Going for the Look, but Risking Discrimination” – Steven Greenhouse
Unit 3: The Rhetoric of the Op-Ed Page: Ethos, Logos and Pathos
- “Three Ways to Persuad” – John Edlund
- “A Change of Heart about Animals” – Jeremy Rifkin
à Letters to the Editor
Unit 4: The Value of Life
- Hamlet’s Soliloquy (from Shakespeare’s Hamlet, Prince of Denmark, Act III, Sc.1)
- “It’s Not About the Bike: My Journey Back to Life” – Lance Armstrong with Sally Jenkins
- “How Much Do I Need?” Human Life Value Calculator
Unit 5: Racial Profiling
- “Hounding the Innocent” – Bob Herbert
Mester 2
Unit 6: Juvenile Justice
- “Kids are Kids – until they commit crimes” – Marjie Lundstrom
- “Supreme Court to Rule on Executing Young Killers” – Adam Liptak
- “Many Lids Called Unfit for Adult Trial: Those under 15 often blind to the long-term results of their choices, a study says.” – Greg Krikorian.
- “Startling Finds on Teenage Brains” – Paul Thompson
Unit 7: Bring a Poem/Lyrics You Like to Class
- Song lyrics
- Black Eyed Peas Lyrics, “Where Is the Love?”
- “Hip-Hop Becoming a Worldwide Language for Youth Resistance”
Unit 8: Language, Gender, and Culture
- “You Just Don’t Understand: Women and Men in Conversation” – Deborah Tannen (excerpt)
- “The Women Warrior: Memoirs of a Girlhood Among Ghosts” – Maxine Hong Kingston (excerpt)
- “About Men” – Gretel Ehrlich (essay from The Solace of the Open Spaces)
Unit 9: The Politics of Food
- “When a Crop Becomes King” – Michael Pollan
- “The Pleasures of Eating” – Wendell Berry
Unit 10: Justice: Childhood Love Lessons
- “Justice: Childhood Love Lessons” – Bell Hooks
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 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 Modern World Literature while using as a guide the California Language Arts Standards that assist students in developing skills in reading, writing, speaking and listening. We will read literature from authors from around the world. These literary works of the twentieth century will increase our understanding of the world of which we are a part and will guide our struggle to make it a better place for all its inhabitants. Hearing the voices of people around the world through literature will teach us to consider those that we ordinarily do not consider, to understand the lives of people who look differently, speak differently, and maybe even have different lifestyles than us, but like us, want a chance to be the best they can be, to live and flourish as humans!
During the second semester (Expository Composition), we will analyze expository forms of writing. In all of these forms of writing, the author is explaining ideas about a certain topic, or exposing information to the reader in an organized coherent manner with the end goal of enlightening his/her audience with ideas the reader perhaps would not have considered. Because most of the information that we read is, in one form or another, an example of exposition, we will invest our attention to examining professional writers’ styles, techniques, and strategies.
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
Textbooks:
- Modern World Literature (Holt Rinehart)
- Expository Reading and Writing Curriculum (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 and skills addressed.
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.
Modern World Literature
Semester 1
Mester 1
EUROPE
- Federico Garcia Lorca (Spain) – “The Guitar”
- Elie Wiesel (Romania) – Excerpt from Night
THE AMERICAS
- Joaquim Maria Machado de Assis (Brazil) – “A Canary’s Ideas”
- Gabriela Mistral (Chile) – “I Am Not Lonely” and “The Little Girl That Lost a Finger”
- Pablo Neruda (Chile) – “Discoverers of Chile”
- Jorge Luis Borges (Argentina) – Borges and Myself
- Octavio Paz (Mexico) – “Wind and Water and Stone”
- Gabriel Garcia Marquez (Colombia) – “The Handsomest Drowned Man in the World”
- Margaret Atwood (Canada) – “Elegy for the Giant Tortoises”
- Jamaica Kincaid (Antigua) – “A Walk to the Jetty” from Annie John
Mester 2
AFRICA AND THE MIDDLE EAST
- Chinua Achebe (Nigeria) – “Marriage is a Private Affair”
- Naguib Mahfouz (Egypt)
- Yehuda Amichai (Israel)
ASIA
- Samantha Rama Rau (India) – “By Any Other Name”
- Akutagawa Ryunosuke (Japan) - “The Nose”
- Nyuyen Thi Vinh (Vietnam) – “Thoughts of Hanoi”
- Zhang Jie (People’s Republic of China) – “Love Must Not Be Forgotten”
Final Project: Research a topic discussed throughout the semester, develop an essay and present
your thesis and findings to the class.
Expository Composition
Semester 2
Mester 3
Unit 1: Fast Food, Who’s to Blame?
- “It’s portion distortion that makes America fat” – Shannon Brownlee
- “If You Pitch It, They Will Eat” – David Barboza
- The Battle Against Fast Food Begins in the Home” – Daniel Weintraub
- “Don’t Blame the Eater” – David Zinczenko
à Letters to the Editor
Unit 2: Going for the Look
- “Going for the Look, but Risking Discrimination” – Steven Greenhouse
Unit 3: The Rhetoric of the Op-Ed Page: Ethos, Logos and Pathos
- “Three Ways to Persuad” – John Edlund
- “A Change of Heart about Animals” – Jeremy Rifkin
à Letters to the Editor
Unit 4: The Value of Life
- Hamlet’s Soliloquy (from Shakespeare’s Hamlet, Prince of Denmark, Act III, Sc.1)
- “It’s Not About the Bike: My Journey Back to Life” – Lance Armstrong with Sally Jenkins
- “How Much Do I Need?” Human Life Value Calculator
Unit 5: Racial Profiling
- “Hounding the Innocent” – Bob Herbert
Mester 2
Unit 6: Juvenile Justice
- “Kids are Kids – until they commit crimes” – Marjie Lundstrom
- “Supreme Court to Rule on Executing Young Killers” – Adam Liptak
- “Many Lids Called Unfit for Adult Trial: Those under 15 often blind to the long-term results of their choices, a study says.” – Greg Krikorian.
- “Startling Finds on Teenage Brains” – Paul Thompson
Unit 7: Bring a Poem/Lyrics You Like to Class
- Song lyrics
- Black Eyed Peas Lyrics, “Where Is the Love?”
- “Hip-Hop Becoming a Worldwide Language for Youth Resistance”
Unit 8: Language, Gender, and Culture
- “You Just Don’t Understand: Women and Men in Conversation” – Deborah Tannen (excerpt)
- “The Women Warrior: Memoirs of a Girlhood Among Ghosts” – Maxine Hong Kingston (excerpt)
- “About Men” – Gretel Ehrlich (essay from The Solace of the Open Spaces)
Unit 9: The Politics of Food
- “When a Crop Becomes King” – Michael Pollan
- “The Pleasures of Eating” – Wendell Berry
Unit 10: Justice: Childhood Love Lessons
- “Justice: Childhood Love Lessons” – Bell Hooks
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
__________________________ @ ___________________________