Name of Course: American Literature
Name of teacher: danielle zaragosa-edler
E-Mail Address:zaragosa.edler@gmail.com or dzaragos@aptoshs.net
Voice Mail # 693		Room # E-214	Preparation Period: 4th, 5th and 6th
I	Course Description/Outline (reflects needed skills) <> In American Literature, we will encounter some of the most important writers of America from the 1600’s to the present as we trace the literary, philosophical and historical movements that have reflected and shaped U.S. culture. Students will analyze and think critically about literature, write and revise essays, creative pieces and research papers, prepare individual and group projects and presentations and contribute to the class in a meaningful and productive way. The primary purpose of this class is to empower students to enrich their lives through intensive literature study, extensive writing and reflective thinking. We will use these texts as a springboard to examine our country, our literary and cultural history and ourselves.
II	Materials Provided (name of textbook, other resources, video used,etc.) ØThe Language of literature Ø texts: The crucible, the adventures of Huckleberry finn, the great gatsby, the catcher in the rye, bless me ultima, The things They Carriedraisin in the sun, The Sun Also Rises, Huck Finn
III	Materials Required A binder or a folder specifically for American Lit. Plenty of paper Pencils, erasers, and pens
IV	Goals 1. Students will learn, identify and apply literary terms essential to understanding the literature they are reading. (ESLRs A,B,C). 2. Students will study, learn, use and be tested on new vocabulary words encountered in the literature study. (ESLR’s A,B,C) 3. Students will practice and improve their writing skills by utilizing a variety of writing strategies and writing types (from short answer to multi-paragraph essays), including pre-writing, peer editing and evaluation, writing portfolios, and in class journal activities. (ESLRs A,B,C,D,E) 4. Students will utilize speaking and listening skills to participate in the following activities: class discussions, small group discussions, oral reading and oral presentations. (ESLRs A,B,C,D,E) 5. Students will improve upon and demonstrate research, study and computer skills by utilizing library and computer lab resources for a variety of assignments. (ESLRs A,B,C) 6. Students will demonstrate responsibility and accountability by being a supportive, productive member of the classroom community. (ESRLs A,B,C,D,E) State standards for Language arts are addressed and met in the above goals and in the following units of study. Aptos High School Expected Schoolwide Learning Results are available at: www.aptoshs.net and CA Content Standards for Language Arts are available at: http://goldmine.cde.ca.gov/ci/reading.html
V	Units of Study (activities) 1. Native-American Influences 2. The Crucible and Puritanism 3. Transcendentalism: Emerson and Thoreau 4. Romanticism: Whitman and Dickinson 5. Poe and the American Gothic 6. American realism and Huck Finn 7. The Jazz Age and The Great Gatsby 8. The Sun Also Rises and the Lost Generation 9. The Harlem Renaissance 10. Modernism and American Poetry 11.The Catcher in the Rye 12.Vietnam and The Things They Carried 13. Bless Me Ultima 14.Writers of color and identity in American literature 15. The female experience in American literature 16. Contemporary Writers

Methods of Assessment (may include tests, portfolios, projects, essays, etc.)

1. Essays

2. Exams

3. Individual and group projects

4. Presentations

5. In class assignments

6. Homework

7. Quizzes

8. Participation

VII

Methods to accommodate language learners and other target populations

· Reciprocal Teaching
Direct Instruction

Collaborative Learning

· Teacher Modeling

· Scaffolding

· Use of visuals and graphic organizers

VIII

Units or activities that address language and math standards needed for High School Exit Exam (for classes other than language arts and math)

n/a

Class Procedures (missed assignments, make up work assignment format)

Late Work

Late work will be accepted for reduced credit. The later it is, the less credit you will get. Turning in late work can really hurt your grade, so please plan accordingly.

Make Up Work
If you were absent, you will have as many days as you were absent to turn in missing work without losing points. After that, it is considered late work and will be accepted for reduced credit (see policy for late work above). Students who have been absent are responsiible for checking the daily agenda on my web-page for assginments and checking the appropriate shelves in the back of the class for handouts. If you don't have internet access, come see me or see another student on the day you return.

Extra Credit

Possibilities for assignments will be announced periodically, though I don't necessarily offer extra credit every quarter.

Behavioral Expectations (and consequences)

The overall guideline to behavior in this class is that everyone has the right to learn in a positive environment, and no one has the right to interrupt the teaching/learning process.

Classroom Rules:

1. Respect people: Treat others as you want to be treated. There are to be absolutely no put downs or derogatory comments of any kind.

2. Respect property: Do not touch or take things that do not belong to you.

3. Come to class prepared to work: Bring your pencil, pen, notebook, etc.

4. Do not disturb the learning process. Class work begins as the bell rings. Do not talk or disrupt when the teacher is giving instructions or when anyone else is speaking.

Consequences for disruptive behavior (consequences depend on type of behavior and how many times student has engaged in disruptive behavior in the past):

1. Warning

2. A brief conference with the teacher at lunch or after school

3. After school detention(s)

4. A call or letter to the parent(s) or guardian(s)

5. A referral to the vice-principal: consequences such as in-house detention, suspension, or Saturday School may be assigned.

6. A behavior contract

7. A parent conference

8. Possible removal from class

Grading policy:

Points will be given for graded assignments. Each student’s points are divided by the total number of points possible to calculate a percentage score. A small assignment might receive anywhere from 5-40 points, a multi-paragraph essay 50-100 points, a major project 50-100 points, unit tests 50-100 points, homework 5-25 points and final exams 100 points. Depending upon the assignment:

q Approximately 50% of a student’s grade is based on major assignments.

q Approximately 40% of a student’s grade is based on daily class work and homework

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Approximately 10% of a student’s grade is based on participation. Disruptive behavior can hurt your participation grade. Please act accordingly.

Final Exams are 20% of the semester grade.

A = 100-90% B = 89-80% C = 79-70% D = 69-60% F = 59% or lower

I also try to look at effort, perseverance and improvement throughout each semester as well.

I have read & understand the “Course Syllabus” for American literature

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