Course Syllabus

Name of Course: American Literature

Name of teacher:  Heidi Story

E-Mail Address: HSTORY@aptoshs.net  

Voice Mail #   680 @ 688-6565

Room #  E-204

Preparation Period:  6th

 

I

 

 

 Course DescriptioN/Outline (reflects needed skills)

 

In American Literature, we will encounter some of the best 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 discuss literature, write and revise essays, creative pieces and research papers, prepare individual and group projects and presentations, and hopefully 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 the world and ourselves.  All of the writers presented in this syllabus tell their own story about this country and being a part of it.  What does it mean to these writers to be American?  What does it mean to you to be American?

 

II

Materials Provided (name of textbook, other resources, videos used, etc.)

 

Ø       Ø       The Language of literature

 

Ø    Ø    possible texts:  The crucible, the Adventures of huckleberry finn, the great gatsby, the catcher in the rye, The color purple, raisin in the sun

 

Ø    Ø    videos:  the crucible and the great gatsby

 

III

Materials Required

 

·      3 subject notebook for journal and class notes

·      Binder with plenty of paper, pencils, erasers, and pens

·      A highlighter pen

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

7.    The Jazz Age and The Great Gatsby

8.    The Harlem Renaissance

9.    Modern Poetry

10. The Catcher in the Rye

11. The Beat Poets

12.  Writers of color and identity in American literature

13. The female experience in American literature

14. Contemporary Writers

 

VI

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

 

1.    Essays

2.   Journals/notebooks/portfolios/literature packets

3.    Individual and group projects

4.    Exams

5.    In class assignments

6.    Homework

7.    Quizzes

8.    Participation

VII

Methods to accommodate language learners and other target populations

 

·      Reciprocal Teaching

·      Collaborative Learning

·      Teacher Modeling

·      Scaffolding

·      Use of visuals and graphic organizers

 

IX

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

 

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.  The class will keep a binder where notes on the daily agenda, class assignments and homework will be recorded. Handouts will also be placed there. Students who have been absent are responsible for checking the “Class Notes” binder, collecting the appropriate handouts, and making up their work.

 

Extra Credit

Opportunities for extra credit will be announced periodically.

 

X

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.    Detention with the teacher (15 to 30 minutes)

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 10-20 points, a small written work 75 points, a multi-paragraph essay 50-100 points, two-page essays 200 points a major project 100-500 points, unit tests 50-100 points, homework 100-200 points (total) and final exams 200 points.  Depending upon the assignment:

q    Approximately 50% of a student’s grade is based on written work, quizzes, and tests.

q    Approximately 20% of a student’s grade is based on class work

q    Approximately 20% of a student’s grade is based on homework

q    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. 

 

XI

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

 

 

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Parent/Guardian Signature:___________________________________________________________

 

Parent’s Email: ______________________________________________________

 

Student Signature:__________________________________________________

 

Date:_________________________________________________________________