Extra-Help Night: Course Description: Academic Expectations from the Mission Statement: Reading Materials: Primary Text Books:

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1 1 FRESHMAN LITERATURE Syllabus Kathy Light Voic ext Course Number: (H) 0047 (CP) 0048 (S) 0049 Levels: H, CP, and S Grade: 9 Classroom Number: 3116 Extra-Help Night: Wednesday (other nights by appointment) Course Description: Students in this course will explore the elements of fiction and various genres of literature, including the short story, drama, and the novel. Students will prepare oral presentations, participate in class discussions, and engage in group work as they analyze literature and integrate its themes with their experience of the world around them. Students will also study vocabulary and the basics of composition as they respond to the literature. Compositions will include analytical, persuasive, descriptive, and narrative writing assignments. Students will learn the fundamentals of writing a research paper employing the Modern Language Association guidelines. This will include formulating a thesis; locating print, database, and internet sources; taking notes; formatting a works cited page; and using parenthetical citations. The research paper will require correct use of the computer to produce a final document. Academic Expectations from the Mission Statement: Assume responsibility for academic achievement. Acquire, interpret, analyze, integrate, and apply information in a discerning manner. Demonstrate ability to use technology appropriately to the subject area. Exhibit the ability to read, write, and communicate. Reading Materials: Primary Text Books: Heath Grammar and Composition, Third Course Carol Ann Bergman and J.A. Senn, 1986 Elements of Literature, Third Course Holt, Rinehart, and Winston, Inc Supplemental Reading/Sources Of Mice and Men John Steinbeck To Kill a Mockingbird Harper Lee Rite of Passage Richard Wright The Pearl John Steinbeck A Separate Peace John Knowles Tuesdays with Morrie Mitch Albom Romeo and Juliet William Shakespeare Our Town Thorton Wilder Raisin in the Sun Lorraine Hansberry Miracle Worker William Gibson 2 Course Outline:

2 I. Short Story Unit Students will read several of the following short stories to master the elements of fiction and literary devices outlined in the Massachusetts English Language Arts Frameworks (June 2001). The Most Dangerous Game Richard Connell All the Years of Her Life Morley Callaghan The Necklace Guy de Maupassant Cask of Amontillado Edgar Allan Poe The Very Old Man with Enormous Wings Gabriel Garcia Marquez Gift of the Magi O. Henry The Scarlet Ibis James Hurst The Lottery Shirley Jackson Thank you, Ma m Langston Hughes Almost a Man Richard Wright Hunger Richard Wright Antaeus Borden Deal The Bridge Nikolai Chukovski Christmas Memory Truman Capote The Interlopers Saki II. Novel All students will study: Of Mice and Men John Steinbeck To Kill a Mockingbird Harper Lee Rite of Passage Richard Wright In addition, honors students will choose one or more books from the supplemental materials list above. III. Drama: All will read: William Shakespeare s Romeo and Juliet. Students may read one of the following: Our Town Thorton Wilder Raisin in the Sun Lorraine Hansberry Miracle Worker William Gibson 3 IV. Composition: A. Vocabulary Vocabulary study will be incorporated at each level. Word lists will be developed from literary context. B. Literature Based Writing Students will produce at least one formal composition for each literary work or genre read. The difficulty of writing prompts and writing expectations will vary according to student level. Composition styles may include: Argumentation/Persuasion Exposition Narration Description

3 C. Research Paper Preparation All students will develop and support through research a statement of controlling purpose (thesis). All students will be introduced to MLA documentation style, including works cited, parenthetical citation, and page formatting. All students will develop skills in note-taking, outlining, drafting, and editing. The finished product will vary depending on student level. All students will successfully use the MLA format and integration of source material to support a thesis based on the readings completed in the Freshman Literature course. Grading and Evaluation: WRITING EXPECTATIONS Writing for all students will be assessed using the following traits: Organization - the internal structure of a piece of writing. Ideas and Content the ideas and support used to respond to the assignment or prompt. Style - both sentence structure and variety and vocabulary use. Writing conventions - the mechanical correctness of a piece of writing, including spelling, paragraphing, grammar and usage, capitalization, and punctuation. Attention to detail including following directions, careful editing, and formatting. The expectations may vary slightly for each assignment. Students at each level are expected to demonstrate work to the best of their ability and to strive for improvement. Prior to each assignment, students will receive a specific rubric, detailing the expectations and their point values. (Writing Expectations continued) 4 HONORS students are expected to: 1. - answer all aspects of a prompt in a sophisticated and original manner. 2. follow the essay format detailed in class, including a well written introduction (thesis paragraph), at least 3 supporting paragraphs, and an appropriate conclusion. 3. have a well-written, three part, thesis statement which indicates a position and clearly defines the path the essay will take. 4. provide substantial, well-chosen, specific and accurate support. 5. use correct and varied sentence structure, appropriate and sophisticated vocabulary, and correct grammatical usage, spelling, capitalization, and punctuation. Expectations will increase as more sophisticated language development is emphasized throughout the semester. 6. avoid all You Know Better errors. These YKB errors will be demonstrated throughout the semester, and include previously learned writing skills for which students will be held accountable. Students will have a list of these errors in their writing notebooks. 7. follow all directions of the assignment, including process writing steps, proper length, due date, and neatness. COLLEGE PREP students are expected to: 1. answer all aspects of the prompt in an appropriate manner. 2. follow the essay format detailed in class, including a well written introduction (thesis paragraph), at least 3 supporting paragraphs, and an appropriate conclusion.

4 3. have a three part thesis statement which indicates the path the essay will take. 4. provide specific and accurate support. 5. use correct and varied sentence structure, appropriate vocabulary, and correct grammatical usage, spelling, capitalization, and punctuation. Expectations will increase throughout the semester. 6. have few if any You Know Better errors. These errors will be demonstrated throughout the semester, and include: there, their, they re errors; its, it s; BUT to begin a sentence, etc. Students will have a list of the YKB errors in their writing notebooks. 7. follow all directions of the assignment, including process writing steps, proper length, due date, and neatness. (Writing Expectations continued) 5 STANDARD students are expected to: 1. answer all aspects of the prompt adequately. 2. attempt to follow the essay format detailed in class, including an introduction (thesis paragraph), 3 supporting paragraphs, and a conclusion. 3. attempt to incorporate an appropriate three part thesis statement. 4. provide adequate supporting details. 5. use correct sentence structure, vocabulary, grammar, spelling, capitalization, and punctuation. While occasional errors may occur, students are expected to show significant improvement throughout the semester. 6. have few You Know Better errors. These errors will be demonstrated throughout the semester, and include: there, their, they re errors; its, it s; BUT to begin a sentence, etc. Students will have a list of the YKB errors in their writing notebooks. 7. follow all directions of the assignment, including process writing steps, proper length, due date, and neatness. Attendance Policy 6 Attendance is mandatory. What we do in class is essential to success. Class participation is important to everyone. When a student is not in class, that student not only misses out on what is done, but also misses the opportunity to add to it. Therefore, I expect everyone to attend class regularly. Absences should occur only when absolutely necessary. If you are absent, plan to stay after school to complete missed work If a student is absent: Upon returning to school, any work which the student knew was due during the absence should be passed in. If the student missed a scheduled test or quiz due the absence, that student should be prepared to take it during class the day he/she returns. All missed work must be made up. See me either before class or after class to obtain a list of assignments. If a student is absent for any extended period, that student should contact the school and have assignments sent home. Absent students may also phone or me at school to obtain assignments: (508) ext lightk@tantasqua.org.

5 (Attendance Policy continued) Students who are aware ahead of time that they will be out of school or class, should see me prior to that absence to obtain assignments. If the absence will be for an extended length of time, I will need more than one day s notice to prepare the necessary work. All work must be made up within a reasonable time. If a student misses a test or quiz due to an absence, and that test or quiz can not be taken on the day of his return to school, one week will be given to make up the material. If a student is absent for more than 1 day, he or she should obtain a list of missed work on the day of the return to school, and work out a schedule for after school make-up sessions. Any work which is not made-up within a week of the student s return to school will result in a zero for that work. If a student is absent frequently when tests are given or assignments are due, I will conference with that student and his/her parents. GRADING POLICY: Grades will be computed as follows: Homework.50 Quizzes 1.00 Tests 2.00 Essays 2.00 (including research paper assignments) Class Participation - Each term students will receive 2 grades for participation. One grade will be given prior to mid-term progress reports. A second grade will be given prior to report cards. Each grade will count as a quiz. Extra Credit - Each term at least one extra credit opportunity will be given to those students who have completed all assigned work. Extra credit assignments may raise the term average up to 3 points. NOTE: Students frequently ask if they can re-take a test or quiz on which they have done poorly. The answer is, NO. Study for the test or quiz the first time. 7 REQUIREMENTS FOR WRITTEN WORK: (These are not OPTIONAL. Requirements means students MUST do these things. Please, use the following heading on written work: In the top LEFT corner, write/type your name, the date, and the Block. Example: Charles Montgomery September 6, 2005 C Block All essays and composition work must be either typed or neatly written. If it is TYPED, it MUST BE: a. #12 font b. Times New Roman c. Black Ink d. Double Spaced This is standard, academic font and style. It will be required in all future academic writing. I will not accept or read typed work that is single spaced. If it is handwritten and on many assignments this is acceptable essays/compositions MUST BE:

6 a. BLUE or BLACK INK b. legible without an interpreter, a magnifying glass, or guesswork c. It does not have to be double spaced UNLESS the writing fills up the entire space of the lined paper. NO INSTANT MESSAGING LANGUAGE OR SPELLING. I will deduct points for any IM abbreviations. If this becomes a BIG problem, students will have to re-do the assignment in order to receive credit. All written work must be original. Students may not copy from a friend, a book, or an internet source. Anyone who plagiarizes will receive a zero for the assignment. Parents will be notified in the event of cheating or plagiarism. CARE and EFFORT: Spelling, grammar, writing conventions, vocabulary, and, yes, even neatness count. A student s paper should demonstrate care and effort. Supplies Needed 1. A three ring binder JUST FOR ENGLISH ( 11/2 inch size is adequate). 2. Filler Paper. Loose leaf paper especially for the binder is best. 3. Notebook Dividers. The English notebook needs 4 sections, labeled and easy to locate. The 4 sections should be labeled: Vocabulary Grammar Literature Writing 4. Writing Implement preferably a blue or black pen and a pencil. 5. A Homework Assignment Book or Agenda Homework assignments will be written on the board each day, and it is IMPERATIVE that students copy the assignments into an agenda. 8 Sample Rubrics: I. Common Assessment Rubric Name Directions: (5) (5) On time Proper length Correct font, type size, double spacing If written, neatly done, legible, in ink Paper has a proper heading Content: (50) (10) Introduction has an appropriate thesis statement Introduction is a well-developed paragraph Author and title are clearly stated and punctuated correctly (30) Each body paragraph begins with a clear topic sentence. The topic sentence is supported by clear explanation and support. Ideas are clearly expressed and accurate. Specific details are used to support the points made. Insightful observations are made about the characters, themes, or events. (10) Conclusion is a well developed paragraph. Conclusion summarizes main ideas. Conclusion extends the thesis to a broader view.

7 Structure and Mechanics: (45) Good and varied sentence structure is used. (fragments run-ons ) Avoids wordiness and unnecessary repetition. Organization is logical and clear. Spell check/spelling errors Avoids mistakes in frequently misused homonyms. Avoids personal pronoun references. Keeps verb tense consistent. Avoids of clichés. Punctuation Capitalization Word Choice/Vocabulary TOTAL POINTS: (100) Comments: 9 Score 0, 1, or 2 Paragraph Evaluation Criteria Student Writer Topic 1. The first sentence contains the main idea in a clear and appropriate topic sentence. 2. Paragraph contains at least three explanatory sentences. 3. Paragraph contains several specific details or examples for support. 4. Details are colorful, interesting and appropriate. 5. Paragraph ends with a good closing sentence that refers to the main idea without repeating it. 6. Paragraph contains no run on sentences or sentence fragments. 7. Paragraph is free of YKB errors. A. Word choice errors (affect/effect, to/too/two, it s/its, etc.) B. Sentences do not begin with AND or BUT. C. Paragraph has no I think style sentences and no YOU 8. Is free of punctuation errors. 9. Is free of spelling errors. 10. Paragraph is neat and easy to read. TOTAL POINTS ( 0 26) 0-5 = F 6-10 = D = C = B = A What are the strongest points of this paragraph? What should the writer do to improve this paragraph? 10

8 Student Name Block Date RESEARCH PAPER GRADING RUBRIC - Hand this in with your paper. Total points earned on the preliminary assignments Final Paper Criteria (50) I. Directions (5) A. Attention to Details font, spacing, margins, title page B. Rubric Submitted original with cumulative points C. Proper Length II. Content (16) A. Valid Thesis correctly placed in the thesis paragraph B. Depth of Research adequate to prove thesis C. Comprehension of Material student demonstrates understanding D. Accuracy of Report material is presented accurately E. Integration of Material from Multiple Sources III. Citations/Sources (10) A. Correct form in use of MLA parenthetical citations B. Appropriate citing of factual material C. Evidence of using appropriate, multiple sources minimum of 5 D. Accurate Skills on Works Cited page IV. Mechanics (15) A. Spelling/spell-check errors B. Grammar/usage pronoun agreement (a person = he!) C. Sentence Structure avoidance of run-ons and fragments ) D. Paragraph Structure well developed and unified; topic sentences E. Transitions move the paper forward smoothly F. Coherence of Ideas ideas are presented logically G. Unity of Entire Paper everything fits V. Style/Creativity (4) A. Vocabulary appropriate and sophisticated B. Interest does the paper engage the reader C. Avoidance of Redundancies no unnecessary repetition D. Revision and Editing paper shows evidence of both SUB-TOTAL ON PAPER YKB Errors one point will be deducted from the score for disregard of YKBs listed throughout the term. PREWRITING AND PAPER TOTAL COMMENTS:

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