11th
Grade English: World Literature
Teacher: Ms. O’Donnell
Classroom Location: Room 230
Email: sodonnell@crec.org
Course Overview:
In “World Literature,” students will study voices from around the
globe in preparation for The
Smarter Balanced Assessment Consortium/ Common Core State Standards. Critically reading classical texts, modern works, current
periodicals, informational texts and diverse genres will add to student
knowledge of global voices.
In writing and through class
discussions, students will interpret what they read and present analysis based
on appropriate examples and evidence from the text. They will assess the
strength of an author’s or speaker’s points and assumptions based on evidence
from the text. Additionally, students will expand their literary and cultural
knowledge by reading great classic and contemporary works representative of
various time periods, cultures, and worldviews. Students will develop the
skill, fluency, and concentration to produce high-quality writing, as well as
the capacity to edit and improve their writing over multiple drafts. Below is a
brief overview of the work students will be doing in these areas:
• Reading and analyzing foundational works of world
literature and examining how two or more texts from the same time period treat
similar themes or topics
• Citing strong evidence from a text to analyze what it says
explicitly as well as what it infers, including determining when a text leaves
a point unclear or unproven
• Identifying and evaluating the reasoning used in
historical documents, including the application of constitutional or legal
principles
• Supporting arguments in an analysis of challenging topics
or texts using valid reasoning and relevant and sufficient evidence
• Conducting short- and long-term research projects to
answer a question or solve a problem
• Participating effectively in group discussions, expressing
ideas clearly and persuasively and building on the ideas of others
• Demonstrating understanding of complex or figurative
language (such as hyperbole), and distinguishing what is directly stated in a
text from what is actually meant
• Understanding the role that figurative language plays in a
text
• Presenting information using multiple media formats (such
as graphics or audio/visual presentations) to enhance understanding of
findings, reasoning, and evidence
An Introduction to the
Smarter Balanced Assessment Consortium:
The
Smarter Balanced Assessment Consortium is one of two multistate consortia
awarded funding from the U.S. Department of Education to develop an assessment
system based on the new Common Core State Standards (CCSS). Connecticut is a
governing state in Smarter Balanced and is taking an active role in the
consortium. To achieve the goal that all students leave high school ready for
college and career, Smarter Balanced is committed to ensuring that assessment
and instruction embody the CCSS and that all students, regardless of
disability, language, or subgroup status, have the opportunity to learn this
valued content and to show what they know and can do.
The Consortium
is developing a system of valid, reliable and fair next-generation assessments
aligned to the Common Core State Standards
in English language arts/literacy (ELA/literacy) and mathematics for Grades 3-8
and 11. The system—which includes both summative assessments for accountability
purposes and optional interim assessments for instructional use—will use computer
adaptive testing technologies to the greatest extent possible to
provide meaningful feedback and actionable data that teachers and other
educators can use to help students succeed.
Key Features of
Smarter Balanced
Measures student achievement and growth in English language
arts/literacy and mathematics in grades 3-8 and high school Includes
accommodations for students with disabilities and English language learners so
that all students can demonstrate what they know. Administered online with
questions and performance tasks that measure critical thinking and problem
solving skills. Expectations of student performance linked to international
benchmarks.
Summative assessments:
•Mandatory comprehensive accountability measures that
include computer adaptive assessments and performance tasks, administered in
the last 12 weeks of the school year in grades 3–8 and 11 for English language
arts (ELA)/literacy and mathematics;
•Designed to provide valid, reliable, and fair measures of
students’ progress toward and attainment of the knowledge and skills required
to be college-and career-ready;
•Capitalize on the strengths of computer adaptive testing
(e.g. efficient and precise measurement across the full range of achievement
and quick turnaround of results); and,
•Produce composite content area scores, based on the
computer adaptive items and performance tasks.
Supporting Teaching and Learning
In addition to a year-end assessment, teachers will be able
to administer interim assessments throughout the school year to monitor student
progress. Results from the interim assessment will be available quickly, giving
teachers the information they need to address student needs before the end of
the year. In addition, teachers will have access to a digital library of
resources and professional learning opportunities to help students succeed.
Feedback for Teachers and Parents
An online system will provide clear, easy-to-understand
reports on student performance for teachers, parents and schools. Teachers can
use these reports to inform their instruction, and parents will have better
information about their child’s progress. Parents will also be able to see how
student achievement at their school compares to performance at the district and
state level.
Materials and Resources required for class:
ü 1 Notebook
ü 5 dividers with tabs for organizing notebook
ü Agenda notebook (for writing down homework and project due
dates)
ü Pens, pencils, erasers, post-it-notes, highlighter (these
will not be handed out in class)
ü Recommended: Computer Disk or USB Flash Drive (for backing
up data at home or in class)
Texts:
|
Book Title
|
Author
|
ISBN
|
|
Price
|
|
Antigone
|
Sophocles
|
9780195061673
|
|
$ 11.95
|
|
The Odyssey
|
Homer
|
9780140268867
|
|
$ 17.00
|
|
Mythology
|
Edith Hamilton
|
0446607258
|
|
$ 7.99
|
|
Othello
|
Shakespeare
|
9780743477550
|
|
$ 5.99
|
|
Three Cups of Tea
|
Greg Mortenson
|
9780143038252
|
|
$ 16.00
|
|
The Kite Runner
|
Khaled Hosseini
|
9781594480003
|
|
$15.00
|
|
Hamlet
|
Shakespeare
|
0756002885
|
|
$5.95
|
|
Things Fall Apart
|
Chinua Achebe
|
9780385474542
|
|
$11.00
|
|
David Copperfield
|
Charles Dickens
|
0553211897
|
|
$ 5.99
|
|
The Metamorphosis
|
Franz Kafka
|
0553213695
|
|
$5.95
|
|
|
|
|
|
|
Students will
receive one copy of each text read in class.
If the book is lost or stolen, it must be replaced at the student’s
expense
Expectations:
- Be prepared for class.
Bring all necessary materials with you. You will not be excused to go to your
locker during class to obtain any materials once the class has started.
- Be prompt to class.
Tardiness will not be tolerated.
- Have respect for yourself, your teacher and your
classmates, put-downs,
bullying, racist remarks, and profanity will NOT be tolerated.
·
Take care of your
books. Missing or destroyed books must be paid for at the end of the
semester/year.
·
School rules will be reinforced. No hats,
cell phones, iPods, etc.
·
Participation is
expected as it enhances learning. All students will be expected to participate
on a regular basis through the following: asking and answering questions;
submitting homework, papers, and projects on time; reading and discussing
literature. A participation grade may be given based on preparedness and class
participation.
Homework:
· Homework is to be completed daily.
· Papers written and edited to meet all deadlines.
· Late
homework will not be accepted unless due to illness or absence.
· All work must be each student’s own work, unless
specified as “group work.” (See below for definition of plagiarism and
cheating)
· Each student is responsible for missed work. “I didn’t
know” is not an acceptable excuse. All assignments are posted daily on
the board as well as on Classjump.com.
Students are also responsible for keeping assignments recorded in their agenda
books. It is the student’s responsibility to obtain any and all work missed
from the teacher while they were absent. The teacher will not track down
students with missing work. Students will not interrupt a class to obtain their
missing work.
Papers:
· All final draft papers will be edited and typed according
to MLA criteria
·
Double spaced
·
Times New Roman 12 pt. font
·
The title centered on the first page
(no title page please) and no larger than 12 pt. font and Times New Roman
·
The title will not be bolded or underlined
·
Margins will be 1” spaced (this is
not standard so it will need to be adjusted).
·
Pagination will occur in the upper
right hand corner of each page
Heading in the upper left hand corner single spaced as
follows:
Full Name
English 11
Ms. O’Donnell
Date Assignment is due
Academic Honesty:
PLAGIARISM WILL NOT BE TOLERATED! Cheating is defined
as giving or receiving any form of information related to a graded
assignment. Cheating by students is
considered inexcusable conduct and will be dealt with strictly. Do your own work. Do not copy from another student or give
another student your work. A zero will
be given to each student for the assignment(s) involved; the teacher will
contact the parents; and the student will be referred to the administration.
Make-up Policy: Students
have the same number of days they were absent to complete and hand in work they
missed when they return from an excused absence. IT IS THE STUDENT’S
RESPONSIBILITY TO REQUEST MAKE-UP WORK FROM THE TEACHER.
Grading: Each marking period is worth 20%
Homework: 15% A= 90-100
Classwork/participation:
15% B= 80-89
Tests/quizzes: 35%
C= 70-79
Writing/essays: 35% D = 60-69
Midterm is worth 10% of
grade F=
0-59
Final is worth 10% of
final grade
Students that do not maintain
a 60% average for the Year will not receive credit for the course and will
either need to attend summer school for the credit or retake the course the
following year.
PARENT CONTACT INFORMATION SHEET
I have read the syllabus
and I know what will be expected of me in class.
Student name (printed):
__________________________________________________________________
I have read this World Literature syllabus
carefully. I understand its contents and what is expected of my child in this
course. If I have any concerns or
questions, I will contact Ms. O’Donnell through the e-mail address listed on
the front page of the syllabus.
Parent/Guardian name (s) (printed):
________________________________________________________
Daytime or work phone number:
__________________________________________________________
Evening phone number:
_________________________________________________________________
E-mail address:
_________________________________________________________________________
Parent/Guardian
signature: _________________________________________________Date____________
Student
Signature: ________________________________________________Date: ______________
