English 11B – 2014-2015

Instructor: Mrs. Antosha Duczkowski-Oxley

Room: F-204 E-mail: [email protected] Website: duczkowski.pbworks.com Classroom Number: 987-2919 Curriculum: National Common Core Textbooks and Literature:

Elements of Literature (Holt, Reinhart, Winston) – various selections Lord of the Flies – William Golding Frankenstein – Mary Shelley Various short stories Various, timely articles and presentations Independent reading selection Materials  Pens (blue and black ink only please), pencils, lined paper, and a folder for this class only. Expectations  Be respectful to yourself, fellow students, the teacher, and classroom property. Leave all backpacks and hats in your locker.  Be prepared and on time. Always have writing utensils, books, planners, assignments, and your binder.  Be responsible. Own your choices. Dig deeply and think critically. Ask questions when you have them. Complete your work without procrastinating.  Be courteous. Technology should not be visible or active. Cell phones, MP3 players, etc. will be confiscated if seen or heard, and points will be deducted from your participation grade unless we are using them for a class activity.  Be engaged. Participate, enjoy, and produce your best work. Assistance  If at any time you are in need of extra help, please let me know immediately. I am available before school, during lunch, and after school. Please do not wait until it is too late to get help. For your convenience, assignments are posted daily (board and website) and mentioned several times during the block. Learning Opportunities  Students should expect to finish some class work at home each day. Generally, it should not exceed 30 minutes, and often the learning opportunity will be a reading or writing assignment. Larger projects and papers may require more time; however, if class time is being used wisely, panic situations should not arise. Daily Structure  Students will be practicing their vocabulary/spelling skills and grammar/usage/mechanics skills daily. We will be using the LINCS vocabulary strategy. Articles – Science and Technology  Students will be given access periodically, via the website (schutte11.weebly.com), to an article or TED presentation dealing with topics and themes we will be studying in class. This is in preparation for the research paper, and much of this will be completed in class. Independent Reading  Students will be expected to have an independent reading book with them every day. This will be a book of choice although I highly recommend that students find science fiction choices this trimester. Students will be asked to record their reading on a daily basis.  PARENT NOTE: Please realize that with all this choice, I will not have read all the books that my students are reading, and at this age level, what one parent finds appropriate, another may not. Please help your child to make wise, thoughtful selections that are appropriate for your family. If you have any questions or concerns about this, please do not hesitate to contact me. Working together, we can make this a productive trimester. Grading  Assignments are based on a point system where larger assignments and tests are worth more points than daily assignments and classroom activities.  Roughly 10% of each student’s grade will be based on classroom expectations including participation, punctuality, preparation, and engagement. Students will lose 5 points from this score for each infraction. This includes issues with electronics, backpacks, and hats.  Seventy percent of each student’s grade will be based on product points – papers, tests, quizzes, presentations, and projects.  Twenty percent will be based on process points – homework, class assignments, journals, etc.  To cut down on wasted class time, students will have 3 free passes for the trimester to use at their discretion as bathroom or locker passes. Once these have been used, students will lose points from their participation score. Please make Mrs. Duczkowski-Oxley aware of any health issues. Obviously, exceptions may be needed.

95-100 = A 77-79 = C+ 60-62 = D- 90-94 = A- 73-76 = C 59 or below = E 87-89 = B+ 70-72 = C- 83-86 = B 67-69 = D+ 80-82 = B- 63-66 = D

Exams  The exam will include the Unit One Test (20%), the Exam Essay (40%), class vocabulary (10%), research vocabulary (10%), and the Lord of the Flies Test (20%). It will be broken up over the course of the last three weeks of school. Late Work Policy  Daily assignments that are turned in later than one day will receive no credit. Assignments turned in one day late will receive a 60% at best (minus anything wrong or missing). Some small, timely assignments will not be eligible for late credit.  Work should be complete. Incomplete work will not result in a grade reduction; it will become a zero.  Assignments worth more than 50 points will be reduced 10% per day. Extra Credit  Extra credit is available only if all assignments have been turned in and all absent work is complete. Even if students have received zeroes for late work, as long as that is turned in at some point, they are eligible for extra credit.  Options: . Find WOD words in anything that you are reading. Show them to me within the text and explain the meaning of the word. . Attend college visitations and fairs. Go on a job shadow. . Find English language errors, including spelling, in anything that you are reading. Show them to me. . Complete review sessions for various quizzes and tests. Absence Policy  On the first day back to school after an EXCUSED absence, students should check with the teacher for make-up work and look at the schedule on the board. While absent, check the website for information and documents.  On the day students return to class, they must turn in any work that was due the day they were absent.  Students have 1 week to complete any work missed during an excused absence. This includes tests and quizzes.  If students do not complete the work from an excused absence in one week, they will not receive full credit for the assignment.  No credit will be issued for any work missed as a result of an unexcused absence (ex. skipping).  Major papers and assignments are due on the due date. Please see the English department guidelines if you have questions. Tardy Policy  Students not in the classroom when the bell stops ringing are considered tardy. Five points will be removed from the participation grade for each infraction, and school procedure will be followed.

Trimester 11B – Overview

11.3 – Technology/Science: Potential for Enhancing Human Life/Potential for Danger Inquiry Questions – What is more dangerous – knowledge or ignorance? Are the benefits of tampering with nature worth the risks?

 Daily – Vocabulary and Grammar  Ethics vs. Morals  Romantic Period Historical Information  Literary Terms  Reading Difficult Text - Strategies  Research on Mary Shelley  Independent Reading Selections  Various Articles Dealing with Science and Technology  Vocabulary, Spelling, Sentence Structure, and Grammar Quizzes  Process Writing/ Reflective Writing/Informative Writing/Constructed Response/Summary  Major Research Paper – Research Strategies  Note Strategies/Parenthetical Referencing/Works Cited  Frankenstein, The Rime of the Ancient Mariner, “Prometheus,” and “The Birth- mark”  Literary Analysis  Unit Test

11.4 – Understanding Human Nature: Coping with Fear, Crisis, Chaos, and Change Inquiry Questions - What is more dangerous – knowledge, ignorance, or fear? How are people shaped by fear?

 Daily – Vocabulary and Grammar  Literary Terms  Reading Difficult Text - Strategies  The Modern Period Historical Information  Independent Reading Selections  Vocabulary, Spelling, Sentence Structure, and Grammar Quizzes  Reflective Writing/Constructed Response/Summary  Lord of the Flies  Literary Analysis  Unit Test  Course Exam

11 B Learning Objectives per Unit: Independent book: RL10  By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Frankenstein: RL1, RL2, RL5, RL9  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account, provide an objective summary of the text.  Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  Demonstrate knowledge of eighteenth,-nineteenth-and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. LOTF: RL3, RL4  Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how action is ordered, how the characters are introduced and developed).  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Includes Shakespeare as well as other authors). “The Birthmark”: RL9  Demonstrate knowledge of eighteenth-, nineteenth-and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Research paper: RI1, RI7, W2, W4, W5, W6, W7, W8, L1, L2  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 54.)  Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Articles/Summaries of TED Talks: RI2  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

STUDENT: I have read the syllabus and class policies and understand them. I will honor them throughout the trimester.

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PARENT(S) OR GUARDIAN(S): My child has discussed the syllabus and class policies with me. I will assist my child in honoring them throughout the trimester. I also understand that most classroom information can be found on duczkowski.pbworks.com. Signature______Date______

Please use the space below if there is anything you’d like me to know about your student in regard to this class. Thank you.