Words of Warfare Syllabus
2016-2017
Ms. Warfield
Grant phone number: 503 916-5160 ext. 75633
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Course description:
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Senior language arts students examine the rights and
responsibilities of the individual by studying world literature and using
literary critical theories. In preparation for post-secondary education,
senior English students read challenging dramas, essays, novels, poetry,
nonfiction, and short stories. Students review the history, development, and
politics of literature and language. Students further develop their creative
and analytical writing skills by producing a personal/college essay, a
critical literary analysis, and other writings.
This senior-level course’s central focus will examine the reasons why conflict is a component of human nature and why humans strive for a better world. The course will begin with exploring internal conflict, then quickly progress to studying external conflict. Readings are compiled from a variety of sources, to include both fiction and non-fiction, and both classical and contemporary. Selections span the history of the written word, including the Bible, Kite Runner, Slaughterhouse-Five, and contemporary non-fiction. Poetry, short stories, essays, and documentaries will also be a part of the course. All students will be expected to complete a senior thesis in which students conduct an in-depth exploration of a significant contemporary issue. Students will go through an extensive process exploring topics, writing annotated bibliographies, drafting, revising and editing to complete the 7 to 10 page essay.
PCC DUAL
CREDIT
This
course is offered for Dual Credit through Portland Community College. In
Addition to earning high school credit for this class, you may register for
WR 121: Writing Composition through PSS and earn four college credits for the
course. The PCC credit for this class is offered to you free of charge, for a
cost savings of approximately $372 in tuition, $48.30 in fees and $122 in
book charges.
If you opt
to earn PCC credit for this course, you will become a Portland Community
College student. The grade and credits you earn for this course will be
posted to your PCC transcript. You are able to access PCC facilities and
services as a PCC student. You will be assigned a PCC email and may obtain a
PCC ID card upon request.
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Semester I
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Units/Major Texts
Read/Group Tasks/Major Writing Assignments
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1st Quarter
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Introductions
Pre-Assessment on Summer Reading
Individual’s Exploration and Understanding of Self
Identity
Texts:
Non-Fiction Books: Unbroken, My
Beloved World, Country Driving, The Other Wes Moore, I Am Malala, Escape from Camp 14
Essay Series on
Identity (Thomson Reader)
Independent
Book Group Project
Writing:
Synthesis Performance Task
Personal Essay/College Essay
Journaling
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2nd Quarter
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Public Protest: Individuals Uniting
Against Greater
Forces
Texts:
War Poetry
/ War stories
The Stranger
Satire Unit: Clips and The Onion,
“A Modest Proposal”
Modern Day Lysistrata
Public Protest Group Project
Writing:
Synthesis
Essay
Analytical
Character In-Class Essay
Journaling
Resume
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Semester II
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Units/Major Texts
Read/Group Tasks/Major Writing Assignments
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3rd Quarter
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Perceptions of War.
Texts:
Slaughterhouse-Five
Henry V
WWII Perceptions in Film: Grave of the Fireflies
Thesis Presentations
Writing:
Senior
Thesis
Personal
Essay
In-Class
Essay
Journaling
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4th Quarter
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The World Today
Texts:
Kite
Runner and the Middle East
Dark Days
War Poems
and Short Stories
Kite Runner
Journal Group Project
Writing:
In-Class
Essay
Journaling
Exit Essay
about the Future
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Assessment/evaluation/grading
policy:
Grades
are issued in point values and are weighted – 80% summative assessments; 10%
formative assessments; 10% characteristics of a successful learner
assessment. Grades issued at the end
of 1st and 3rd quarters indicate progress for the first
half of the respective semester. The
semester grades go on the student transcript.
If a student does not meet the assessment criteria on some major
assignments, the assignment may be rewritten to demonstrate proficiency. Due dates must be adhered to.
Summative Assessment: A way for a student to
demonstrate understanding of knowledge or application of skills at a
particular point in time. Examples of these are tests, essays,
projects, oral presentations.
Formative Assessment: A means for students
to learn content standards and practice skills that lead to summative
assessment. Examples of these are journal writing, note taking, skills
worksheets, in-class activities, homework questions.
Characteristics of a Successful Learner Assessment:
A means by which students demonstrate engagement in the learning
process. Examples of this are shown
through participation in classroom activities, preparedness for each day, and
timely submission of work.
A = 100-90%
Student’s work is superior and exceeds criteria and standards.
Assignments indicate far above average understanding of course/unit
material and demonstrate above average application of skills. Student
is regularly engaged in class, arrives prepared, and fully participates,
thoroughly completing work in a timely manner. Summative, formative,
and characteristics of a successful learner assessments far exceed course
expectations.
B = 89-80%
Student’s work is above average in meeting and exceeding
criteria and standards. Assignments indicate above average
understanding of course/unit material and demonstrate above average
application of skills. Student is engaged in class, arrives prepared,
and participates, completing work in a timely manner. Summative,
formative, and characteristics of a successful learner assessments exceed and
meet course expectations.
C= 79-70%
Student’s work is average in meeting criteria and standards.
Assignments indicate basic understanding of course/unit material and
demonstrate the application of skills. Student is usually engaged in
class, generally prepared, and participates, completing work to satisfy
course requirements. Summative, formative, and characteristics of a
successful learner assessments meet course expectations.
D = 69-60%
Student’s work is below average, barely meeting minimum criteria
and standards. Assignments indicate minimal understanding of
course/unit material and demonstrate lack of understanding in application of
skills. Student is in class but is missing much of the work required to
satisfy course requirements. Summative, formative, and characteristics of a
successful learner assessments barely meet course expectations.
F = 59% and below
Student fails to meet the minimum course requirements and does
not demonstrate understanding of the unit/course materials or expected
skills. Summative, formative, and characteristics of a successful
learner assessments do not meet course expectations
Late
Work: Any special circumstances that require an
extension of time on a due date must be discussed with the teacher a minimum
of one day before the due date and turned in by the agreed upon and
reasonable extension. Timeliness is
part of the characteristics of a successful learner assessment.
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Behavioral
expectations:
Students
are expected to behave and dress as respectful and responsible young adults
and to follow the rules, regulations, and policy of Grant High School and
Portland Public Schools.
Students
are expected to contribute to class and take part in classroom
activities. Students are held
responsible for keeping the classroom environment conducive to learning for
all students.
Students
can expect two to five hours of homework per week.
Electronics
for personal use are not appropriate in a learning environment. According to Grant High School policy and
my classroom policy, cell phones, iPods, etc. are not permissible unless
being used as a classroom learning activity.
Grant policy will be followed and students will be asked to report to
the main office and forfeit their electronics.
Academic
Honesty: Students often collaborate and support each
other through discussion, studying, some project work, and constructive
criticism of writing. However, each
student is ultimately responsible for and must do his/her own work. Copying another student’s work, whether it
is a test, homework, or a writing assignment, is considered academic
dishonesty. Plagiarism, which is using
someone else’s words or ideas as your own without proper citation, is
included in academic dishonesty. All
incidences of academic dishonesty will be reported to the administration and
the student will need to work out a plan with the teacher. In some cases, this may require redoing the
assignment, but that will not always be possible. Whether the student redoes the work or not,
s/he will not receive full credit for the assignment and it will have an
impact on the student’s overall grade.
Standard disciplinary procedures according to Grant’s policy will be
followed. Do not do this. Plagiarism and cheating are a breach of
trust and academic integrity. It is
not worth it!
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