Instructor: Mr. Snelling

Room: C2

Phone: 360-221-6200 extension 4632

Email: csnelling@sw.wednet.edu

Office Hours: Before school or after

Course web sites: http://swasnelling.blogspot.com, schoology.com

Syllabus for South Whidbey Academy Literature Course - Spring Semester

Course description and main components

This class is a hybrid of online self-paced materials and collaborative group projects. The online courses are self-paced and cover the basics of literature and composition. There is also a regular series of non-fiction presentations and articles primarily from the TED Conference site and the New York Times Learning Network site to which students will create written responses of varying length in their online journal (using district provided Google Apps).

The online portions of the course can be likened to the use of an interactive digital textbook. All students in the class are enrolled in one of the semester length courses (English 100 and Englsih 200) described below:

Each of the 3 parts described below is worth ⅓ of the final grade for the semester.

I. Online Literature and Composition Survey

English 200 - Critical Reading and Effective Writing Core - full semester

Units to Complete in Apex English 200 (aka Critical Reading and Effective Writing Core) = 1, 3, 4, 7, 10, 11

English 100 - Introduction to Literature and Composition Core - full semester

Units Required to complete Apex English 100 (aka Introduction to Literature and Composition Core) = 1, 2, 7, 8, 9

Both online English literature and Writing courses cover a wide range of topics including the art and practice of rhetoric or persuasive argument, poetry, short stories, and primary historical documents as well as the close reading of a contemporary novel. Drama and the units and tests associated with that subject have been removed to provide time for face-to-face project and class discussions.

II. Online Journal and Daily Participation - Daily Oral Language warm-up exercises and frequent paragraph length responses to readings. These are punctuated by longer essay length response writings which will include multi-session revision and editing. Maintain online journal as a continuous record and portfolio of written work.
Grammar, punctuation activities
Written responses to readings and presentations

Online Journal created in Google Apps - Text Document or Presentation Mode

III. Group Projects (1 for 3rd quarter and 1 for 4th quarter)

Students keep a eye on this document; it is a work in progress and I/we may add or delete parts as time goes by.

Grade will be broadly and equally based on 2 criteria: Quality of information and Creativity

Scaffold - use “scaffold” as Google Doc filename

Include -

1. Description of the main and supporting characters, the setting, and write a plot summary

2. Write a narrative and dialog sketch of an alternative ending for a

chapter or the entire story.

3. Write a proposal for the project -

a. Brainstorm different ideas for member presentation

component

b. Each group member will assume responsibility for one

component of the project and assist other group members as

appropriate

c. Collaborate to write a proposal for multi-part multi-media

presentation for chosen book.

d. Record and log group activities daily - written post with

stills or video clip accomplishments, fails, goals for next

session

e. Present Proposal to Class - Leader director introduces

group and each member

presents their part with a visual aid

Prepare final integrated document (Keynote) and presentation

Beyond-the-Book Report Book Report -

Example Project Process Notes -

Project group members must have shown adequate progress on Apex online course work before starting book report

Identify Group members - 3-5

Choose a novel from the selection available (must have print copy for each group member)
Available Texts -
Huckleberry finn
Cannery Row
Of Mice and Men
My Antonia
Monster
Watership Down
Lord of the Flies
1984
Make lemonade
The House on Mango Street
Of Mice and Men
To Kill a Mockingbird
Catcher in the Rye
First Part Last
As I Lay Dying
The Secret Life of Bees
Ender’s Game
Speak
Uglies
God Bless You, Mr. Rosewater

Establish group norms -

Establish informal rules for group interaction

Norms - informal consensus, taking votes on key issues, presentation of

alternate views

Inclusion - all in, everyone contributes and is valued

Participation - Propel conversations by posing and responding to questions that

relate the current discussion to broader themes or larger ideas; actively

incorporate others into the discussion; and clarify, verify, or challenge

ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreement

and disagreement, and, when warranted, qualify or justify their own

views and understanding and make new connections in light of the

evidence and reasoning presented.

Roles - leader, recorder, media maven, questioner, artist, writer

Suggestions -
Read list of ideas at New York Times link below
http://learning.blogs.nytimes.com/2011/11/10/beyond-the-book-report-ways-to-respond-to-literature-using-new-york-times-models/

Other possible components -

Author study - influences, history
Record Group Discussion
Record Member Discussion
Publishing Details - Cover Art, Current Events Influence, Publisher history, bibliographic (biography of a book) details
Setting Investigation
Dramatic Reading - Readers’ theater
NY Times Book Review as Model
Skit of scene from book - movie tie-in commercial
YouTube commercial for book
Schoology forum for book report
What to read after
Similar books - genre, audience, setting, subject
Game - long length of butcher paper as board
Rap
Investigation of book’s audience, sales, reviews, criticism, history, profile of typical reader
Poem to book
Vaudeville routine, skit involving change of books pov
Alternate endings, settings, add characters
Letter to Author
Original Drawings with annotations
Graphic novel style treatment of portion of book ie chapter or scene
Stop motion video
Debate on an aspect of the book - good vs bad, character significance, realistic vs unrealistic
“Are you this kind of person? Well then this book is for you because...”
Other - discussion with and approval by instructor

General course objectives -

Complete work in a timely fashion by focussing attention and effort

Demonstrate engagement and understanding by creating clear written re sponses to materials presented in class

Use listening and observation skills to gain understanding.
Communicate ideas clearly and effectively.

Construct meaning by questioning, research, and analysis of both curated and unorganized information

Synthesize new meaning around self-generated questions or theses

Create multimedia products to demonstrate understanding of history and literature

Utilize reading strategies effectively and persistently

Create a classroom atmosphere that encourages and supports positive participation in class by all students

Collaboration to produce excellent class projects with small groups of fellow students

Survey and examine a wide range of written and spoken texts from poetry and song to advertisements and manuals to narrative non-fiction and long-form fiction

Grades - based on quizzes, tests, journal posts, project creativity and informational quality, as well as communication, participation, and effort.

Mastery Based Learning will guide assessment - 75% or middle C required to progress. Student work will not be accepted unless it meets or exceeds stated standards for each assignment.
Apex 33%
Book Review 33%
Dailies 33%

Grade Percentages

A+ 97 - 100%
A 93 - 96%
A- 90 - 92%

B+ 87 - 89%
B 83 - 86%
B- 80 - 82%

C+ 77 - 79%
C 73 - 76%
C- 70 - 72%

D+ 67 - 69%
D 63 - 66%
D- 60 - 62%

F below 60%

Behavior Guidelines:

On time, in seat, notebook open, pen ready

Engage enthusiastically in class

No side conversation during instruction

Genuine effort to figure things out before questioning

Know and act on the fact that learning is your work

Work for yourself and your class - be classy!

South Whidbey Academy

Syllabus HS Englsih