Syllabus for American Literature and Composition

Ryan Hyatt

[email protected]

(818) 678-3400 x7076

Room F-39

Course Description: Welcome to 11th grade American Literature and Composition. American Literature and Composition is a year-long reading and writing course that includes standards-based instruction centered on recurrent themes and genres in United States literature from the colonial period to the present and reflects on the diversity of American life. As a means of developing the critical thinking and communication skills necessary for the demands of college and work, students will engage in discussion to prepare oral and written arguments that provide all relevant perspectives and consider the validity and reliability of sources. In this course, there is a concentrated focus on writing. Students will apply and refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts.

Course Objectives: The primary objective is to prepare students to have the skills needed for 12th grade and beyond. The focus is on academic skills, writing, time management and inter-personal communication skills. Small and large group discussions are a part of classroom learning. All students are expected to participate in them. This course is reading and writing intensive. Participation will make up a majority of your grade.

By the end of this year, students will:

• Improve ability to read and analyze text
• Strengthen formal essays/research papers.
• Develop better note-taking skills.
• Compare/contrast/synthesize and analyze information.
• Exercise critical thinking and communication skills in formal and informal discussions.

Required Text: “The Language of Literature,” by McDougall Littell, textbook information available at: http://www.abebooks.com/products/isbn/9780618170470?cm_sp=bdp-_-9780618170470-_-isbn10

Course Standards:

For a comprehensive list and explanation of the California Course Content Standards for English Language Arts to be taught, please review pages 115-130 of the “Los Angeles Unified School Districts Secondary English Language Arts Instructional Guide,” which can be found online through a quick Internet search.

In addition to the course content standards, this class will be heavily based on the California Common Core Standards for English Language Arts as they pertain to grade-level reading and writing, speaking and listening skills. The key standards to be focused on throughout the school year include:

Reading Informational and Literary Text Grades 11-12

1.  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.
2.    Determine two or more 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 provide a complex analysis; provide an objective summary of the text.
3.    Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Writing Grades 11-12

1.  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
2. e. Provide a concluding statement or section that follows from and supports the argument presented.
3. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
4. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counter- claims, reasons, and evidence.

Speaking & Listening Grades 11-12

1.  Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
2. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
3. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

For more information about the California Common Core Standards for English Language Arts, please visit: http://www.cde.ca.gov/be/st/ss/index.asp

Academic Vocabulary

In order to improve the learning and achievement of students in school and beyond, there will be a focus this year in the classroom on key words which students will become familiar with and use in an academic setting to further their English language development and critical thinking skills. These words are: analyze, cite, compare/contrast, elaborate, evaluate, illustrate, infer, justify, paraphrase, predict, summarize, synthesize. In addition, key terms to be learned and used related to grade-level rhetoric include claim, argument, opinion, main idea, topic, supporting idea/detail, example, essay, thesis, persuade.

Course Guidelines

1. Be prepared – Arrive on time ready to learn with books, paper and writing utensils.
2. Be professional – Practice “workplace suitable behavior” by showing respect for yourself and others.
3. Be engaged – The key to learning, in life and in my class, is through participation!

Grading System:

• Tests, quizzes, classwork, homework, and cooperation are based on points. Each student has the opportunity to earn points through student work and behavior in class. The points are inputted into a computer and are averaged on all assignments. The percentage value of the assignments are as follows: Classwork/Participation=60-70%; Tests and Quizzes=20-30%, Homework=0-20%
• Students who attend regularly, are respectful, take part in lessons, discussions and group and individual assignments will learn as much as possible, and it will reflect positively in their grade. Grades are also based on their individual academic ability or abilities according to their IEP goals and objectives as well as the teacher and staff’s observations, assessments, and knowledge of the student’s ability or skills.
• An important note on participation: Due to the numerous off-task behaviors which can impact a student’s learning, as well as class a whole, every student will have an automatic 25 participation points given to them at the beginning of each 5-week grading period that will be averaged into their cumulative grade, for a total of 100 points or approximately 10 class assignments, per semester. Points will be deducted from this grade, for example, when students are talking while the teacher is talking, using their phones or headphones at unauthorized times, failing to follow directions, etc. This participation system, combined with grades from other classwork and tests, can make a significant contribution or difference to a student’s overall grade for the semester, depending on the extent to which they maintain classroom guidelines.
• Late work will be accepted for as low as a “D” grade by the end of each 5-week grading period.
• Homework is usually assigned when students neglect to finish work in class or as special projects are assigned throughout the school year. Major assignments are posted online at the teacher’s website:

http://www.chatsworthhs.org/apps/pages/index.jsp?uREC_ID=379923&type=u

Classroom Preparation/Organization:

I have provided all students with a folder and notebook to use for classwork, the graded contents of which are to remain in my class until the end of each 5-week grading period. Please ensure your student is prepared for class with his or her own pens and & pencils.

Grading Scale in Percentages:

90-100%=A

89-80%=B

79-70%=C

69-55%=D

54% or below=F

Contact Information:

The school district’s new grading system, MISIS, should make grades available for parents to view on their own by November. Regardless, if there are any questions or concerns you have about grades, behavioral issues, class requirements or anything else, email is the best way to reach me at [email protected].

I look forward to working with your student this school year!

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