Welcome to English III - American LiteratureCourse SyllabusInstructor: Mr. Ben HarrisEmail: bh02234@georgiasouthern.edu Virtual Office Hours: 6-7pm M-F via ElluminatePhone: (404)777-9311 

1. Welcome to English III - American Literature

i. Goals of the Course ii. Textbook iii. Graded Course Components

a. Class Discussion/Participation

iv. Class Discussion Rubric a. Class Modules b. Project   c. Examinations   d. Grading

v. Other Information a. Class Rules and Policies b. Incomplete Grades c. Course Grade

   Goals of the CourseThis course is designed to expose students to a broad cross-section of American literature. Students are also expected to increase their composition skills through a variety of writing experiences. Students will be expected to have a number of

products ready by semester's end that can be included in a major project.  This course will address standards for success on the Georgia High School Graduation Test.  You may access the standards at http://www.doe.k12.ga.us or here.   TextbookWe will be using an electronic textbook for this course, you can find it here: (link to textbook)  Graded Course Components    Class Discussion/ParticipationStudents will need to write a response to the essential question of the week.  Students will also respond to at least two of their peers in well thought out responses that avoid brief replies such as "I agree". Class Discussion Rubric

  

Category  Acceptable2 points

Target3 points

Your

Score

Student-Content

Posts

Post is clearly linked to class content with

specifics from required readings provided.

Reflection is evident in the post.

New sources are provided in addition to those

provided in the weekly activity. Evidence of synthesis

of the new sources is provided.

 

Student-Student

Posts

A clear, direct, and thoughtful response is

provided in response to another student’s

post.

In addition to a clear response, the post provides

further evidence to support your own position/opinion

on the topic.

 

Student-Group Posts Questions or comments lead the discussion to

new areas of focus OR link the discussion to

topics previously discussed in class.

In addition to leading the discussion to new areas,

other class members are specifically encouraged to

participate and respond to the new ideas presented.

 

Participation over the

course of the

semester

Usually participated on time Always participated on time  

Total Points      Grading Scale:12 Points        100 (A)10-11 Points     90 (A)8-9 Points         80 (B)    Class ModulesStudents will proceed sequentially through numbered modules designed to provide learning opportunities to different aspects of American Literature.  Students may work in teams and individually on module assignments.  The instructor will announce how assignments will be completed. These modules form the core of the course. They will encourage you to think critically and produce products that allow students to express individuality. Module 1 THE NATIVE AMERICANS

 Module 2 THE RISE OF PURITANISM

Module 3  THE RESTORATION    or the Age of Reason

Module 4 ROMANTICISM and Transcendentalism

Module 5  REALISM   and Naturalism

Module 6  MODERNISM   and Harlem Renaissance

Module 7 CONTEMPORARY

   Project Throughout the semester, we will be performing tasks to increase our understanding and exposure to various types of American Literature.  This work will culminate in the production and display of an informative American Literature digital project.  You will create a time sequenced project of your group’s assigned literary time period and include the major pieces of literature from the period on it.   You may do this via PowerPoint presentation, a PREZI presentation, a Digital Video, or a Website.In addition to this, identify the literature’s genre.  Also, include any important historical events that may have impacted the authors or the literature.  This portion of the project is due Monday, May. 18, 2011.  Examinations We will have a midterm and a final exam. The midterm is tentatively scheduled for 3/15. The midterm will be worth 15%. The date and time for the final exam is setby the school administration. The final exam will be cumulative and will be worth 20% of your grade.  There will also be an End-of-Course exam for this class.  The EOCT is averaged in as 15% of the final course grade. The student must have a final course grade of 70 or above to pass the course and earn credit toward graduation. GradingWiki Participation          10%Modules                    30%

Project                         15%Midterm Exam               10%Final Exam                    20%EOCT                         15%  Other Information   Class Rules and PoliciesRules and guidelines set forth in the student handbook will be followed in this class. Any student who distracts other students or the instructor interferes with the learning environment and should expect consequences.  Incomplete GradesAccording to the student handbook, the grade of "incomplete" is reserved for "exceptional cases, where an unanticipated event beyond ones control interferes with a student's completion of course requirements."   Course GradeGrading is on a straight scale (no curve), with 90%, 80%, 70%, 60% guaranteeing A-, B-, C-, and D- respectively. Remember that the completion of all assignments and participation is required and missing assignments can result in a grade reduction or even a failing grade.

Eleventh Grade - American Literature - The Native AmericansAll images are royalty free from stock.xchng In this module, students will experience themes and seminal ideas of Native American contributions to American Literature. Time and Space Flexibility:  

This module is one of six and represents one week in the course.  Students are required to access the module and respond to the essential questions in the class discussion area.  The completion of the chosen project is due on the Friday of the week.

Group Composition:  Group collaboration is encouraged for project choices through peer reviews.  Students are encouraged to provide quality feedback.

Learning Task: Students will read Native American Myths - "Grandmother Spider Steals the Sun", and "Earth on Turtle's Back".  Students will respond to the Essential Question in the discussion area using the Discussion/Participation rubric as a guide.     Students will self select from 3 possible assessment choices: Write your own Native American myth based on the theme and motifs of traditional oral tales, Create a digital story of the Native American Myths discussing history and themes, or Create a video or podcast of a Native American Myth.  For extra credit, students may combine assessment choices.

Instructor's Role:  Facilitator Learner Engagement: Students will need to pace their daily work load to include reading stories, engaging in group discussion,

creating artifacts, and peer reviewing artifacts.

Formative Evaluation:  Learners will receive feedback in the discussion area.  Projects will be self-assessed, peer assessed, and instructor assessed.

Time Management: Time management is a must because assignments will have a schedule.  The stories are to be read on Day 1, Essential Questions should be completed on Day 2, Project Artifact must be completed by Day 4, and the projects should be peer reviewed on Day 5.  The schedule will be posted.  The students will also be prompted and reminded in emails.

Dimensions of  Flexibility 

The module provides multiple means of representation, expression and engagement. Multiple Means of RepresentationThe assignments will have examples to model quality work.  The modules will include multimedia presentations for students to review assignment specifics. Multiple Means of ExpressionLearners will be allowed to self-select projects to complete the assignment. Multiple Means of EngagementThe students will engage in discussions and peer reviews to connect the group to a learning community.

    Essential Questions:   How do writers present their cultural heritage so that their audience understands, remembers, and possibly shares those values?

1. In what ways are Native American stories similar (i.e. cultural values, settings, characters)?  How are they different?2. How do we identify theme or underlying meaning in a story or poem?3. How can we tell a two-dimensional character from a three-dimensional character?  

 Georgia Performance Standards American Literature ELAALRL1 e,f; ELAALRL2 a,d; and ELAALRL3 a,i

Module 1 - The Native Americans

 Monday.  Read "Grandmother Spider Steals the Sun" and "The Earth on Turtle's Back"

  Tuesday.  Respond to the Essential Questions in the Discussion Area.  Reply to the Essential Questions and post your response.  Respond to at least 2 of your classmates.Discussion Area

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Wednesday. Create a project artifact that displays your understanding of Native American Myths.  Please choose from the following assessment opportunities.

Native American Myth  Write an original Native American myth based on the theme and motifs of traditional Native American oral tales. Example; Rubric

Digital Story  or Multimedia Presentation

Create a digital story or multimedia presentation of the Native American Myths discussing the history and themes of the people.   Example;Rubric

Video or Podcast  Create a video or podcast of a Native American myth.  Example; Rubric

 

Thursday.  Complete your project and post the artifact along with your Self-Assess Multimedia Rubric to the Discussion Area.

Friday.  Review a project of one of your peers.  Complete the Peer Assessment Rubric in your reply.