Ms. Jessica Smetana
Room 308
jsmetana@bpsk12.org
Websites: smetanaenglish.blogspot.com; smetana11thgrade.blogspot.com
Google classroom: qfj3i9x
Honors American Literature
2016-2017
Course Overview:
This course explores the central question, “What does it mean to be American?” using selections of literature from the colonial period through the present. We will examine how community, class, race, politics, gender, and nature shape identity both in American literature and our own lives.
In addition to reading and studying literature, this course will focus on building a college-level vocabulary and further developing strong and sophisticated discussion, thinking, research and analytical writing skills.
The literature we read will serve as a springboard for asking and answering tough questions about human nature, society, and yourself. You will be invited to make assertions and voice opinions while respecting and learning from those of your classmates.
I ask that you come with an open mind, and that you always give your best. I promise to do the same. I am looking forward to our year!.
--Ms. Smetana
Student Learning Expectations and Expected Outcomes
As an honors level course, the expectations for both process and product in this course will be high: The pace will be brisk, and the content challenging, but most students find the course worth the challenge. Together we will work on honing your skills at close and active reading, critical thinking, high-level, thoughtful discussion, careful literary analysis, and clean, effective writing.
Successful Learning
The following habits and mind-sets will ensure your maximum growth in this course and a successful, enjoyable year for us all:
- being present (both physically and mentally) for the full duration of each class
- being prepared (both materially and mentally) for every class
- trying your best, participating actively, and being willing to take risks
- communicating honestly and respectfully with your classmates and with me
- maintaining an open mind; treating others and their ideas respectfully
- asking for help or clarification when you need it.
Materials Needed for Class
- iPad
- A binder
- A notebook (composition is best)
- A pen or pencil
- A copy of the text we are reading
- Your completed homework
- Your brain
Assignments/Grades:
I use the “total points system”, which means different assignments will have different point values depending on their size or importance. For example, a small homework assignment might be worth only 10 points, while a larger one might be worth 20. In general, smaller assignments are worth 10 points, quizzes are worth 20-40, and larger essays are worth 100-200. I will always let you know how much an assignment will be worth.. Aspen may not reflect your absolute current grade, so if you have any questions, or would like to check in about your progress at any point, please do not hesitate to set up a time to meet with me.
The following areas will make up your grade:
The following areas will make up your grade:
- Essays and other short and long-term writing assignments
- Daily homework (including annotation or journal checks)
- Projects and other assessments (presentations, Socratic discussions, etc.)
- Reading quizzes
- Vocabulary, literary terms, or grammar quizzes
- Classwork/partner work/group work
- Participation, preparation, and habits of learning
- Essays and Other Writing: For each novel we read, you can expect several short graded writing pieces and a formal writing assignment which will ask you to incorporate information from secondary sources. Larger writing pieces will be taken through the drafting process with opportunities for teacher and peer feedback along the way.
- Format for Written Work: It is a standard expectation for this course that all written assignments follow the 2016 MLA formatting guidelines. We will go over these in class. Unless otherwise stated, no work may receive complete credit if it is not correctly formatted. Also, assignments must be submitted via Google Classroom or TurnItIn.com, depending on the assignment. In general, I do not accept work that has been emailed or that has been submitted as a PDF.
- The Reader’s Response Journal: Your reader’s response journal must be tangible (not digital.) It will be an extension of your brain and a receptacle for your thoughts, questions, insights and random musings about what you read. Your response journal will serve as a springboard for conversations, essays, and discussion questions. Sometimes I will ask you to write about a specific topic for homework; other times, I will leave it up to you. When I collect your journal, I will be looking for evidence of your active engagement with the reading. I’ll want to see comprehension, questioning, connecting and critical thinking. In short, I want to see not only that you are reading, but that you are reading WELL. (More about what it means to read well later.)
- Projects: You will complete several projects that will give you a chance to incorporate mediums and forms of expression beyond just reading and writing I will always give you ample time to prepare for these and will offer as much individual choice as possible.
I will get a sense of how well you are reading from your response journals, and our class discussions, but often, just to keep you on your toes, I will give unannounced reading quizzes.
Vocabulary will be taken from the texts we read. Although we will spend some in-class time reinforcing the vocabulary words, the learning and study of those words will be largely independent. Grammar mini-lessons will occur throughout the semester and will often be as-needed, based on common writing errors.
Sometimes you will work in class alone, with a partner or in a small group. I will always be sure to let you know when and how you will be assessed on your classwork.
- Participation and Habits of Learning:
Participation will be worth approximately 10% of your grade. This grade includes your listening, preparation, contributions, engagement, respect, and learning habits. It also includes showing up on time and sticking around.
Classroom Environment and Expectations:
My expectations are simple (but they encompass a lot).
I expect that you treat everyone with kindness and respect, that you come to class prepared, and that you always give your best. You can expect the same from me.
There are a few specific classroom guidelines that might be obvious, but that I would like to clarify just to be sure we are on the same page:
- Timeliness of Assignments: It is important that you come to class prepared. Papers and homework are due at the beginning of the class period on the day they are due. Late homework will only receive full credit on the day it is due. After the due date, homework assignments will be worth half-credit until they “expire.” (Generally assignments “expire” after they are no longer relevant to the work we are doing in class.) For longer writing assignments, extensions may be arranged at least two days in advance, and will generally involve a late penalty, depending on the circumstances. (standard late penalty for large assignments: ⅓ letter grade for each day.)
- Absences: If you know you will be absent in advance, please let me know, so I can give you a heads up about what you will miss. If you miss class, it is your responsibility to check Google Classroom as well as to check in with a classmate to see what you missed, and to be as caught up as possible when you return. If you are confused or are unable to be caught up on the day of your return due to illness, please email me. Also, if you are absent for a quiz, you will need to schedule a time to make it up within two days of your return to class.
- Timeliness to Class: Our time together this year is valuable. If you arrive late to class, please sign in on the clipboard by the door, look embarrassed, and quietly join class. Being chronically late not only hurts your participation grade, it complicates things: if you are late three times in a marking period you’ll need to serve a detention in my room. After that, I’ll call home. Not fun–for you or for me.
- Leaving class: Transition times (between activities) are often the best times for excusing yourself to the bathroom or drinking fountain. Everyone receives five “passes” from class each quarter, “free of charge.” You may use these as needed. You can “buy” up to 3 additional passes using participation points. Unused passes will turn into “habits of learning” points.
- Cell phones/technology: Your iPad is an awesome and necessary learning tool for this class, but it can sometimes be a tempting distraction. Please use your iPad only for its intended purpose in class. Phones and other gadgets should be put away and not used in class. Improper use of any device will hurt your participation grade, it will also result in some other consequences. Here is a link to our class technology contract.
- Academic Honesty: As a class, we will go over the definitions of plagiarism and academic dishonesty as well as the BHS policies regarding both of them. It is your responsibility to understand these, so please ask questions early on if you are confused.
- Communication with me: The expectations for communication are that YOU will be the lead voice in communication regarding your learning. Parents and guidance counselors can be important voices in conversations, but it is your responsibility to proactively communicate about your learning.
- One more (important) thing: I am available if you ever need extra help with a paper, or if you have questions about anything we’ve covered in class. I’m not just saying this. Please don’t hesitate to stop by or set up a time to sit down and talk—about anything. My available times and where you can find me are posted on the class website and in the room.
Texts:
-The Scarlet Letter by Nathaniel Hawthorne
-The Crucible by Arthur Miller
-The Great Gatsby by F. Scott Fitzgerald
-Their Eyes Were Watching God by Zora Neale Hurston
-Travels with Charley by John Steinbeck
-Assorted short stories, poems, essays and articles