11th Grade Year One Language A: Language and Literature Syllabus

2019-2020, Class of 2021

Tutorial Times for Mrs. MacFarland

Tuesday & Thursday 7:35-8:20

Tuesdays after school by appointment from 4:05-4:45 p.m.

Contact Information

Mrs. MacFarland is available via email at m.macfarland@mwschool.org and by phone at (512) 660-5230.  A detailed calendar & helpful links are  also available on Mrs. MacFarland’s website at http://www.mrsmacfarland.com.  Mrs. MacFarland will also post formative and summative assignments in Managebac as well.

  1. CRITERION A: Analyzing  (knowledge, understanding, and interpretation)
  1. Analyzing  involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts, and making inferences about how an audience responds to a text , as well as the creator’s purpose for producing text. Students should be able to use the text to support their personal responses and ideas.
  2. Essential Questions: How much knowledge and understanding does the candidate demonstrate?  To what extent does the candidate make use of knowledge and understanding of the work?  How well are ideas supported by references to the text?To what extent does the analysis show an understanding of the texts, their type and purpose, and their possible contexts (for example, cultural, temporal, relation to audience)?
  1. CRITERION B: Analysis and evaluation of author’s choice (author’s technique/style/craft)
  1. Analyzing a text includes evaluating the author’s choices or the author’s craft, providing an insight  into how language, structure, technique, style of text(s) create meaning.
  2. Essential Questions: To what extent does the candidate analyse and evaluate how the choices of language, technique and style, and/or broader authorial choices shape meaning in relation to the chosen topic? To what extent does the analysis show an awareness of how stylistic features of the texts, such as language, structure, tone, technique and style, are used to construct meaning?
  1. CRITERION C: Organization (focus, organization, integration, development, transitions, referencing)
  1. Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately.
  2. Essential Questions: How well organized, focused and developed is the presentation of ideas in the writing? How well are examples integrated into the writing and cited correctly?
  1. CRITERION D: LANGUAGE  (preciseness, vocabulary, varied sentence construction, register, terminology, grammar)
  1. Students have opportunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate.
  2. Essential Questions:  How clear, varied and accurate is the language? How appropriate is the choice of register and style? (“Register” refers, in this context, to the candidate’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the analysis).

1st 9 weeks average                                         42.5%                        

2nd 9 weeks average                                          42.5%                

Final Exam                                        15%

_______________________                          100%

Studies in Language and Literature Aims

The aims of all subjects in studies in language and literature are to enable students to:

1. engage with a range of texts, in a variety of media and forms, from different periods, styles, and

cultures

2. develop skills in listening, speaking, reading, writing, viewing, presenting and performing

3. develop skills in interpretation, analysis and evaluation

4. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they

contribute to diverse responses and open up multiple meanings

5. develop an understanding of relationships between texts and a variety of perspectives, cultural

contexts, and local and global issues and an appreciation of how they contribute to diverse responses

and open up multiple meanings

6. develop an understanding of the relationships between studies in language and literature and other

disciplines

7. communicate and collaborate in a confident and creative way

8. foster a lifelong interest in and enjoyment of language and literature.

Assessment Objectives

Know, understand and interpret:

• a range of texts, works and/or performances, and their meanings and implications

• contexts in which texts are written and/or received

• elements of literary, stylistic, rhetorical, visual and/or performance craft

• features of particular text types and literary forms.

Analyse and evaluate:

• ways in which the use of language creates meaning

• uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques

• relationships among different texts

• ways in which texts may offer perspectives on human concerns.

Communicate

• ideas in clear, logical and persuasive ways

• in a range of styles, registers and for a variety of purposes and situations

• (for literature and performance only) ideas, emotion, character and atmosphere through performance.


IB Assessments Class of 2021

SL External Assessments 70%

Paper 1: Guided textual analysis (1 hour 15 minutes)-analyze one passage

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students choose one passage and write an analysis of it. (20 marks)  35%

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks) 35%

HL External Assessments 80%

Paper 1: Guided textual analysis (2 hours 15 minutes)-analyze two passages

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an analysis of each of the passages. (40 marks)  35%

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks) 25%

HL Essay

Students submit an essay on one non-literary text or a collection of non-literary texts by the same author, or a literary text or work studied during the course.  The essay must be 1,200 - 1,500 words in length. (20 marks) 20%

Internal Assessments 30%

This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual Oral (15 minutes)

Supported by an extract from one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (40 marks) 30%

Internal Assessments 20%

This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual Oral (15 minutes)

Supported by an extract from one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (40 marks) 20%

Meridian School Academic Honesty Policy

ACADEMIC HONESTY RATIONALE

Meridian School Academic Honesty Policy is based on the idea that true learning is built on honesty and integrity. In order to maintain an ethical environment centered on learning, students must be principled and commit themselves to upholding the Meridian School Academic Honesty Policy, facilitating our school’s mission to develop responsible citizens who can artfully navigate our complex world.

The following actions represent a breach of the Meridian Academic Honesty and are subject to disciplinary action.

PLAGIARISM

Plagiarism is a form of dishonesty where a student presents the work of another as his or her own. It is important to acknowledge that plagiarism is not only the theft of words but also of ideas.

Plagiarism includes, but is not limited to:

CHEATING

Cheating is acting dishonestly for your own gain and is a form of intellectual theft.  Academic honesty promotes good character while dishonesty prevents students from gaining a full grasp of information presented to them. Cheating prevents teachers from fully evaluating the progress of students.

Cheating includes, but is not limited to:

Group Work/Collaboration

Collaboration and group work will be explicitly assigned by the teacher.

Acceptable Collaboration

Unacceptable Collaboration

PROCEDURES AND CONSEQUENCES FOR ACADEMIC DISHONESTY

If a student is suspected of academic dishonesty, the following procedure will be followed:

  1. The student’s assessment or assignment will be taken and held by the teacher, and the teacher will conference with the student.
  2. If the teacher determines there is evidence that academic dishonesty has occurred,  1) a referral will be written to the assistant principal with attached documentation of evidence; and 2) the teacher will notify the parent about the incident and a grade of “Missing” will be recorded pending investigation.
  3. The assistant principal will investigate and if it is determined that academic dishonesty occurred, appropriate consequences will be assigned such as:
  1. The student will be assigned a three-hour Saturday detention (or equivalent as determined by the assistant principal)
  2. The student will write a reflection about what he/she did, why it was the wrong choice, and his/her intentions for approaching academic work honestly in the future.
  3. The student will be permitted to redo the assessment or an alternative assessment for up to a 70%.  This assessment can be done in the assigned Saturday detention or at another time determined by the teacher/student.
  4. The assistant principal will conference with the parent (in person or by phone) to explain the above consequences.  
  5. The reassessment or alternative assessment option is not available for academic dishonesty on a semester exam.
  6. The Assistant Principal will notify pertinent school organization sponsors/coaches of incidences of academic dishonesty so that appropriate measures can be taken in regards to membership/participation.

In cases where the administrator determines that there was no intentional breach of academic honesty, the student may still be required to write a reflection about the incident, including how to prevent such an incident in the future.

Repeated or more serious offenses

Additional or more serious incidents of academic dishonesty shall be dealt with more severely by the administration. Consequences for repeated or more serious offenses may include:

  1. Meeting with the parent(s)
  2. One to three days of out-of-school suspension
  3. Exclusion from extracurricular activities or school-sponsored social events
  4. No public recognition of the student at any honors function
  5. No distinguished academic or extracurricular recognition (if applicable)

Recommendation for Expulsion from Meridian School

Students who commit one or more of the following offenses in violation of the Meridian Code of Conduct may be recommended for expulsion:

  1. Theft, sales, or distribution of any materials including, but not limited to tests and/or quizzes
  2. Breaking into and/or examining a teacher’s personal possessions (e.g., desk, files, cabinet, etc.) to obtain or view assessments
  3. Changing and/or falsifying a grade in a teacher’s grade book, on the computer, or through other school devices used to record student grades
  4. Possession of a stolen assessment

Responsibilities of the Student

It is the responsibility of the student to be aware of and adhere to this Academic Honesty Policy. The policy is in place to foster true learning, built on honesty and integrity.  

Students have the responsibility to turn in work that is truly of their own creation and they must utilize the skills they have learned in citing and referencing sources. If a student is not clear on the expectations for a specific assignment, they should seek clarification from the teacher.

If a student is suspected of academic dishonesty, the student will have the opportunity to explain his/her perspective to the teacher and assistant principal as part of the investigative process.  The expectation is that the student be forthright in this process for his/her own benefit.  

Responsibilities of the Teacher

Faculty have the responsibility to clearly outline expectations for work that is assigned to students.  If students are not to collaborate with others (e.g. peers, parents, tutors, etc), or if they are not to use online resources (e.g. Google translate), the teacher needs to make this expectation clear in advance. Faculty have the responsibility to teach students the skills necessary to effectively cite and reference sources in their academic work. Faculty are asked to lead by example in regards to Academic Honesty, serving as role models for our students.  It is the responsibility of the teacher to be aware of and adhere to the expectations and procedures outlined in this Academic Honesty Policy.  

Responsibilities of the School

It is the responsibility of the school to uphold the expectations and procedures outlined in the aforementioned Academic Honesty Policy and to maintain the school’s commitment to an honest academic environment and the expectations set forth by the IB Programme.  

Responsibilities of the Parent(s)

It is the responsibility of the parent(s) to be aware of and encourage their student(s) to adhere to the aforementioned Academic Honesty Policy by promoting and supporting the school’s policy in the home thus advocating the expectations of academic honesty set forth by the school.