DP Literature Year Two Syllabus MRS. MACFARLAND
Tuesday & Thursday 7:35-8:20
Tuesdays after school by appointment from 4:05-4:45 p.m.
Mrs. MacFarland is available via email at email@example.com 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.
Students should bring the following items to class: post-its, a black or blue pen, and a set of colored highlighters (preferably five colors) and a COMPUTER (you will need a computer every day).
Students will turn in all digital assignments through turnitin.com. Turnitin.com checks for originality of the student and will detect plagiarism. Students are expected to adhere to our academic honesty policy. More information is available at https://www.mrsmacfarland.com/turnitincom-for-written-assignments.html.
Major Assessment Retake Policy
If a student scores below a 70% on a major grade, the student may retest or redo for up to a 70%. Students must work with the teacher to relearn the material or master the necessary skills before the retake. This means at least one tutorial or Saturday Opportunity School (SOS) session must take place prior to the retest.
Under Meridian Secondary School rules, work turned in late will incur a penalty of -10 points per school day past the due date. Summative assessments that are three or more days late can receive no higher than a 70. Formative assessments that are five or more days late can receive no higher than a 50. Late work is not accepted after the end of a grading period.
If you would like to earn up to five points on an essay, you may conference with your teacher and review the area that needs the most improvement. Revised work needs to have the original work attached with the assessed rubric. Points will be rewarded based on the quality of the revision.
Grading for a Nine Weeks Quarter
Summative assignments will include assessments such as Paper One and Two practices, presentations, creative writing essays, etc. Formative Assessments will include Socratic seminars, monthly journals, classroom activities, original poetry, etc.
- Summative Assessments Major Grades 50%
- Formative Assessments Minor Grades 50%
THE FINAL GRADE FOR THE CLASS WILL BE THE AVERAGE OF THE TWO SEMESTERS.
1st 9 weeks average 42.5%
2nd 9 weeks average 42.5%
Final Exam 15%
Language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.
Language A: literature is divided into four parts, each with a particular focus.
- Part 1: Works in translation (Spring of 11th Grade Year)
- Part 2: Detailed study (Fall of 12th Grade Year)
- Part 3: Literary genres (Spring of 12th Grade Year)
- Part 4: Options (Prose Other Than Fiction --Journalistic, Creative Nonfiction) (Fall of 11th Grade Year)
Part 2: Detailed study: Study of three works, each of a different genre (one of which must be poetry), chosen from the prescribed list of authors (PLA)
- Selected poetry by Pablo Neruda (Spanish, 1904-1973) and Langston Hughes (American, 1902-1967)
- Great Gatsby by Scott Fitzgerald (MODERNISM--American, 1896-1940)
- The Heart of a Woman by Maya Angelou, selected poetry by Maya Angelou
- Selected Poetry by Margaret Atwood (Canadian, 1935 - Present)
Part 3: Literary genres: DRAMA--Study of four works of the same genre, chosen from the PLA
- Hamlet by William Shakespeare (drama) (English 1564-1616)
- The Importance of Being Earnest by Oscar Wilde (English 1898)
- Master Harold and the Boys by Athol Fugard (African 1982)
- The Glass Menagerie by Tennessee Williams (American 1945)
INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM
Language A: literature aims
- introduce students to a range of texts from different periods, styles, and genres
- develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
- develop the students’ powers of expression, both in oral and written communication
- encourage students to recognize the importance of the contexts in which texts are written and received
- encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning
- encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
- promote in students an enjoyment of, and lifelong interest in, language and literature.
- develop in students an understanding of the techniques involved in literary criticism
- develop the students’ ability to form independent literary judgments and to support those ideas.
There are three assessment objectives for the language A: literature course.
- Knowledge and understanding
- Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them
- Demonstrate an understanding of the ways in which cultural values are expressed in literature
- Demonstrate awareness of the significance of the context in which a work is written and received
- Substantiate and justify ideas with relevant examples
- Analysis, synthesis and evaluation
- Demonstrate an ability to analyse language, structure, technique and style, and evaluate their effects on the reader
- Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts
- Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning
- Selection and use of appropriate presentation and language skills
- Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style
- Demonstrate a command of terminology and concepts appropriate to the study of literature
- Demonstrate an ability to express well-organized oral and written arguments
- Demonstrate an ability to write a sustained and detailed literary commentary
Year One-11th Grade
- Individual Oral Presentation (assessed in December) 15% internal assessment
- Written Assignment (completed in May) 25% external assessment (includes a reflective statement)
Year Two-12th Grade
- Individual Oral Commentary on Poetry and Discussion of Literature from Part II - 20 minutes 15% (late January) internally assessed, but moderated by IB
- Paper 1: Literary Commentary (2 hrs) in May 20% externally assessed
- Paper 2: Comparative Analysis Essay (2 hrs) in May 25% externally assessed
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 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:
- Copying information word for word and turning it in as one’s own work from print and/or digital resources
- Copying another student’s work such as a quiz, test, homework/assignment and presenting it as his or her own
- Paraphrasing (with minimal changes) information and presenting it as his or her own
- Taking ideas and patterns of thought from published sources or individuals (peers, parents, etc.) without permission and proper citation
- Collaborating with peers on an independent assignment without permission from the teacher
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:
- Using a “cheat sheet”, notes, electronic device, or other unauthorized resources during a test, quiz, or assignment
- Presenting the same work (e.g. essay, project, etc.) for multiple classes
- Using old assignments written by the student or someone else instead of creating original work
- Giving another student an old assessment or using an old assessment without teacher permission
- Looking at or copying all or part of someone else’s work
- Having someone else do all or part of a student’s homework or assignment for the student
- Failing to mark an answer wrong when self-grading or peer grading
- Telling others or asking others about the content of a test, quiz, or assignment
- Looking at a test or exam prior to taking it without a teacher’s permission
- Stealing or using stolen copies of assignments, tests, or answer keys
- Splitting an assignment into parts and doing a section, sharing it with others, and copying the rest from another student without teacher permission
- Using a translator (online or otherwise) without teacher permission
- Altering a teacher’s gradebook
- Falsifying information for applications; this includes student organizations (Student Council, NHS), college applications, scholarship applications, etc
- Using professional help such as an author, expert, or purchased service without teacher permission
- Any other violation intended to obtain credit for work which is not one’s own
Collaboration and group work will be explicitly assigned by the teacher.
- When a task is expressly assigned as a group project or assignment by the teacher with shared responsibilities
- When a student asks or gives a peer verbal assistance on an assignment for the sake of learning (not copying)
- When a student checks his or her work against another student’s work and then changes or copies answers without verbal assistance/explanation from his or her peer.
- When a student fails to uphold his or her responsibilities on a shared or group assignment/project.
PROCEDURES AND CONSEQUENCES FOR ACADEMIC DISHONESTY
If a student is suspected of academic dishonesty, the following procedure will be followed:
- The student’s assessment or assignment will be taken and held by the teacher, and the teacher will conference with the student.
- 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.
- The assistant principal will investigate and if it is determined that academic dishonesty occurred, appropriate consequences will be assigned such as:
- The student will be assigned a three-hour Saturday detention (or equivalent as determined by the assistant principal)
- 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.
- 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.
- The assistant principal will conference with the parent (in person or by phone) to explain the above consequences.
- The reassessment or alternative assessment option is not available for academic dishonesty on a semester exam.
- 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:
- Meeting with the parent(s)
- One to three days of out-of-school suspension
- Exclusion from extracurricular activities or school-sponsored social events
- No public recognition of the student at any honors function
- 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:
- Theft, sales, or distribution of any materials including, but not limited to tests and/or quizzes
- Breaking into and/or examining a teacher’s personal possessions (e.g., desk, ﬁles, cabinet, etc.) to obtain or view assessments
- 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
- 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.