The first thing you need to do is choose a novel from the reading list for novel projects, which you can access here or under "class documents" on the main page.
It is very important that you make a wise decision since this project will count as two grades and it will take you several weeks. Making a good choice of a novel will make this easier for you. Do not choose a book just because you think it is short; this often makes things more difficult. Do not try to get away without reading the book. This is a novel project -- you need to READ a novel.
Step One: Choose a novel from the list, and then talk to me about your choice before you begin. You may want to have several choices since I won't approve everything.
Step Two: Read your novel. You will be able to add this reading to your independent reading record. Once again, trying to complete this project without reading your novel is foolish. I expect you to post three separate responses to your novel as you read. These responses need to be at least four complete paragraphs. You should not wait until the end to do this. These responses will be typed in Microsoft Word and turned in separately.
You may want to look over your book and plan where you will write your responses before you begin. The completion of these three responses accounts for 25% of your total grade.
Step Three: When you finish your novel, you should do some research on the author. Go beyond the regular information like where they were born, where they died, etc. Get interesting information about their life experiences, and try to make a connection between the author's life and the novel they created. Maybe you can find the author's purpose for writing the novel the way he or she did. When you are finished with your research, post a 4-5 paragraph biography with your findings. Please remember that you agreed to submit only original work. The completion of this biography will be graded according to the rubric for weblog posts, and will account for 25% of your grade.
Step Four: What is the historical significance of the novel you chose? What makes it worthy of study in a literature class? You should search the Internet for some critical essays about your novel for some of this information. Use the information you find to prove how the novel you chose is an important piece of literature. This should be the most intense part of this project, and your final product should be an essay that proves the importance of your novel that includes evidence from the critical essays you have read, as well as evidence from the novel itself. This essay should be written in the same format as your other essays. You will receive an additional three writing grades for this part of your project (rough draft, editing, final draft). ROUGH DRAFTS WILL BE DUE APRIL 1, 2008. The final draft of this essay will be graded according to the writing rubric, and will account for 50% of your grade on this project.
Thursday, January 24, 2008
Monday, January 7, 2008
Attendance Policy
Classic City High School has a strict attendance policy, which I uphold with all of my students and classes.If you are unfamiliar with the policy, please read the following.
You are allowed a maximum of four absences for each quarter (12 weeks) of school. In the event that you miss five days in a quarter, you will be dropped from class. If any absence is unexcused, or if you are two weeks behind the pace of the class, you will be removed from the course.
Each tardy (one to 15 minutes late) counts as 1/3 of an absence. If you are 15 minutes or more late from class, OR if you leave the class for a break in excess of 15 minutes, you will be counted absent.
Here are my guidelines for making up absences.
I realize sometimes you are unable to control certain absences from school. If you are responsible with your attendance, I can make some acceptions to the attendance guideline.
I do allow you to make up an absence IF your absence fits the following criteria:
1. You or a family member you care for are/is ill.
2. You have transportation problems which were unforeseeable prior to that day.
3. Extenuating circumstances.
If your absence fits one of these categories, you may make up the absence by doing the following:
1. You must call or email me prior to the start of class and explain your absence.
2. Agree to attend school on Friday of the same week, provided you are feeling better. If you are sick and are still ill on Friday, you may make it up the following week, with prior permission from me.
Friday make-ups are not given for every absence. Your reason for missing class must seem legitimate, and it must be arranged with me ahead of time. Simply showing up to the PLC on a Friday without speaking to me first will not erase an absence from your record. Administrative absences, hallway wandering and tardies are not eligible to be made up on Fridays.
It is very important to note that because you are allowed to make up absences, there will be no appeals for this class. If you go over on attendance, you will need to restart the class from the beginning, regardless of how far into the course you have gotten. Don't be 16 minutes late and get a 5th absence on the last day of class. You will lose your credit and begin the class again from the beginning.
You are allowed a maximum of four absences for each quarter (12 weeks) of school. In the event that you miss five days in a quarter, you will be dropped from class. If any absence is unexcused, or if you are two weeks behind the pace of the class, you will be removed from the course.
Each tardy (one to 15 minutes late) counts as 1/3 of an absence. If you are 15 minutes or more late from class, OR if you leave the class for a break in excess of 15 minutes, you will be counted absent.
Here are my guidelines for making up absences.
I realize sometimes you are unable to control certain absences from school. If you are responsible with your attendance, I can make some acceptions to the attendance guideline.
I do allow you to make up an absence IF your absence fits the following criteria:
1. You or a family member you care for are/is ill.
2. You have transportation problems which were unforeseeable prior to that day.
3. Extenuating circumstances.
If your absence fits one of these categories, you may make up the absence by doing the following:
1. You must call or email me prior to the start of class and explain your absence.
2. Agree to attend school on Friday of the same week, provided you are feeling better. If you are sick and are still ill on Friday, you may make it up the following week, with prior permission from me.
Friday make-ups are not given for every absence. Your reason for missing class must seem legitimate, and it must be arranged with me ahead of time. Simply showing up to the PLC on a Friday without speaking to me first will not erase an absence from your record. Administrative absences, hallway wandering and tardies are not eligible to be made up on Fridays.
It is very important to note that because you are allowed to make up absences, there will be no appeals for this class. If you go over on attendance, you will need to restart the class from the beginning, regardless of how far into the course you have gotten. Don't be 16 minutes late and get a 5th absence on the last day of class. You will lose your credit and begin the class again from the beginning.
Important Message about Email
Important message about email
To help us all communicate effectively with one another via email, I ask that each of you begin a free, specific email address.Please visit www.gmail.com and sign up for an email address in this exact format:firstnamelastname@gmail.com.
For example, petergriffin@gmail.com. This will help me in case I need to mass-mail any important information.
Also, please DO NOT submit work to my dropbox. It rarely, if ever, functions properly. Please email all work to be graded to kscredon@gmail.com. This email address is reserved only for grading your work.
To help us all communicate effectively with one another via email, I ask that each of you begin a free, specific email address.Please visit www.gmail.com and sign up for an email address in this exact format:firstnamelastname@gmail.com.
For example, petergriffin@gmail.com. This will help me in case I need to mass-mail any important information.
Also, please DO NOT submit work to my dropbox. It rarely, if ever, functions properly. Please email all work to be graded to kscredon@gmail.com. This email address is reserved only for grading your work.
Required NovaNet
Hooray! I know you all love your NovaNet! Never fear, you will have plently of opportunities to work on it this semester!
Each of you is responsibile for completing 10 modules before you can earn your credit. I will only grade your NovaNet once at the end of the semester. However, it is weighted heavily, and credits cannot be earned without completing the modules. I suggest you work early and work hard to get through them!
Your NovaNet will cover grammar, while we study literature and writing in class.
The good news: If you take your pretests seriously, you may not have to stay for an extended time in each module. A grade of 80% of better skips you on to the next module.
The okay news: If you do not get an 80 or better on the pretest or posttest, but you get between a 70 and 80 on the posttest, you can review the quiz and take it again.
The "you don't want to hear it" news: If you score below a 70 on your posttest, you have to complete the module again from the beginning.
I suggest picking one class period per week to work on NovaNet so it doesn't pile up towards the end of the semester.
Writing Rubric
Writing Rubric:
Rubric for Minor Writings and Quizzes (Version 2.0)
A score of five (5) will be awarded to writings that: demonstrates the writer’s choice of an engaging topic, clearly state the writer’s personal views with support from anecdotal evidence or direct and paraphrased textual evidence; have little or so few grammatical and mechanical errors that the writer’s intentions are not clouded; are organized in a manner that guides the reader through the piece, and are deep and insightful commentary on the texts we have read or the topic the writer has chosen.
A score of four (4) will be awarded to writings that: demonstrate the writer’s choice of a somewhat engaging topic, state some of the writer’s views with some support from anecdotal evidence or paraphrased textual evidence, but direct evidence may be missing; have some grammatical and mechanical errors that may cloud the writer’s intentions; are organized well, but could benefit from more careful organization, and are somewhat original commentary on the texts we have read or the topic the writer has chosen.
A score of three (3) will be awarded to writings that: demonstrate the writer’s choice of a mundane or overused topic, and may or may not state the writer’s views with minimal support from anecdotal evidence or direct and paraphrased textual evidence. A score of three (3) will be awarded to papers that are entirely composed of factual or summative information without any evidence of the writer’s views, are poorly organized, have grammatical and mechanical errors that cloud the writer’s intentions, and are unoriginal or merely surface commentary on the texts we have read or the topic the writer has chosen.
A score of two (2) will be awarded to writings that: demonstrate the writer’s choice of a mundane or overused topic, may not have a clear focus, or claim; have very limited or no evidence or support, have so many grammatical and mechanical errors that the writers intentions are clouded, are too brief to adequately address the topic, are very poorly organized, and make very little commentary on the texts we have read or the topic the writer has chosen.
A score of one (1) will be awarded to writings that: demonstrate the writer’s choice of a mundane or overused topic do not have a clear focus or claim, have no textual evidence, have so many grammatical or mechanical errors that the writer’s intentions are difficult to discern, are too brief to adequately address the topic, are written as a single paragraph, and make no commentary on the texts we have read or the topic the writer has chosen.
Rubric for Minor Writings and Quizzes (Version 2.0)
A score of five (5) will be awarded to writings that: demonstrates the writer’s choice of an engaging topic, clearly state the writer’s personal views with support from anecdotal evidence or direct and paraphrased textual evidence; have little or so few grammatical and mechanical errors that the writer’s intentions are not clouded; are organized in a manner that guides the reader through the piece, and are deep and insightful commentary on the texts we have read or the topic the writer has chosen.
A score of four (4) will be awarded to writings that: demonstrate the writer’s choice of a somewhat engaging topic, state some of the writer’s views with some support from anecdotal evidence or paraphrased textual evidence, but direct evidence may be missing; have some grammatical and mechanical errors that may cloud the writer’s intentions; are organized well, but could benefit from more careful organization, and are somewhat original commentary on the texts we have read or the topic the writer has chosen.
A score of three (3) will be awarded to writings that: demonstrate the writer’s choice of a mundane or overused topic, and may or may not state the writer’s views with minimal support from anecdotal evidence or direct and paraphrased textual evidence. A score of three (3) will be awarded to papers that are entirely composed of factual or summative information without any evidence of the writer’s views, are poorly organized, have grammatical and mechanical errors that cloud the writer’s intentions, and are unoriginal or merely surface commentary on the texts we have read or the topic the writer has chosen.
A score of two (2) will be awarded to writings that: demonstrate the writer’s choice of a mundane or overused topic, may not have a clear focus, or claim; have very limited or no evidence or support, have so many grammatical and mechanical errors that the writers intentions are clouded, are too brief to adequately address the topic, are very poorly organized, and make very little commentary on the texts we have read or the topic the writer has chosen.
A score of one (1) will be awarded to writings that: demonstrate the writer’s choice of a mundane or overused topic do not have a clear focus or claim, have no textual evidence, have so many grammatical or mechanical errors that the writer’s intentions are difficult to discern, are too brief to adequately address the topic, are written as a single paragraph, and make no commentary on the texts we have read or the topic the writer has chosen.
Writing Assignment Four
Writing Four:
Persuasive writing is a form with which you are probably very familiar. It appears in newspapers and magazines, and you are likely to have already written your fair share of persuasive writing. The topics for the Georgia High School Graduation Writing Test are usually persuasive in nature.
Persuasive Writing is a piece of writing in which you try to persuade someone to agree with you or to convince them to share your opinion of something.
Persuasive writing is a form with which you are probably very familiar. It appears in newspapers and magazines, and you are likely to have already written your fair share of persuasive writing. The topics for the Georgia High School Graduation Writing Test are usually persuasive in nature.
Persuasive Writing is a piece of writing in which you try to persuade someone to agree with you or to convince them to share your opinion of something.
You may choose a political issue like immigration, upcoming elections, state graduation tests, drivers' licence policies for teanagers, or the war in Iraq to attempt to get others to share your feelings on the issue.
You may choose to argue that your favorite entertainer, athlete, team, television show or movie is the best.
You may choose to convice people that something going on today needs to be changed.
You can read some good examples of persuasive writing here, here, and here.
EVIDENCE is one of the most important elements of persuasive writing. If you are attempting to change someone's mind, or influence their opinion, you need to provide examples of why you feel the way you do.
You will need to complete a two-page double spaced (Times New Roman 12pt) draft by the deadline given in class to be ready to edit.
Please let me know if you need help choosing a topic.
Writing Two
Writing Assignment Two:
Descriptive Writing
In class, we will discuss the use of literary devices to give your writing your own personal style. In a discriptive writing piece, I should be able to feel as if I just experienced your story. You will convey the feelings of the five senses: touch, sight, sound, smell and taste, as well as use interesting ways to describe them.
Although this list is not at all exhaustive, the most common literary devices are:
simile
metaphor
alliteration
onomatopoeia
rhyme
rhythm
personification
oxymoron
pun
imagery
mood (not a device, but must be established in any good descriptive writing!)
To help you get started, consider using one of these topics off this list:
Your bedroom
Your grandparents' house
Your favorite vacation spot
A stressful moment
Note: This writing is different from your autobiography. There does not need to be movement in it that tells a beginning, middle and end. Instead, you are making a scene or emotion come alive by describing it. There does not need to be a plot in a short descriptive piece, but the tools you learn here can be used in stories which all have plots.
Descriptive Writing
In class, we will discuss the use of literary devices to give your writing your own personal style. In a discriptive writing piece, I should be able to feel as if I just experienced your story. You will convey the feelings of the five senses: touch, sight, sound, smell and taste, as well as use interesting ways to describe them.
Although this list is not at all exhaustive, the most common literary devices are:
simile
metaphor
alliteration
onomatopoeia
rhyme
rhythm
personification
oxymoron
pun
imagery
mood (not a device, but must be established in any good descriptive writing!)
To help you get started, consider using one of these topics off this list:
Your bedroom
Your grandparents' house
Your favorite vacation spot
A stressful moment
Note: This writing is different from your autobiography. There does not need to be movement in it that tells a beginning, middle and end. Instead, you are making a scene or emotion come alive by describing it. There does not need to be a plot in a short descriptive piece, but the tools you learn here can be used in stories which all have plots.
Writing Assignment One
Writing Assignment 1:
You will be writing a two-page (double-spaced, Times New Roman 12 font)autobiography. Although an autobiography is the story of your own life, it does not mean that you will write about your birth, how you were the cutest baby ever, all the way up to what you ate for breakfast this morning. Instead, a short autobiography is telling the story of a single moment or event. That means you will need to give details, vivid descriptions and background if necessary.
To focus your story, select one of the following topics:
Your most embarrassing moment
Your first day of school (Kindergarten or the start of a new school)
Your first day at a new job
Breaking a bone, or some injury that results in a trip to the hospital
A few guidelines: Whatever it is, keep it clean. I'll be reading every word, and all your writing should be school appropriate. That means, no dirty words, drugs, alcohol or anything that would make your grandma blush.
Just like ALL writings, yours should have a central focus, or thesis. Since this is an autobiography, you will not need to use the five-paragraph essay format that is required with most writing. Instead, be creative with your use of foreshadowing, literary devices and story-telling abilities.
Remember to fully tell a story with a beginning, middle and end, even if the story told is very short. You may have falled down the stairs in front of a lot of people. The fall only took a few seconds, but there are details in the story that can make such a short period of time fill the two pages you need.
Your rough draft is due before class starts. Check your pacing guide for the correct date. Rough drafts are an automatic A if you turn it in on time. You will be peer editing with a friend on its due-date, so a late paper will result in 10 points per day being taken off.
Your final draft will be graded for length, content, a focused message, and spelling/grammar.
You will be writing a two-page (double-spaced, Times New Roman 12 font)autobiography. Although an autobiography is the story of your own life, it does not mean that you will write about your birth, how you were the cutest baby ever, all the way up to what you ate for breakfast this morning. Instead, a short autobiography is telling the story of a single moment or event. That means you will need to give details, vivid descriptions and background if necessary.
To focus your story, select one of the following topics:
Your most embarrassing moment
Your first day of school (Kindergarten or the start of a new school)
Your first day at a new job
Breaking a bone, or some injury that results in a trip to the hospital
A few guidelines: Whatever it is, keep it clean. I'll be reading every word, and all your writing should be school appropriate. That means, no dirty words, drugs, alcohol or anything that would make your grandma blush.
Just like ALL writings, yours should have a central focus, or thesis. Since this is an autobiography, you will not need to use the five-paragraph essay format that is required with most writing. Instead, be creative with your use of foreshadowing, literary devices and story-telling abilities.
Remember to fully tell a story with a beginning, middle and end, even if the story told is very short. You may have falled down the stairs in front of a lot of people. The fall only took a few seconds, but there are details in the story that can make such a short period of time fill the two pages you need.
Your rough draft is due before class starts. Check your pacing guide for the correct date. Rough drafts are an automatic A if you turn it in on time. You will be peer editing with a friend on its due-date, so a late paper will result in 10 points per day being taken off.
Your final draft will be graded for length, content, a focused message, and spelling/grammar.
Writing Assignments
All 9th and 10th graders will write four short essays for class, in a variety of different styles. Everyone will write an autobiography, a descriptive writing piece, a persuasive piece and one on goals for the future.
Standards Met: ELA9RL4/ELAWLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
What does this mean? The State Georgia says that all 9th and 10th grade English and Language Arts students need to be able to create different types of writing. This is your chance to be creative and to express yourself (for the most part) freely.
Each writing prompt will give you the opportunity to write a rough draft, revise, peer edit with a friend, revise and submit a final draft. That will help you go through the writing process and complete your best work possible.
Good luck!
Standards Met: ELA9RL4/ELAWLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
What does this mean? The State Georgia says that all 9th and 10th grade English and Language Arts students need to be able to create different types of writing. This is your chance to be creative and to express yourself (for the most part) freely.
Each writing prompt will give you the opportunity to write a rough draft, revise, peer edit with a friend, revise and submit a final draft. That will help you go through the writing process and complete your best work possible.
Good luck!
Welcome to Class!
Hello and welcome to 9th and 10th grade literature! I am looking forward to teaching this class, and getting to know all of you.
During this class, you will be responsible for reading, writing and grammar via NovaNet. You will have a lot of freedom with what you choose to read. However, I request that you bring a book with you every day to class. You are responsible for keeping a reading journal, and I do not mind you reading in class, if you are on or ahead of pace with NovaNet and writing pieces.
Please use this blog to find all of your necessary materials. Remember to keep up daily so we can assure your success in the course!
Your syllabus is posted here in an effort to save paper. Also, with each assignment, the standards addressed are posted to the blog as well.
Good luck!
Mrs. S.
During this class, you will be responsible for reading, writing and grammar via NovaNet. You will have a lot of freedom with what you choose to read. However, I request that you bring a book with you every day to class. You are responsible for keeping a reading journal, and I do not mind you reading in class, if you are on or ahead of pace with NovaNet and writing pieces.
Please use this blog to find all of your necessary materials. Remember to keep up daily so we can assure your success in the course!
Your syllabus is posted here in an effort to save paper. Also, with each assignment, the standards addressed are posted to the blog as well.
Good luck!
Mrs. S.
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