Language Arts Survey: Sherman Alexie
June 17th – July 24th,
2013
MW 9:30 - 11:00, Room 1
Shane Abrams
Course Texts
The vast majority of course texts
will be provided in handouts; a folder, binder, or other organizational system will
be necessary.
The
following blog will also serve as a resource for disseminating materials and
texts:
Course Description
This
course will use selected works of the author Sherman Alexie to help students
develop literary and critical thinking skills through reading, writing,
speaking, and listening. Alexie is a well-known contemporary author whose
fiction, essays, poetry, comedy, and film provide access to contemplation of identity,
multiculturalism, and humanity. By surveying Alexie’s work, students will
engage a focused and meaningful dialogue with literature.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· read, analyze, discuss, and
respond to a variety of texts written by Alexie.
· engage in unique and relevant
literary discussions by drawing on both personal experiences and academic
analysis.
· compose and present readings of
particular literary works.
We will aim
to explore—perhaps even answer—some of the following questions:
· How does literature reflect and
critique our current society? Our historical backgrounds?
· What role does ethnicity and
cultural heritage play within our understanding of reality?
· How does each person shape his or
her own identity—including family, religion, sexuality, and personality?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily journal entries
(graded once per block); in-class and out-of-class assignments; and a final analysis
and presentation. Additionally, other artistic or academic assignments will be
collected and assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
Grades
for Language Arts Survey will be calculated on a points-based scale; i.e., each
assignment, including long-term projects and daily participation grades, will
be valued at a certain number of points possible. Over the 6-week course,
points possible will amount to roughly 800-1000 points. At any time, a student
may request his or her grade, and I will do my best to provide a response in a
timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Students
should attend all classes as possible. There will be only 12 sessions Language
Arts Survey; each absence is detrimental to learning potential. I will not
deduct points for absences, whether they are excused or unexcused. However,
students are always responsible for information, work, and cumulative
assignments which they miss when absent: missing multiple classes will
unforgivingly hinder a student’s academic success. If a student misses class, I
advise visiting the course blog – http://boulderprepalexie.blogspot.com/— to
see what she or he missed and what she or he needs in order to catch up. If you
know in advance that you will miss a class, please consult with me beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 9:30. This does not mean walking from the Commons to the classroom at 9:30; this
does not mean arriving at 9:29 and leaving to use the bathroom until 9:35. In regards to breaks: there will be no
out-of-class breaks. You should think of yourselves as adults during this
class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be
out of the classroom at any given time.
My
classroom is a place for personal growth, be it intellectual, emotional, or
otherwise. I expect all students to help me maintain an environment conducive
to such growth. All students are entitled to the right to improve and evolve,
and no person should infringe upon this right in any manner. My classroom will
be a safe and respectful environment for my students to exercise their right to
learn.
Course
Specific Grades:
Daily
participation – 10 pts. / day
Daily
journal entries – 120 pts.
Discussion
questions/golden lines – approx. 200 pts.
General
assignments – approx. 200 pts.
Final project
– 300 pts.
* see particular assignment sheets for specific breakdown and
expectations
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Electronic
Devices
In order
to facilitate the development of a respectful and focused classroom
environment, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of
the period.
Materials Needed
Please
bring these things to class every day:
Writing
materials (pen/pencil, paper)
Course
texts (handouts, assignments, etc.)
Writing journal
Binder,
folder, or other organizational system for hand-out readings
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change.
|
|
|
|
Week one (6/17 - 6/20) –
|
Introduction
to Sherman Alexie
The
Process of Thematic Analysis
|
|
|
|
|
Week two (6/24 - 6/27) –
|
Multiculturalism,
Race, and Ethnicity
|
|
|
|
|
Week three (7/1 - 7/4) –
|
Sexuality,
Companionship, and Romance
|
|
|
|
|
Week four (7/8 - 7/11) –
|
Storytelling,
Art, and Survival
|
|
|
|
|
Week five (7/15 - 7/18) –
|
Project
preparation
|
|
|
|
|
Week six (7/22 - 7/25) –
|
Summative
Closure
Project
presentations
|
|
|
|
Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
------------------------------------------------------------------------------------------------------------------------------------------
[Please detach and return this section.]
I,
_______________________________, hereby acknowledge that I have received and
reviewed this
(print
name)
syllabus.
Any questions or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature) (date)
No comments:
Post a Comment