Mrs. D. Wright's Class

 Mrs. Wright's English Class 

Welcome Scholars and Parents!


Dear Mustang,

Welcome to Morrow High School’s 2022 Spring Semester. While this year brings new challenges to the learning environment, rest assured that I am here to help you. 

The courses I teach are:  American Literature (11th grade) and World Literature (10th grade)

The syllabus for each course is located on this webpage. The syllabus provides general information about the course, grading guidelines, and scheduled meeting times for classes.

I will provide coursework and course updates regularly through the Canvas platform. Look for the Modules tab!

Students are expected to participate in classes every day, as attendance will be taken daily. 

Outside of class meeting times, I am available for instructional support and tutorial assistance. Please refer to the syllabus for instructional support and tutorial times. Feel free to email me at deidra.wright@clayton.k12.ga.us  if you have questions.

You can expect a response within 48 hours.

Let’s have a great semester at Morrow High School!

Respectfully,

Mrs. D. Wright







This website will be updated to provide information about assignments, and provide supplemental resources.


Syllabus 

COURSE SYLLABUS

10th Grade World Literature Honors Fall 2019

Morrow High School 

2299 Old Rex Morrow Rd. 

Morrow, GA 30260 

Teacher: Mrs. Wright 

Email: 

Google Phone: (404) 721-2427

School Phone: (770) 473-3241 

 

 

Course Description:

Students will read/watch, critically analyze, discuss, and write about significant works of world literature (poems, short stories, music, and novels) of the 20th and 21st Centuries with emphasis on ideas and the ways in which they reflect cultural and aesthetic values.

 

Learning Outcomes (Objectives)

By the end of this course, students will be able to:



  • Students will develop methods and strategies for analyzing and interpreting texts. 



  • Outline, take notes and annotate texts 



  • Develop multimedia presentations 



  • Recognize explicit and implicit main idea and supporting details



  • Use grammatical, stylistic, and mechanical formats and conventions appropriate for a variety of audiences.



  • Critique their own and others' work in written and oral format 



  • Produce coherent, organized, readable prose for a variety of rhetorical situations



  • Reflect on what contributed to their writing process and evaluate their own work 



  • Critically analyze and engage with text(s)






Required Texts and Materials:  

Houghton Mifflin Harcourt Collections: Student Edition Grade 10 2017 1st Edition 

 

Collections Close Reader: Student Edition Grade 9 

 

Performance Assessment Workbook

 

3 Ring Binder, 5-7 Notebook dividers with labels 

 

Pen

 

100 notecards 

 

Recommended Text: 

Dictionary 

Thesaurus 

Modern Language Association Handbook 

The Norton Anthology of World Literature

The Routledge Reader in Carribean Literature 

 

Helpful Websites

  •  www.dictionary.com – Online English Dictionary
  •  www.azargammar.com – Grammar Reference and Practice
  • www.quizlet.com – Vocabulary Practice
  • www.newsela.com 
  • www.studyisland.com ­content practice (all areas)
  • www.usatestprep.com­ content practice (all areas)
  • www.eric.ed.gov

Course Work ( subject to modification)

 

1. Classwork: Bellringers, reading responses, writing assignments, reflective essay,group work etc.  25%

 

2. Quizzes/Assessments 10% 

 

3. Projects/Reports 10%

All reports and projects will follow the MLA format. Topics and specific assignments will be provided in class. A reflective essay is due the day after you submit ALL projects and reports. 

 

A reflective essay is an essay in which the writer examines his or her experiences in life. The writer then writes about those experiences, exploring how he or she has changed, developed or grown from those experiences.

 

Project  1 Establishing a Blog 

Post your blog in our google classroom and email your blog site to me

Project 2   Due pending date before class 

Project 3 Environmental Project 

Project 4: TBA Paper 4 (5-7 pages long) Due Dec._____

 

 

4. Test 20% 

Test 1: 

Test 2: 

 

5. Homework 15%

 

6. EOCT/ Final Exam 20%

 (tentative) 

 

Grading Scale: 90-100=A; 80-89=B; 70-79=C; 60-69=D; below 60=F.

 

Course Policies

1. Late work: Late work is bad for both of us and makes it impossible for me to give you careful feedback on your work. Furthermore, if you turn in work late, I may not be able to return it in time for my feedback to help you on the next assignment.  Each day your work is late it drops a letter grade each day prior to grading for content knowledge. Come to class prepared to submit the work that is due that day.

 

2. Submitting papers: This course emphasizes the development of your ideas in various stages of the writing process. We will work on your drafts in class before papers are due; paperclip a copy of these rough drafts to your final papers when you submit them for a grade. Final papers, drafts for peer review, and all out-of-class writing should be typed double-spaced with standard 1 inch margins and 10-12 Times New Roman font, and follow MLA guidelines. Computers are available in the classroom and the library. Papers are due at the beginning of class on the date due. 

 

3. Academic Misconduct: Morrow High School expects its students to adhere to the code of student conduct, especially as it pertains to academic conduct. All students are expected to turn in their original work and all final papers must be submitted to www.plagly.com to check for plagiarism. Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost­written papers or products. It also occurs when a student utilizes ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in the Clayton County School System Handbook. 

 

5. Attendance and Participation

Writing is a skill that requires practice through strategies, revisions, and collaboration. Talking about ideas with others--including class discussions--improves your reading comprehension, and writing skills as it helps clarify, and create knowledge. Being late to class more than 2 times will earn you a deduction in your class participation grade. Students will be given 3 bathroom passes per semester and if they aren’t used, then you can use them on your lowest assignment for six points.  Make-up work can be picked up when you return back to class and you are given three days to submit the make-up assignment. 

 

DEFICIENCY Reports: Parents and guardians are informed when students are making unsatisfactory progress in classes. Poor performance will be reported to parents and guardians as soon as problems are evident. Deficiency reports with plans for remediation will be written for all students making unsatisfactory progress, and parent­/ guardians conferences must be scheduled. Unsatisfactory grades should never come as a surprise to parents, guardians, or students. Teachers will:

● Contact parents and guardians early in the semester if academic, attendance, or behavioral difficulties are apparent.

● Notify the counselor, SST/RTI Chair, and the academy leader of serious problems that are affecting classroom performance.





Schedule of Readings and Assignments

Please Note: Reading and writing assignments are due at the beginning of class on the day for which they are listed. I will provide detailed daily assignments and may make changes to the syllabus to meet the class's educational goals more effectively. Please keep abreast of these changes by recording all revisions below. If you miss class, you are still responsible for any changes I announce in class, so consult a peer for what you missed. 



Classwork (tentative schedule) 

Unit 1-2 Jan-March

Project 1 Due: 

 

Unit 3-4

March-May 

Project 2 Due: 

Week 10: Test #1 Assessment 

Project 3:

Test # 2 Dec 5th 

Final Exam_________

Grades will be posted  no later than _______

 

Mandatory Classroom Expectations: Follow school policies as directed within the handbook.

1. HAVE: Arrive on time and with supplies.

2. ENGAGE: Be ready and willing to learn.

3. RESPECT: Listen to the presenter (teacher and student).

4. OFFER: Be willing and ready to help your peers. (Raise your hand to ask for help.)

 

Additional Expectations:

USE ELECTRONIC DEVICES ONLY AS DIRECTED. PUT ALL PHONES AWAY


                                           11th Grade
          Syllabus 2022


                                 Morrow High School

Spring 2022

 

American Literature and Composition

Instructor: Mrs. Wright


E-mail: deidra.wright@clayton.k12.ga.us

 

 

Office hours will be held on Mondays by appointment only.

Please email me to schedule your virtual office hour appointment.

 

 

COURSE DESCRIPTION

This course presents a one-semester survey of American literature from the literary period of exploration and settlement to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character.

https://www.georgiastandards.org/Common-Core/Documents/9-10thELACCGPS.pdf

 

LEARNING OUTCOMES:

As delineated in the Georgia Standards of Excellence, students will develop their ability to:

  • Write original argumentative, informational, expository, narrative, and persuasive essay
  • Develop skills in using textual evidence to support claims to defend a stance on a topic
  • Produce clear and concise writing that includes the conventions of standard English grammar and usage
  • Analyze and create characters in narrative writing focusing on audience, purpose and tone
  • Evaluate various aspects of rhetorical devices using appropriate supporting evidence
  • Use creative and critical thinking skills to analyze given texts

 

TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES

Required Text: Collections Textbook (please refer to page 5 for required readings for assigned weeks)

 

Supplemental Texts: supplemental texts will be assigned during the week of discussion. Please use the online classroom forum to stay updated.

 

Useful Websites:

The online version of the literacy textbook is provided in their students HMH acct.

 

ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING

Activities and Assessments:

All major activities (projects, research papers, portfolios, etc.) are listed here and in the calendar at the end of this document.

  • Standardized Test: EOC Exam
  • Monthly Thought Questions: this is to help students enhance their writing skills. Students are responsible for completing all assignments associated with the assigned thought questions assigned.
  • Achieve 3000 Articles: students are responsible for completing 2 articles per week, earning 75% or better on the first try.
  • Constructed Responses: Students will employ their learnings in response to a given question related to an assigned text and topic.
  • Essays: Students will engage in the writing process to complete a narrative essay, an argumentative essay, and a research paper by the end of the semester.

 

Student participation ensures understanding and mastery of the standard associated with the task. Students will be asked to participate verbally, written, and online using the Canvas course forum. All assignments should be submitted via Canvas unless otherwise agreed upon between the instructor and the student. Written communication is necessary for alternative submissions.

 

No late submissions are accepted unless you have an excused absence.

 

High School and High School Credit Bearing Courses Grade Weights

Courses with an End-of-Course (EOC) Exam

Courses without an End-of-Course (EOC) Exam

Classwork

Tests/Quizzes

Projects

Homework

End-of-Course Exam

25%

30%

10%

15%

20%

Classwork

Tests/Quizzes

Projects

Homework

Final Exam

25%

30%

10%

15%

20%

 

Grading Policy:

Students' grades will be updated every Friday unless otherwise stated. Students should look at their infinite campus profiles for updates to their grades on given assignments. Please keep in mind that Ms. Brasher does not award grades, the work and effort you submit is what is translated and entered into the gradebook. Please refer to the following table to gauge letter grading as it relates to percentages earned in the class.

 

Letter Grade

Performance Level

Description of Performance Level

A

90-100

Exceeding content expectations

B

80-89

Meeting content expectations

C

71-79

Working towards meeting content expectations

D

70

Inadequate progress towards meeting content expectations

F

69 and below

Did not meet content expectations

NC

No Credit

Enrolled 10 days or less

I

Incomplete

Course requirements not completed

 

 

CLASS POLICIES

It is the responsibility of the teachers and students alike to create a community where learning is encouraged and engaged in a safe manner. We encourage parents to help reinforce the ideals presented in the classroom by holding your students accountable to upholding the classroom guidelines. In order to create a safe learning environment, the following non-negotiables and consequences have been listed:

 

Non-Negotiables:

  1. Practice respect and cordiality; everyone who walks in the room should be given respect at the same level.
  2. Adhere to the rules and guidelines of Morrow High School as listed in the student handbook.
  3. Refrain from eating in the classroom - if you have to partake in a snack, please communicate with your teachers and ensure an agreement is met before engaging in eating in the classroom.
  4. Use electronic devices when directed by your teachers
  5. Be on time and present for lessons
  6. Communicate with teachers effectively and promptly when challenges arise
  7. Practice conflict management inside of the classroom

 

Consequences

Students who do not adhere to the etiquette guidelines will result in the following:

  1. Verbal prompt/redirection
  2. Check in with student
  3. Communication with parent/guardian
  4. Conference with parent/guardian and administrators

 

MAKE-UP WORK POLICY:

All students are provided an opportunity to make up missed or insufficient assignments. In the case of an absence, students are required to attend an office hour session (using the office hour link) in order to review missed material and be assigned a make-up task. It is the student’s responsibility to facilitate this process. Make up assignments will be given a due date at the end of the scheduled office hour appointment. Students must assume responsibility for obtaining the required information and making whatever arrangements are necessary with the teacher. Parents should assist their child with requests for make-up work and other missed assignments and tests.

 

Make-up of tests/quizzes should be done before or after school except otherwise arranged by the teacher. Teachers may assign different work or a different test than that which was originally assigned to other students. Long-term assignments with preset dates are due on the assigned dates, regardless of a student’s previous absence. Communication is always welcome and highly encouraged in a timely fashion.

 

Parent-Teacher Conferences:

Morrow High School encourages parental involvement, if for any reason you should need to schedule a Parent-Teacher conference, please do so by contacting the student’s appropriate counselor to set this up. Ms. Brasher is always available via email and will respond to your email within 24 hours of receipt.

 

 

Infinite Campus Access:

Parents can access their student’s grades and attendance online via Infinite Campus Parent Portal. Please communicate with your student’s counselor to obtain their username and password for the infinite campus website.

 

Grade Reporting:

Progress reports are issued every four and one-half weeks within each nine week grading period. Report cards are issued every eighteen weeks at the high school level. Report card grades will include both letter and numeric grades for all students.

 

CLASS OUTLINE/CALENDAR

(Due dates and assignments are subject to change with appropriate notice to students and parents.)

Week #

Readings for Class

Assignments Due

Due Date

Week 1

 

Syllabus

Reading Review

 

 

Week 2

 

excerpt from “Of Plymouth Plantation”

Historical Account

by William Bradford

 

“Sinners in the Hands of an Angry God”

Sermon

by Jonathan Edwards

 

 

Pre-Unit Assessment

 

Week 3

 

Testing Strategies

Reading Review

 

2 Achieve Articles

August 13

Week 4

 

 

“To the Right Honourable William Earl of Dartmouth”

Poem

by Phillis Wheatley

 

“On Being Brought from Africa to America”

Poem

by Phillis Wheatley

 

“On the Emigration to America and Peopling the Western Country”

Poem

by Phillip Freneau

 

2 Achieve Articles

 

Week 5

 

“To the Right Honourable William Earl of Dartmouth”

Poem

by Phillis Wheatley

 

“On Being Brought from Africa to America”

Poem

by Phillis Wheatley

 

“On the Emigration to America and Peopling the Western Country”

Poem

by Phillip Freneau

 

 

2 Achieve Articles

 

Week 6

 

Writing Workshop

 

2 Achieve Articles

 

Week 7

 

Reading Workshop

2 Achieve Articles

 

Week 8

 

 

 

“I Hear America Singing”

Poem

by Walt Whitman

 

an excerpt from “Nature”

&

an excerpt from “Self-Reliance”

Essays

by Ralph Waldo Emerson

 

“The Minister’s Black Veil”

Short story

by Nathaniel Hawthorn

 

Student Selected Texts from Research

 

 

 

2 Achieve Articles

 

Week 9

 

“I Hear America Singing”

Poem

by Walt Whitman

 

an excerpt from “Nature”

&

an excerpt from “Self-Reliance”

Essays

by Ralph Waldo Emerson

 

“The Minister’s Black Veil”

Short story

by Nathaniel Hawthorn

 

Student Selected Texts from Research

 

 

2 Achieve Articles

 

Week 10

 

Writing Workshop

2 Achieve Articles

 

Week 11

 

 

Reading Workshop

2 Achieve Articles

 

Week 12

 

Writing Workshop

2 Achieve Articles

 

Week 13

 

 

Reading Workshop

2 Achieve Articles

 

Week 14

 

 

Preparation for the EOC

 

2 Achieve Articles

 

Week 15

 

Preparation for the EOC Exam

Check In Journal

 

Nov. 19

Week 16

 

Preparation for the EOC Exam

Check In Journal

 

Dec. 3

Week 17

 

EOC Exam

 

 

Week 18

 

EOC Exam

 

 

 

ACADEMIC INTEGRITY

Students are expected to submit work for evaluation that has been completed solely by that student, unless group assignments have been so designated. Academic integrity is expected at all times and plagiarism will not be tolerated. If a student is found cheating on a graded assignment, the student will not receive credit for that assignment and will face possible disciplinary action. Cheating and plagiarism are considered very serious academic offenses. Any student who plagiarizes or cheats on an assignment and/or test should be referred to the administrator and will receive a 0 for the assignment in the gradebook.

.

*Any changes to this document must have approval from an Administrator.

 



Greetings Mustangs,

Welcome to Morrow High School’s 2020-2021 school year! 

The courses I teach are: 9th Grade Literature and Composition                 

The syllabus is located in google classroom. The syllabus provides general information about the course, grading guidelines, and scheduled meeting times for classes.

I will provide coursework and course updates regularly through the Google Classroom for each course. Students will receive an invitation to join the classroom, and are expected to participate in classes every day, as attendance will be taken daily.

Outside of class meeting times, I am available for instructional support and tutorial assistance on Thursday's from 5 p.m. to 6 p.m. Also, I will host Saturday virtual lounge sessions the first Saturday of the month. During these sessions I will provide updates, resources and give my parents and students opportunities to ask questions.  Feel free to email me at deidra.wright@clayton.k12.ga.us or call me at ‪ (404) 721-2427 if you have questions. You can expect a response within 48 hours.

Let’s have a great year at Morrow High School!
 

Mrs. D. Wright 

好书如挚友 hǎo shū rú zhì yǒu. A good book is a good friend.

Image result for African Quotes about reading


Si necesitas que algo te ponga de buenas, esto es lo que necesitas.

dr. seuss quotes reading | Mrs. Rivera's Spanish Class | Vinyl ...

                                            Syllabus                             

                                        9th Grade English Literature/Composition

Semester/Year: 2020-2021                            

 

Instructor: Mrs. Deidra Wright

                                                               

Class Location: Google Classroom Code: ezpksbw

 

Class Meets Live: Monday-Thursday  

1st Period 8:45 a.m. - 10:00 a.m.

3rd Period 12:00 p.m. 1:15 p.m.

4TH Period 1:25 p.m. – 2:40 p.m.

Tutorial Day and Time: Thursdays from 4 to 5 p.m.

                                                                                                                                               

Email: deidra.wright@clayton.k12.ga.us                                   

 

Teacher’s Website: https://003.clayton.k12.ga.us/teacher_sites/language_arts/ms__wright_s_site

 

COURSE DESCRIPTION

This course is specifically designed to increase your ability to read, comprehend and critically analyze literature, and effectively construct written prose for academic, social, and economic settings, globally. The literature analyzed will incorporate a variety of genres and multi­cultural writers. Writing composition is a major component of this course, focusing on developing proficiency in argumentative, expository, narrative, and persuasive writing as well as introducing research skills.

 

LEARNING OUTCOMES

By the end of this course, students will be able to:

 

  • Engage in writing as a process, including brainstorming, gathering evidence, drafting, revising, editing, and proof-reading 

 

  • Engage in the collaborative, social aspects of writing, including the ability to use writing as a tool for learning 

 

  • Recognize explicit and implicit main idea and supporting details

 

  • Use grammatical, stylistic, and mechanical formats and conventions appropriate for a variety of audiences.

 

  • Critique their own and others' work in written and oral format 

 

  • Produce coherent, organized, readable prose for a variety of rhetorical situations

 

  • Reflect on what contributed to their writing process and evaluate their own work 

 

  • Critically analyze text(s), various mediums and music.

 

 

TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES

 

Required Text: Houghton Mifflin Harcourt Collections: Student Edition Grade 9 2017 1st Edition 

 

Collections Close Reader: Student Edition Grade 9

 

 

ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING

 

Activities and Assessments:   

All major activities (projects, research papers, portfolios, etc.) are listed here and in the calendar. Specify expectations for synchronous and asynchronous online classroom activities.

 

Activities

Activity 1: Establish a blog, youtube or podcast for Quad D Task: 1st two weeks of school

Date: August 12th

LIT Labs: Are literature labs designed to teach key skills in a relevant way using music and media.

(LIT lab) Quad D Task 1: Date: August 19th (Asynchronous)

(LIT lab) Quad D Task 2: Date: October 14th  (Synchronous)

(LIT lab) Quad D Task 3: Date: November 18th   (Asynchronous)

Learning Task (LIT LAB): Tuesdays and Thursdays each week .  (Synchronous)

 

 

Quizzes and Tests

Reading Comprehension Quiz: Every Friday: 17 Quizzes (Asynchronous)

Pre-Unit Assessment 1: August 13th (tentative)

End of Unit Assessment 1: October 7th (tentative)

Pre-Unit Assessment 2: October 15th (tentative)

End of Unit Assessment 2(EOC): December 2nd (tentative)

Writing Activities

Reflection Journals:  Three weekly reflections are required and must be submitted online.

2 Term Papers ( Asynchronous)

1ST Paper-Date: October 9th (tentative)

2nd Paper- November 21st (tentative)

 

Evaluation Procedures:

 

High School and High School Credit Bearing Courses Grade Weights

Courses with an End-of-Course (EOC) Exam

Courses without an End-of-Course (EOC) Exam

Classwork

Tests/Quizzes

Projects

Homework

End-of-Course Exam

25%

30%

10%

15%

20%

Classwork

Tests/Quizzes

Projects

Homework

Final Exam

25%

30%

10%

15%

20%

.                              

Grading Policy:

 

Letter Grade

Performance Level

Description of Performance Level

A

90-100

Exceeding content expectations

B

80-89

Meeting content expectations

C

71-79

Working towards meeting content expectations

D

70

Inadequate progress towards meeting content expectations

F

69 and below

Did not meet content expectations

NC

No Credit

Enrolled 10 days or less

I

Incomplete

Course requirements not completed

 

Class Policies: 
  1. Choose a quiet space, free from distractions, to set yourself up for class. Turn off cell phones, TVs, etc. Exit other applications on your computer prior to entering the classroom.
  2. Come to class early.
  3. Dress appropriately. Remember this is still a classroom setting.
  4. Use your full name when you sign into the classroom.
  5. When you enter the classroom, make sure to enable both audio and video. You can click “Start Video” and “Join Audio” in the bottom menu. For audio connection, you can choose to connect via the computer or dial-in on your phone. 
  6. Mute your microphone during the lesson to avoid disturbing the class with any background noise.
  7. Be respectful. 
  8. Participate. When you have a question or comment, use the “Raise your Hand” button that can be found in the window that pops up when you click on Participants in the bottom menu. Wait to be acknowledged by the teacher before unmuting yourself to speak. You can also use the keyboard shortcut Option+Y on a Mac or Alt+Y on a PC to raise your hand.
  9. Use the chat responsibly. It is meant to facilitate conversation around the lesson topic, not for sideline discussions.
  10. When your class is over, leave the classroom by closing the window.

 

.

 

Homework policy:

All homework assignments must be turned in on time; all late assignments will have points deducted.

 

MAKE-UP WORK POLICY:

All students are provided an opportunity to make up missed assignments, regardless of the reason for the absences.  It is the student and parent’s responsibility to make arrangements and/or complete all work within three school days of the student’s return to school. Students will present the make-up work to the teacher for grading.  Grading for the make-up work should be shared with the student within a reasonable period, i.e. 3-5 days.  It is the parent and student’s responsibility, as appropriate, to initiate the make-up work for missed assignments, tests, and class work.  Students must assume responsibility for obtaining the required information and making whatever arrangements are necessary with the teacher.  Parents should assist their child with requests for make-up work and other missed assignments and tests.  

 

Students may arrange times with the teacher for making up work for the mutual convenience of student and teacher.  Make-up of tests/quizzes should be done before or after school except otherwise arranged by the teacher.  Teachers may assign different work or a different test than that which was originally assigned to other students. It is critical that parents remain involved in this process to ensure academic success for the student.  Long-term assignments with preset dates are due on the assigned dates, regardless of a student’s previous absence.

 

Infinite Campus Access:

Parents can access their student’s grades and attendance online via Infinite Campus Parent Portal. Please see the parent liaison, Mr. Clifton at extension 503137 to obtain their username and password. 

 

Grade Reporting: 

Progress reports are issued every four and one-half weeks within each nine week grading period. Report cards are issued every eighteen weeks at the high school level. Report card grades will include both letter and numeric grades for all students.

 

Progress Report Dates:

Semester One:      September 3                          October 13                            November 16                       January 6

Semester Two:     February 9                            March 16                               April 26                                 May 28

 

CLASS OUTLINE/CALENDAR (Tentative) 

                                                 

Week #

Major assignments (i.e. research papers, projects, portfolios)

Due Date

Readings for class

Additional assignments, etc.

 

Week 1

Learning Assessment

Activity 1

Pre-Unit Assessment

Getting to Know You Activities

August 10th-August14th

How to write an argumentative essay by Thoughtco.com

https://newsela.com/read/lib-writing-argumentative-essay?utm_source=email&utm_campaign=share&utm_medium=web

 

These Are the Americans Who Live in a Bubbleby Emma Green

https://www.theatlantic.com/politics/archive/2019/02/americans-remain-deeply-ambivalent-about-diversity/583123/

 

What It Means to Be ‘Latinx,’ and What That Means for America

https://www.nytimes.com/2018/11/14/books/review/latinx-ed-morales.html

 

What We Look Like: 11 Asian-American artists celebrate their experiences of culture and identity with illustrated self portraits. by Antonio de Luca and Jaspal Riyait

https://www.nytimes.com/2020/06/06/us/coronavirus-race-artists-asian-american-identity.html

A Debate Over Identity and Race Asks, Are African-Americans ‘Black’ or ‘black’? by John Eligon https://www.nytimes.com/2020/06/26/us/black-african-american-style-debate.html

 

Week 2

Quilt Activity 2

Writing “LIT” Lab (Quad D Task)

Quiz

Reflections

Close Reading Exercises

August 17th-August 21st

Quilt of a Country by Anna Quindlen

How to write an argumentative essay by Thoughtco.com

https://newsela.com/read/lib-writing-argumentative-essay?utm_source=email&utm_campaign=share&utm_medium=web

 

These Are the Americans Who Live in a Bubbleby Emma Green

https://www.theatlantic.com/politics/archive/2019/02/americans-remain-deeply-ambivalent-about-diversity/583123/

 

What It Means to Be ‘Latinx,’ and What That Means for America

https://www.nytimes.com/2018/11/14/books/review/latinx-ed-morales.html

 

What We Look Like: 11 Asian-American artists celebrate their experiences of culture and identity with illustrated self portraits. by Antonio de Luca and Jaspal Riyait

https://www.nytimes.com/2020/06/06/us/coronavirus-race-artists-asian-american-identity.html

A Debate Over Identity and Race Asks, Are African-Americans ‘Black’ or ‘black’? by John Eligon https://www.nytimes.com/2020/06/26/us/black-african-american-style-debate.html

 

Week 3

Reading “LIT” Lab

Quiz

Reflections

Close Reading Exercises

August 24th-August 28th

Making a Better Future

Newsela Articles

How to write an argumentative essay by Thoughtco.com

https://newsela.com/read/lib-writing-argumentative-essay?utm_source=email&utm_campaign=share&utm_medium=web

 

These Are the Americans Who Live in a Bubbleby Emma Green

https://www.theatlantic.com/politics/archive/2019/02/americans-remain-deeply-ambivalent-about-diversity/583123/

 

What It Means to Be ‘Latinx,’ and What That Means for America

https://www.nytimes.com/2018/11/14/books/review/latinx-ed-morales.html

 

What We Look Like: 11 Asian-American artists celebrate their experiences of culture and identity with illustrated self portraits. by Antonio de Luca and Jaspal Riyait

https://www.nytimes.com/2020/06/06/us/coronavirus-race-artists-asian-american-identity.html

A Debate Over Identity and Race Asks, Are African-Americans ‘Black’ or ‘black’? by John Eligon https://www.nytimes.com/2020/06/26/us/black-african-american-style-debate.html

 

Week 4

Writing “LIT” Lab

Quiz

Reflections

Close Reading Exercises

August 31st-September 4th

Making a Better Future

Newsela Articles

How to write an argumentative essay by Thoughtco.com

https://newsela.com/read/lib-writing-argumentative-essay?utm_source=email&utm_campaign=share&utm_medium=web

 

These Are the Americans Who Live in a Bubbleby Emma Green

https://www.theatlantic.com/politics/archive/2019/02/americans-remain-deeply-ambivalent-about-diversity/583123/

 

What It Means to Be ‘Latinx,’ and What That Means for America

https://www.nytimes.com/2018/11/14/books/review/latinx-ed-morales.html

 

What We Look Like: 11 Asian-American artists celebrate their experiences of culture and identity with illustrated self portraits. by Antonio de Luca and Jaspal Riyait

https://www.nytimes.com/2020/06/06/us/coronavirus-race-artists-asian-american-identity.html

A Debate Over Identity and Race Asks, Are African-Americans ‘Black’ or ‘black’? by John Eligon https://www.nytimes.com/2020/06/26/us/black-african-american-style-debate.html

 

Week 5

Reading “LIT” Lab

Quiz

Reflections

Close Reading Exercises

September 8th-September 11th

Making a Better Future

Newsela Articles

How to write an argumentative essay by Thoughtco.com

https://newsela.com/read/lib-writing-argumentative-essay?utm_source=email&utm_campaign=share&utm_medium=web

 

These Are the Americans Who Live in a Bubbleby Emma Green

https://www.theatlantic.com/politics/archive/2019/02/americans-remain-deeply-ambivalent-about-diversity/583123/

 

What It Means to Be ‘Latinx,’ and What That Means for America

https://www.nytimes.com/2018/11/14/books/review/latinx-ed-morales.html

 

What We Look Like: 11 Asian-American artists celebrate their experiences of culture and identity with illustrated self portraits. by Antonio de Luca and Jaspal Riyait

https://www.nytimes.com/2020/06/06/us/coronavirus-race-artists-asian-american-identity.html

A Debate Over Identity and Race Asks, Are African-Americans ‘Black’ or ‘black’? by John Eligon https://www.nytimes.com/2020/06/26/us/black-african-american-style-debate.html

Additional poetry and music will be assigned.

 

Week 6

Writing “LIT” Lab

Quiz

Reflections

Close Reading Exercises

September 14th-September 18th

The Namesake a novel by Jhumpa Lahiri

Additional poetry and music will be assigned.

 

Week 7

Reading “LIT” Lab

Quiz

Reflections

Close Reading Exercises

September 28th-October 2nd

The Namesake a novel by Jhumpa Lahiri

Additional poetry and music will be assigned.

 

Week 8

Unit 1 Assessment

Reflections

Close Reading Exercises

Paper 1 Due

October 5th-October 9th

“The Interlopers” Short Story by Saki “Once Upon a Time” Short Story by Nadine Gordime

 

Week 9

Reading “LIT” Lab (Quad D Task)

Intro to Unit 2

Quiz

Reflections

Close Reading Exercises

October 12th-October 16th

“I Have a Dream” Speech By Dr. Martin Luther King, Jr. “America The Story of Us - March on Washington” Video by History Channel

Sick and Tired Fannie Lou Hamer’s speak

BLM Movement (Recent news on the movement)

 

Week 10

Writing “LIT” Lab

Quiz

Reflections

Close Reading Exercises

October 19th-October 23rd

“The Censors” Short Story by Luisa Valenzuela From “Reading Lolita in Tehran” Memoir by Azar Nafisi

SNCC & Social Activism( Past and recent news analysis)

Grace Boogs: Asian American Activist

https://www.teenvogue.com/story/grace-lee-boggs-asian-american-labor-organizer-writer-og-history

 

Week 11

Reading “LIT” Lab

Quiz

Reflections

Close Reading Exercises

October 26th-October 30th

“I Have a Dream” Speech by Dr. Martin Luther King, Jr.

Malcolm X Speech: Ballad or the Bullet

http://www.edchange.org/multicultural/speeches/malcolm_x_ballot.html

 

Week 12

Writing “LIT” Lab

Quiz

Reflections

Close Reading Exercises

November 2nd-November 6th

“I Have a Dream” Speech by Dr. Martin Luther King, Jr.

Ceasar Chavez speech Wraths of Grapes Boycott:

http://www.emersonkent.com/speeches/wrath_of_grapes_boycott.htm

 

Week 13

Reading “LIT” Lab

Quiz

Reflections

Close Reading Exercises

November 9th-November 13th

Achieve 3000

TBA

 

Week 14

Writing “LIT” Lab (Quad D Task)

Quiz

Reflections

Close Reading Exercises

Paper 2 Due

November 16th-November 20th

Achieve 3000

TBA

 

Week 15

Reading “LIT” Lab

Quiz

Work on Paper

Reflections

Close Reading Exercises

November 30th-December 4th

Achieve 3000

TBA

 

Week 16

Quiz

Reflections

Work on Paper

Close Reading Exercises

December 7th-December 11th

Achieve 3000

TBA

 

Week 17

Reading “LIT” Lab

Reflections

Close Reading Exercises

Work on Paper

December 14th-December 18th

Achieve 3000

TBA

 

Week 18

Unit Assessment

Research Paper

December 14th-December 18th

 

ACADEMIC INTEGRITY

Students are expected to submit work for evaluation that has been completed solely by that student, unless group assignments have been so designated. Academic integrity is expected at all times.  If a student is found cheating on a graded assignment, the student will not receive credit for that assignment and will face possible disciplinary action. Cheating and plagiarism are considered very serious academic offenses. Any student who plagiarizes or cheats on an assignment and/or test should be referred to the administrator.

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*Any changes to this document must have approval from an Administrator.

 

 

___________________________: Student Name

___________________________: Signature

 

___________________________: Parent(s) Name

___________________________: Signature(s)

 

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