10th Grade Magnet English Course SyllabusRiverwood

International Charter

Mary Schmidt
schmidtml@fultonschools.org
Room 503
Website: www.mlschmidt.weebly.com
470-254-1980 Ext.41911
I. Course Description
Tenth Grade Literature and Composition is a study of world literature. Students will continue
to develop vocabulary and to apply effective reading strategies to a wide variety of literary
and informational texts; to learn characteristics of basic literary genres including the novel,
short story, poetry, drama, and nonfiction; to establish effective writing and research habits;
and to refine language skills as they apply to writing, listening, speaking, and viewing.
Students will study texts as they relate to their own lives, to other areas of study, to their
community and to other cultures. Through this course we hope to develop internationallyminded people who exemplify the traits found in the Learner Profile.
The units that are studied in Tenth Grade Literature and Composition support the three
fundamental concepts of the International Baccalaureate Middle Years Program:
Holistic learning students discover ways in which Language A is related to all
other subjects. They also learn that the strategies they develop to analyze
literature and write both non-fiction and fiction pieces are those that will be used
throughout their lives.
Intercultural awareness through their study of Language A, students discover
the rich history of the subject. They gain an understanding and appreciation for
the many cultures that have contributed to the body of knowledge which they
study.
Communication students will be encouraged to be active learners who can
communicate their knowledge to others. They will practice both informal and
formal ways to communicate in multiple genres of text.
Each teacher examines their unit designs, classroom practices, assessment policies &
practices, and management & leadership activities to assure that their attention is
focused on the processes and outcomes of their students learning.
II. The study of Language A Year 5 consists of four units. The focus of these
units and their assessments is subject to change. These units include:
Unit 1 Moral Courage and Endurance: A Necessity for Change
Unit Question How does a civilizations art reflect its social norms,

values, and morality?

Global Context: Orientation in Space and Time; Globalization and
Sustainability
Significant Concept Societal norms are a reflection of the place and time which
create them. Through an exploration of Sophocles Antigone, students will grapple
with issues of morality, justice, power, and gender arising within the specific social
context of Ancient Greece. As part of our yearlong inquiry into the role of literature
and literary analysis in shaping morality, we will also investigate how our
interpretation and reception of the play reflect our own values. Supplementary
texts and resources (multi-genre and multi-media) will support analysis of how
historical period and location influence social norms, culture, and author purpose.
Students will also propose and begin work on their yearlong independent research
project on a specific social issue.
This first unit begins direct instruction in close reading, writing, literary analysis,
academic discussion and research that will continue throughout the year.
Unit 2 Human Rights Around the World: Symbols of Alienation
Unit Question How does our perception of community and of inclusion
shape our view of ourselves and the world?
Global Context: Fairness and Development
Significant Concept We will begin by looking at stories of the civil rights
movement in the United States, drawing on our main text of study, Martin Luther
King Jr.s Letter from a Birmingham Jail. Additional informational texts will
primarily be centered on protest movements around the world through primary
and secondary source historical documents, newspaper articles, magazines, and
other multimedia texts. Students will synthesize these texts in order to write
informative and explanatory analyses in accordance with the theme of human
rights. Students will build on the readings and discussions of Units 1 and 2 to
develop their yearlong independent research project.
This unit includes intensive study of rhetoric and rhetorical analysis.
Unit 3 The Many Faces of the Hero
Unit Question How do our heroes reflect our values and what impacts
our view of what is heroic?
Global Context: Identities and Relationships
Significant Concept Students will study the archetypes of the hero and villain
across cultures, myths, and legends through the lens of William Shakespeares
tragedy Macbeth. They will continue investigating questions of morality, justice,
gender, and power, building on their study of both Greek and Shakespearean
tragedies. These same concepts may then be applied to modern myths and
legends such as Superman, Batman, Spiderman, The X-Men, and Black Panther.
Students may do group exploration and presentation of a modern myth of their
own choosing and analyze the myth through the lens of various archetypes as well
as the characteristics of the society which engendered it.
Students will continue to build on the readings and discussions in this and
previous units to complete their yearlong independent research project exploring
a social issue of their choosing. They will present their projects in March.

Unit 4 Social Injustice: Exploring Personal and Cultural Identity through

Marginalized Perspectives
Unit Question How can language be used to affirm personal and cultural
identity?
Global Context: Personal and Cultural Expression
Significant Concept Through the exploration of the novel Things Fall Apart
along with various poetry, narrative, and non-fiction writing, students will analyze
how writers of diverse backgrounds express personal and cultural identity
especially as it relates to the perspectives of marginalized peoples throughout
history. Not only will students explore the power of language to repress, distort,
marginalize, and justify atrocities, but they will also examine how writers use
language to respond to and resist oppression.
This unit culminates magnet students training in close reading analysis, analytic
writing, and informed peer discussion. As a capstone to the unit and all the
personal writing done throughout the year, students will be challenged to write
and present their own multi-genre pieces responding to a social issue as it has
touched their own lives.
III. Texts and resources
Course Materials
Students should have the following by the second week of school:
-Multi-subject spiral notebook with pockets, 8.5x11 inches (to be used for English
class only)
-Multi-colored highlighters
-Sticky notes
-pens (blue and black ink) and pencils
-index cards (for vocabulary study, about 200 each semester)
-composition notebook (for research journal)
-personal dictionary
Antigone by Sophocles; Macbeth or Julius Caesar by William Shakespeare
Prentice Hall Literature Grade 10 Common Core Edition; Publisher: Pearson
Education, $87.97
Things Fall Apart by Chinua Achebe
Various supplementary texts, selected films, and appropriate websites provided by
instructor.
IV. Methodology
A number of methodologies are used in the Language A Year 5 classes. Students will work
individually or as a member of a group. Students will receive direct instruction in close
reading analysis and writing across genres, especially in literary and argumentative
writing. They will research and present their learning either in discussion or in writing.
They will read critically; participate in projects; analyze works of various literary genres,
non-fiction, primary historical documents, and film; create their own works of fiction, nonfiction, poetry, and drama; and reflect on their work.
V. Methods of assessment A wide variety of assessments are used to gauge the
success of Riverwood students. These assessments can be formative or summative. At
Riverwood, assessment is viewed as a continuous process that allows students, parents
and teachers to have the best and most accurate information about student
achievement. In this class, teachers utilize formative forms of assessment to determine

student understanding. These assessments occur often during each unit. At the end of
each unit a summative assessment is utilized to gauge student understanding. The
summative assessment is either a test, an essay, or a project assessed against the MYP
criteria which allows the student, parents, and teacher to better understand student
progress throughout the program.
Students letter grades will be calculated using the following percentages:
Analysis (25)
Producing Text (25%)
Organization (15 %)
Language and Usage (15%)
Semester Exam (20%).
VI. Grading policy including the use of MYP criteria Riverwood adheres to the
Fulton County grading policy. Traditional grade reports are sent home every 6 weeks. As
an International Baccalaureate Middle Years Program candidate school, RICS will use the
programs assessment criteria to report student progress. The students will be assessed
at least once per semester against each of the three criteria. Reports of these scores will
be sent at the end of each semester.
VII. Excused Absences/Make-Up Work - Students who are in class for instruction
but absent on test or quiz day are expected to take the test or quiz on the next day of
class attendance. In case of an excused absence, assignments received prior to absence
are due upon return to class. Homework and class work policy due to an excused
absence will follow the Riverwood Handbook guidelines. It is the students
responsibility to ask for and obtain the assignments at the appropriate time
(ideally before school upon the day of return). Please be aware that this class has
a website that is available to students.
VIII. Late Work - Late work for all major grades such as research paper, projects,
presentations, and other specified major grade assignments will have a deduction of 10%
of the total assignment points per day for the first 5 days it is lateand accepted up to
10 days after due date for a maximum grade of 50% of the total points possible. A zero
may be earned if a major assignment is not turned in within the 10 days of the
due date. Late homework will not be accepted.
IX. Recovery Policy - Opportunities designed to allow students to recover from a low or
failing cumulative grade will be allowed when all work required to date has been
completed and the student has demonstrated a legitimate effort to meet all course
requirements including attendance. Teachers will determine when and how students with
extenuating circumstances may improve their grades.
X. Academic Integrity - Cheating and academic fraud will not be tolerated. Riverwood
considers academic misconduct to be any act that can give unfair academic advantage
to a student, his grades, or his records. Such acts include lying, stealing, and cheating.
Cheating is any dishonesty, written or verbal, tacit or implied. This includes any
collusion, sabotage, falsification, or involvement in giving or receiving unauthorized help.
This dishonesty includes, but is not limited to the following: Academic Fraud (recycling
work, taking credit for anothers work), Plagiarism (cut and paste, Cliffs/Sparks Notes or
other guides) and Electronic Cheating (text messaging, using electronic devices or
calculators without permission). A more specific list is included in the Academic Integrity
Policy for Riverwood High School. Cheating and Academic Fraud will result in a ZERO on
the assignment and an Honor Code violation. Department policy states that writing
assignments will be submitted to Turnitin.com at the individual teachers discretion.

Additionally, all major assignments must have the following signed honor code statement
at the end of the work: I have neither given nor received aid on this assignment.
Documentation guidelines may also be found at www.mla.org (for MLA).
XI. Office Hours
School-wide, teachers are available on Wednesday mornings from 8:00 a.m.-8:30 a.m.
The instructors are available for additional help before school from 8:00 a.m.-8:30 a.m.
and after school from 3:45 p.m.-4 p.m., but please be aware that meetings and
conferences are also scheduled during these time periods; therefore, making an
appointment with your instructor is the only way to ensure that your instructor will be
in her room and available to help you.
XII. CELL PHONES/ELECTRONIC DEVICES (see student handbook)
Cell phones and other electronic devices may not be used, displayed, or turned on during
class time unless directed by a teacher specifically for instructional purposes...At no time
during the school day are students permitted to take photographs/videos without
permission. Violations will result in the item being confiscated and turned in to
the main office.
First offense: Returned only to a parent or guardian after school of the following school
day
Second offense: After seven calendar days
Third offense: At the end of the semester after
Repeated offenses will result in additional disciplinary action.

Ms. Harris, Ms. Shaws, Ms. Schmidt, and Ms. Woods-Mells Technology
Information
Your child may complete or submit a variety of work online. In addition, important class
reminders, due dates, and resources will be posted. Students are expected to establish
accounts and send email verification as per the guidelines distributed on the first day of
class. Here is a description of the platforms they will need to sign up for as well as
instructions on how you and your child can successfully join:
Turnitin.com
Students will be submitting major writings to Turnitin.com. . It is an online grading
platform that allows teachers to make detailed comments about grammar, content, and
organization in an electronic format. Failure to submit assignments appropriately and on
time will result in a zero Instructions to join (only for students): If you dont have an
account, create one by going to turnitin.com and click on create an account. It will ask
you for your personal information to create a profile. If you have created an account, sign
in with your email address and password. If you know your email address and forgot your
password, type in your address and click forgot password. Instructions for joining this
platform will follow.

COMPLETE AND RETURN THIS FORM BY FRIDAY, AUGUST 21, 2015

ACKNOWLEDGEMENT OF RESPONSIBILITY

It is important that all parties concerned are aware of the

policies and procedures of this course. Please have your
parent(s)/guardian read it thoroughly. Make certain you
understand the portions on Academic Integrity and grade
recovery. Signed syllabi acknowledgement forms are due at
the end of the second week. You will only need to return this
page of the syllabus. Please bring the printed copy back to
your teacher.
Please keep your syllabus in the front of your
notebook.
I, the undersigned, have read and I agree to the policies and
procedures outlined in this 10th Grade Magnet English
syllabus, as well as the Riverwood student handbook. I fully
understand the policies and procedures that govern this class
and the school.
Date:_______________
Student name (please
print):__________________________________________________
Student
signature:_______________________________________________________
I understand that late work will be docked points each day that it is
late:_______________________
(The portion below should only be completed by the students parent
or guardian.)
Parent/Guardian name (please
print):____________________________________________
Parent/Guardian
signature:____________________________________________________________

Parent/Guardian email (to be completed by

parent):_________________________________
Parent/Guardian phone (to be completed by parent):
________________________________