British Literature Syllabus (Eng. 3-4)
Fall 2015
Instructor
Email
Alana Jevert-Glover
jeverta@nclack.k12.or.us
General Information
Description
This is a theme-related, literature-based course focused on the history of British Literature designed for the student
who performs at grade level or above. Attention is given to theme-oriented poetry, short stories, non-fiction, essays,
and full-length literary works. Literary devices, content, style, and cultural diversity are studied. Vocabulary skills,
research skills, public speaking, various forms of composition, as well as technology are integrated into the course. In
order to prepare students for the college setting, knowledgeable discourse of the subject matter will be required. A
formal, documented essay, and a literary work sample are required assignments.
Expectations and Goals
The aim of this course is to study the major writers of the British Isles. We study the text of Britain because it is the
birthplace of the most common language spoken in the world today. To understand the present, we must explore the
past. This course is a chance to explore the ideas, philosophies, and cultures from bygone eras so that we might benefit
from the success and failures of the people who endured them. Of the best ways to do this is to examine the literature
of those people, a direct reflection on time and events in whatever period the text was written. The process of
analyzing ideas and different points of view will expand our thinking on the issues the various authors raise.
It is our aim to teach you to express your thoughts, impressions, and opinions so that they can be understood by the
average reader. You will be expected to write cogent essays that are well-developed and express the validity of your
thoughts. As you study literature, the awareness should strike you that there are many “right” answers to the issues
discussed. What is important is not that you reach some sanctioned conclusion, but that your conclusions are
defensible.
It is also important to assess a work’s artistic merit. It is important to remember that it is possible to recognize the
artistry with which something is written without personally “liking” it. It is also important to recognize various literary
forms, and how authors use various literary devices to tell a story. As a result, you should come to understand
literature, its artistry and craft.
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Course Materials
Required Materials
Students need to bring his/her materials to class every day. This includes novels checked out to the student and course
reading materials.
 “Journal-style” notebook
 English folder/binder
 Loose-leaf paper
 Pens
 Daily planner/calendar
 Additional materials for projects as needed.
Texts
The British Tradition, Prentice Hall Literature
Great Expectations by Charles Dickens (novel)
Great Expectations (film, 2012)
Romantic-era poetry, Various authors
Course Schedule
Course
Topics
Charles Dickens & Victorian England
The literary elements of the Bildungsroman
Analysis & extension of the novel
The metaphysical & romantic era poets
Sentence fluency and composition
Major Assignments
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Novel Study Guide
Poetry & Art Response
Literary Work Sample
Literary Analysis Essay
Group Presentation
Final Choice Project
Grading
Projects, Essays, Tests 60%
Classwork and Participation 15%
Homework & quizzes 25%
Total: 100%
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Assignments & Late Work
1.
2.
3.
All papers (essays, term papers, writing projects, etc.) must be typed and double spaced, 12 pt. font, Times
New Roman, in MLA format, with a correct heading to receive credit. Papers with no name or heading will not
be graded.
Unless otherwise stated or assigned, I want all work to be turned into me physically (printed out or written on
paper). There may be some circumstances when you may email your work to me, if arranged in advance.
LATE WORK- students who turn in frequent late or incomplete work are demonstrating that they are not yet
able to meet the requirements of high school, and therefore not “college-ready”.
a. Late assignments will be accepted for reduced credit. The highest score a late assignment can
receive is 75%, which shows proficiency of the material, but not mastery.
Additional Information and Resources
Attendance
It is important that you be present and maintain regular attendance. Be aware that you are responsible for finding out
what work you missed. Check the blog regularly for updates and assignments. “Seat time” can be made up before or
after school by appointment only. Frequent absenteeism will have consequences on your ability to receive credit for
the class, and be selected for Pathways.
Expectations
1.
Cell-phones are not to be used in class. Turn them off, put them away. With permission, there may be times
using a smart phone to access the internet is appropriate; you must ask first. Confiscated phones may be
picked up from Mr. Sein at the end of the day.
2. Treat adults, your classmates, and yourself with respect.
3. Treat other people’s belongings with respect. This includes furniture, laptops, books, and other materials.
4. Clean up after yourself. Throw away trash in the proper trash can.
5. Wait for your turn to talk. No side conversations.
6. Be in your seat, ready to begin, when class starts.
7. Do not gather at the door before dismissal.
8. Complete your work and turn it in on time.
9. Turn in homework, make-up quizzes and tests the day you return to school after an absence.
10. Use school- appropriate language.
11. Only beverages in closed containers are allowed. No food.
Plagiarism
Plagiarism is representing another’s thoughts, words, or ideas as your own. This is primarily seen as copying ideas and
writing from the internet. This also includes copying another student’s work. This is a serious offense with serious
consequences. Aside from showing a lack of understanding of the material, it reveals a lack of integrity, in both the
student who cheats, and the ones who allow him/her to do so.
Plagiarism will receive a failing grade of zero (0) for the assignment with no opportunity for make-up, and will be
documented in a referral.
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Acknowledgement of Syllabus and Course Policies
I have read the syllabus, and by signing this form show that I understand and agree to follow the expectations and
requirements of the course. This includes policies pertaining to:
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Required reading and course material
Attendance
Plagiarism
Grading policies
Late work
Behavior expectations
Student Signature:______________________________________________________________________________
Student Name (printed) :_________________________________________________________________________
Class Period: ____________________________
Date:________________________________________
Parent Signature:__________________________________________________________________________
Printed Name:______________________________________________________________________________
Questions or concerns? Please write below and include the best way to contact you. Thank you! –Alana Jevert
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Sacred Writing Time
Sacred : (adjective) holy, hallowed, blessed, consecrated, sanctified, venerated, revered. You can describe
something as sacred when it is regarded as too important to be changed or interfered with.
Three Objectives for Sacred Writing Time
Sacred Writing Time builds
writing fluency skills.
Producing a page of
interesting thoughts in 10
minutes is a goal.
Sacred Writing Time
challenges us to be creative.
We learn to present our ideas
in unique formats.
Sacred Writing Time is when
we practice new writing skills
and vocabulary words.
It's ten simple minutes out of our daily schedule, but it will become one of the most important things we do in the
classroom. We write...every single day...about anything we want. Ten minutes of freedom with our pencils and our
imaginations or our dogmatic, pondering brains. There are no exceptions to this ten-minute time allotment. When
you walk in, those who keep their writer's notebooks in the classroom bin, pull out those notebooks, and find a
seat. Students who take their notebooks home with them every day pull their notebooks out of their binders or
backpacks. As soon as class begins, we have ten minutes of silence, and I monitor, making sure everyone's pencil is
dancing.
Ralph Fletcher--in his awesome how-to-be-a-writer books--talks about walking through the world with a "writer's
eyes." Smart people walk through the world and make observations, but making an observation doesn't make you a
writer; it makes you an observer and a thinker. Writers are thinkers who take the time to write their observations
down, good writers write them down so they're engaging to reread or to share, and it’s my goal to provide ten
minutes so that their students can turn their thinking into interesting snippets writing. "We write to prove that we
think" shall be our motto.
Grading Guidelines
I maintain a special SWT page in my grade book that is a spreadsheet with everyone’s name on it. On any day a
student doesn’t use all ten minutes, I write the date next to their name. Every two weeks, students earn an SWT
grade from me, and they receive full credit provided they have no dates written next to their names. If I catch
someone doing homework instead of writing in their notebooks, I write the date next to their name, and maybe
destroy it. If they stare into space, I warn them, and I write the date next to their name on the second warning.
When someone is absent, I write the date next to their names, and know they owe their writer's notebooks ten
minutes and that they have to show me the entry (we write the date next to every entry) in order for me to cross
off that date in my grade book. Notebooks are visual, so a lot attempt to color during their ten minutes, and I say
no to that; the ten minutes every day must be spent writing, and if you exhaust your topic, start a new one. These
are the simple-to-follow rules that earn full credit in my grade book.
I will collect notebooks at random to take a closer look at your writing, give you
feedback and rewards.
I have a number of resources to help you get started writing for ten minutes a day.
If you find yourself searching for topics, consult the “Bingo Card” for the month, or
the “Choice Menu” of the month if you're up for a real challenge, or you can
respond to anything that's written up there on the Sacred Writing Time PowerPoint
slide.
Just knowing that the next time you enter the classroom you will be doing Sacred
Writing Time should encourage you to actively walk through the world looking for
interesting topics!
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