Radford High School – English/Language Arts Department
Syllabus: American Literature/
Expository Writing I
Mrs. Allison Baine
Room 161, 2014-2015
Mrs. Baine’s Contact Info
Email: Allison_baine@notes.k12.hi.us
Phone: 808-421-4200 Ext. 298
Class Website: RHS Website  Contact Us  Staff Directory
http://www.radfordhs.org/apps/pages/index.jsp?uREC_ID=434109&type=u
Course Description
American Literature (ACCN# LTH5130)
Expository Writing I (ACCN# LWH5212)
The 11th-grade Language Arts course is a combination of two half-credit courses devoted
respectively to American Literature and Expository Writing. Although American Literature is
emphasized during the first semester and Expository Writing during the second, instruction in
both areas will run concurrently throughout the year, in keeping with the guidelines of the
SpringBoard English Language Arts curriculum – a CollegeBoard curriculum which all Radford
Language Arts teachers will be using for the first time during the 2014-2015 school year.
The portion of the course devoted to American Literature is designed to engage students in
understanding and appreciating representative literary works from the various periods of the
American experience. The American temperament, the search for values, and succeeding waves
of immigrant groups to the American literary tradition provide thematic continuity for the course.
Focus is on personal, interpretive, and critical responses to this literature. Writing and oral
communication support students’ exposure to and experience of the selected works.
In the portion of the course devoted to Expository Writing, students focus on expository prose in
the form of descriptive, analytical, and persuasive papers. They learn to discover and refine
ideas, research information, compose and revise their thoughts, and edit their papers for sharing.
They explore strategies to solve writing problems and learn to adjust their writing for diverse
audiences. In addition, students engage in reading and discussion related to their writing. They
develop the ability to look critically at their own work and the work of other writers.
Course State Standards
General Learner Outcomes (GLOs)
GLOs are goals for students at all Hawaii Department of Education schools across the state. We
will incorporate the following goals throughout the year as part of our coursework.
a). Self-Directed Learner
b). Community Contributor
c). Complex Thinker
d). Quality Producer
e). Effective Communicator
f). Effective and Ethical User of Technology
The Common Core State Standards
Hawaii is one of 43 states, along with 4 territories, the District of Columbia, and the Department
of Defense Activity, that have adopted the Common Core State Standards (CCSS). The
standards outline what a student should be able to do when they graduate, and they are designed
to prepare students for success in college and their future careers.
The CCSS for English/Language Arts are divided into four strands: Reading, Writing, Listening
and Speaking, and Language. For further information and a complete list of the standards, please
visit the CCSS website at www.corestandards.org
Supplies. To be brought to class every day.
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ID Badge (RHS Requirement)
Student Planner (RHS Requirement)
SpringBoard Workbook
Composition Book. Your journal.
3-Ring Binder with 5 Dividers. Keep Everything!!!
o Label the sections as follows:
 Literature, Writing, Vocab/Grammar, Class Handouts, Misc.
o This may be a separate section of a larger binder, but it must be organized.
Loose Leaf Paper. I will not collect papers with ripped edges.
Highlighters. 3 Different Colors
Pens. All collected work will be written in blue or black ink. NO Pencil.
A Book for SSRFF reading
Any other novels or plays we are reading in class
Grade Breakdown
40% Formative Assessment
Grading Scale (%)
90 – 100
80 – 89
70 – 79
60 – 69
59 or below
 Stamps, Journal Checks, Collected
Work, Participation, GLOs
40% Summative Assessment
 Tests, Quizzes, Essays, Projects
20% Accelerated Reader Program
 Book, test, and project
Formative Assessment (40%)
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A
B
C
D
F
Stamps: Students will be awarded stamps for completing and/or doing well on different
activities (homework, class work, participation, etc). Sometimes stamps will be awarded for
completion and other times for accuracy. Do not assume one or the other.
Procedure: There will be a stamp count every 3rd Thursday/Friday. Stamps for
participation activities cannot be made up. Missed stamps due to absences can only be
made up if the work is presented to the teacher when the class meets next. Stamps for
assignments assigned during an absence have the same late policy (1 day absence = 1
extra day). The teacher or another student must stamp your work. Students never stamp
their own work!!!
Student Responsibility: Students are responsible for keeping track of their stamps
and counting them accurately. To ensure academic honesty, I will randomly choose 1-2
students during each stamp count to count their stamps in front of me. In the event that a
student misrepresents their stamps, that student will lose all of those stamps and all of the
previous stamps from the quarter. Count carefully! Most of the formative assessment
grade will consist of stamp counts.
Point Totals: No class period will consist of the same number of stamps. During the
3 weeks of each stamp count, I will keep track of the number of assignments and
opportunities for stamps. I also expect each of my students to accrue at least 5 stamps for
participation over the 3 weeks. At the end of each phase, the stamp total (or 100% grade)
will be determined by adding the total number of possible assignments and my 5-stamp
participation expectation. There is room here for extra credit, so do not ask for extra
credit. Do your work and participate, and you shouldn’t need to worry about your grade.
Example – 23 assignments + 5 participation stamps = 28 possible points
**A student with 24 stamps will earn an 85.7%
Journal Checks: To ensure that students are using their journals properly and completing
their homework and class work correctly, I will have random journal checks wherein the students
will leave their journals at school, and I will look through their assignments to make sure they
have been putting the right amount of effort into their work. If I find that a student has been
misusing the “completion” stamps, then he/she will lose points.
Example - A journal entry about The Crucible is stamped as completed,
but I later find that the student really wrote about ice cream flavors. This student
will lose points.
Summative Assessment (40%)
Every quarter will contain essays and a vocabulary test, and some quarters will include
presentations and speeches. Students should also be prepared to take both scheduled and pop
quizzes on readings, vocabulary, grammar, and anything else discussed in class.
Written assignments can be revised for a higher grade any time during the quarter, but they must
be written on your own time in the same manner. For instance, an in-class essay must be redone
at school; whereas, a Google Doc essay may be revised at home.
Each semester will end with a common assessment (Mid-Term and Final Exam), a cumulative
vocabulary test, and a cumulative literary terms test.
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Accelerated Reader Program (20%)
The Accelerated Reader (AR) program is designed to act as a literary supplement for English
courses, allowing students to read books that appeal to them while staying within their reading
level range.
Students are expected to read 6 books this year (1 book 1st Qtr, 2 books each 2nd and 3rd Qtr, and
1 book 4th Qtr.). In addition to reading the book, each student must pass an AR test (at least
70%) on that book and submit a project. I input your exact AR test score as part of your grade,
so read thoroughly and take the test seriously. The project for 2nd and 3rd quarter may be based
on either book. You only need one project per quarter.
I will offer a list of project ideas, and students may either choose one of those projects or
complete one of their own (with my prior approval). Students may not repeat a project. Try
something new. The purpose of the AR Project is to celebrate the novel creatively. Did the story
inspire you? What feelings or thoughts did you have? How have you reacted to the story? How
can you turn those feelings or thoughts into art (literary, visual, audio, technology)? We will
briefly share our projects at the end of each quarter, and they will decorate our classroom for the
next.
Attendance
RHS has a strict and well-defined attendance policy. I will follow the school policy for tardies
and unexcused absences. Refer to your planner if you need more information.
Tardies – You must be in your seat to be marked present. One foot in the door when the bell
rings will be documented as tardy.
Excused Absences – It is your responsibility to catch up after an absence. My recommendations:
1. Show the teacher your note from home/excuse note.
2. Display the previous day’s homework for a stamp.
3. Check the website for what you missed.
4. Speak with a friend/classmate about any missed notes.
5. Look in the “Extra Handouts” box for any handouts you might have missed.
6. Use TASK or before/after school time to meet with the teacher about any questions you
may have.
7. Complete the homework you missed within 1 day for a 1 day absence, 2 days for a 2 day
absence, 3 days for a 3 day absence, etc. We can discuss extra time if you are
overwhelmed from all of your classes or by a long absence.
8. Missed quizzes, tests, and essays will be made up in during the next TASK period
(preferred) or before/after school as soon as possible (if more than 30 min. needed).
Unexcused Absences – Follow the above procedures, except:
1. If you miss a scheduled test or in-class essay because of an unexcused absence, you will
make it up on your own time and at my discretion. (In TASK if possible, but most likely
before or after school).
2. If you turn in an essay or project late because of an unexcused absence on the due date,
you will lose your “I’m Late” privilege, and your work will immediately follow the late
policy.
3. If you miss a quiz, you must take it during the next TASK.
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Late Work
I do accept late work. I believe your grades should be a reflection of your learning, not your
ability to procrastinate or your busy schedule. However, you must attach an “I’m Late” form to
the assignment and follow the directions on the form. Depending on your justification and action
plan, I will determine whether you will receive full or partial credit. Your action plan is the most
important part. What will you do to avoid being late in the future? If I find that you are abusing
the “I’m Late” system, I will void your privileges, and you will follow the late schedule.
If you do not attach an “I’m Late” form or I deem your reasoning to be invalid (i.e. “I didn’t feel
like it” or “I forgot”), then your work will follow the following procedure:
1 Day = 10 % off; 2 Days = 20% off; etc. Anything over a week late cannot earn more
than 50%. (1 Day = 1 School day, not 1 class day. Some classes are not consecutive.)
If you have a planned excused absence (school field trip, family trip, sports game), you must turn
your work in before you leave. Since you were aware of your absence, I will be very
disappointed and less lenient if your work is late. It is always a good practice to take care of
your responsibilities before giving yourself some time off for fun.
Additionally, to avoid getting behind if you have a planned absence, let me know at least 2 days
in advance, and I will have your assignments ready for pick-up before you leave.
Classroom Expectations
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Be on Time
Bring a positive attitude
Begin working immediately
Have your homework out ready to be collected or stamped
Emulate RHS’ ideals of “Discipline, Respect, Responsibility”
o Work hard and take charge of your life and education
o Set high goals for yourself
o Respect your classmates’ time, space, belongings, and contributions
o BE KIND to all
o Complete your work on time to the best of your ability
o Be on task at all times
 Adhere to all RHS’ rules, especially:
o Wear your ID Badge
o Carry your planner
o Dress appropriately
 Act like a Mature, Responsible Adult. I will treat you like a mature,
responsible young-adult until you give me a reason to do otherwise. I want
to focus our time together on literature, writing, and preparing you for the
future. Let’s not waste time on acts of immaturity.
Consequences
1. Verbal Warning
2. Contact Parent/Guardian
3. Detention and Action Plan for Behavioral Change
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4. Referral to counselor/vice-principal
**Note: I retain the right to skip steps in the event of a severe infraction.
Some cases may go straight to a referral.
Classroom Policies
No Cell Phones or other electronic devices. As per RHS policy, they are contraband and will be
confiscated on sight. I will give you one chance. The first time I see it I will put it in our class
box and return it at the end of class. It will be noted in my records. The second time it occurs,
the phone will be confiscated and taken to the office for your parent/guardian to collect.
No Gum. Period. If I catch you, you will be scraping gum off of the walls and desks. There are
plenty to choose from.
Food and covered drinks are allowed. However, that does not mean you may eat your lunch in
class. It means that you may have a small, non-messy snack. Throw away your trash! If I find
that there are crumbs or messes in the classroom, I will revoke all food privileges.
Eat responsibly!
Restroom Pass. Please use the restroom between classes. Only one person may take the pass at
any time. DO NOT ASK me to go. Just get your planner out, grab the pass, stand near the front
door, and I will sign your planner. Exit and re-enter quietly. Do not interrupt class. If I find that
the bathroom pass is being exploited, I will revoke your privileges.
Sign-In/Sign-Out. You must sign in and out of class any time you enter or leave after the bell
rings (restroom breaks are excluded). There are different notebooks at the front of the room,
labeled TASK, In/Out, and Tardy. Sign in or out in the correct book.
Seating Chart. There will be a seating chart. There is a possibility of earning the right to
choose your own seats for 4th quarter, but that entirely depends on the class’ behavior throughout
the rest of the year.
English Work Only. English class time is to be spent on English work and activities. If I find
you working on something else, it will be confiscated and returned after class. If you finish your
work early, you may SSRFF, or I can give you extra work.
SSRFF (Sustained Silent Reading for Fun). Students will always carry a book to read. You
will need one for AR reading, and if you are finished your AR book, you can always start
another.
Class Website
The class website is an important tool for your success. I will keep a running calendar of our
class activities and upcoming projects and assessments. If you are absent, check the website to
see what you missed. DO NOT ask me what you missed because I will tell you to check the
website and follow the procedures for absences. I will also upload digital copies of any
handouts, so they will be available to print at home or in the library in the event that they are lost.
If I run out of extra copies, it is your responsibility to print them off of the website.
Checking Grades
Grades will be available to view online using Engrade. I will update the grades about every 2
weeks. The Engrade site is a useful tool for seeing what assignments are missing and how you
are doing overall.
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SBAC (Smarter Balanced Assessment Consortium)
The state of Hawaii is a member of SBAC, and beginning this year, 2014-2015, Hawaii students
will begin taking the SBAC test in grades 3-8 and 11. The test will be administered online in
April, and the students will have several opportunities to learn the testing interface and practice
answering questions. The SBAC test is aligned with the CCSS and will assess where the student
is in meeting the standards.
EOC (End of Course) Assessment
The Expository Writing half of the 11th grade English curriculum culminates in an EOC writing
exam. This exam is a requirement for graduation and will assess the student’s writing skills.
Modern Language Association (MLA)
Students will learn and use MLA citation. All RHS English classes use MLA, and it is the
standard form of citation for literature. We will discuss many skills during class, but the
following website is a useful tool for answering any questions and checking for accuracy:
The OWL: https://owl.english.purdue.edu/owl/resource/747/01/
I have used this website for over 12 years, and it has been an invaluable tool for my success.
Films and Videos
The 11th grade SpringBoard curriculum includes several films (listed below under scope and
sequence) of varying ratings – PG, R. These films are for educational purposes only, and there
are very specific reasons for showing them. However, I understand if their rating or subject
matter is problematic. In this instance, the student will be excused from the activity and given an
alternate assignment with similar goals.
Plagiarism
The Merriam-Webster Online Dictionary defines “plagiarize” as “to steal” or “to use the words
or ideas of another person as if they were your own words or ideas.” They also call it “literary
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theft.” 1 Stealing in all areas of life is wrong; thus, passing off someone else’s work as yours is
also wrong. DO NOT DO IT!! I will catch you, and I will be forced to follow the following
procedures:
Accidental/Unknown/Oops Plagiarism – a Zero in the gradebook until the error is fixed, a stern
conversation with me about your mistake and the importance of being careful, and
possibly a parent/guardian phone call or email
Blatant Plagiarism – a Zero in the gradebook, a mandatory redo for partial credit, a
parent/guardian phone call, and a referral
I will determine the severity of the plagiarism and the punishment. I will be more lenient on
skills/concepts we have not yet discussed in class. However, using someone else’s original idea
or even borrowing a single sentence written by another person is wrong.
Example – Forgetting quotation marks on one quote is most likely accidental.
Copying whole paragraphs or changing a few words in a paragraph is blatant.
I repeat. I will catch you. DO NOT DO IT!!
Academic Dishonesty
Do not cheat. Do not copy. Do not do individual assignments with friends. If I catch you, you
will be given a Zero until you take a redo on your own time. I will call your parent/guardian and
give you a referral.
****Education is about learning. Making mistakes is part of learning. No one does
everything perfect the first time. Sometimes you need a little practice. Help
yourself by doing your own work and take charge of your own education****
Course Scope and Sequence
The RHS English Department is introducing a new curriculum this year called SpringBoard.
SpringBoard has been mandated by the state of Hawaii and is in line with the Common Core
State Standards. Each grade has its own specific focus, and the theme for 11th grade is “The
“Plagiarize.” Merriam-Webster. Web. 19 Jul. 2014. http://www.merriamwebster.com/dictionary/plagiarize
****Notice that I cited the source of my quotation and named the source in the sentence****
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American Dream.” Since this is our first year using SpringBoard as a department, the following
section is an outline of possible topics and assessments. As we move through the year, we may
find ourselves altering and tweaking the material. SpringBoard and the RHS English
Department have the same goal: to help our students meet the CCSS and prepare them as best as
possible for college and/or their future careers.
Outline of Possible Topics and Assessments
Unit 1:
The American
Dream
(1st Qtr)
SAT Prep Vocabulary
Literary Terms:
imagery, personification, synecdoche
Style and Language:
Direct quotations, transitions, quoting original sources
Assessments:
Definition Essay, Synthesis Essay, Vocabulary Test, Quizzes
Texts:
Poems by Emma Lazarus, Walt Whitman, Langston Hughes, Claude
McKay, Phillis Wheatley, David Ignatow, Joseph Bruchac, Dana Gioia, and
Martin Esposada
Speeches by Franklin Delano Roosevelt and Barack Obama
Historical Documents – Preamble to the Constitution, The Bill of Rights, and
the Declaration of Independence
Various essays, articles, and short stories
AR Book, Quiz, and Project
Unit 2:
The Power of
Persuasion
(2nd Qtr)
SAT Prep Vocabulary
Literary Terms:
rhetoric, foil, subtext, motif, dramatic irony, verbal irony, situational irony,
alliteration
Style and Language:
Syntax and rhetoric
Assessments:
Dramatic Scene, Persuasive Speech, Vocabulary Test, Quizzes
Texts:
The Crucible by Arthur Miller
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Various speeches by Abraham Lincoln, Patrick Henry, Franklin Delano
Roosevelt, John F Kennedy, Barack Obama, and George W. Bush
Video Excerpts:
The Crucible (PG), Directed by Nicholas Hytner
Monty Python and the Holy Grail (PG), Directed by Terry Gilliam and Terry
Jones
AR Book, Quiz, and Project
December
Mid-Term:
Cumulative Vocabulary and Literary Terms Test
11th Grade Common Assessment
Unit 3:
An American
Journey
(3rd Qtr)
SAT Prep Vocabulary
Literary Terms:
coherence, dialect, characterization, extended metaphor, folk tale
Style and Language:
Annotated bibliography, Thesis statements, Diction
Assessments:
Presenting a Literary Movement – The Harlem Renaissance, Analytical
Essay, Vocabulary Test, Quizzes
Texts:
Poetry by Gwendolyn B. Bennett and James Weldon Johnson
Informational texts on the Harlem Renaissance
Their Eyes were Watching God by Zora Neale Hurston
Video Excerpts:
Their Eyes were Watching God (NR), Directed by Darnell Martin
AR Book, Quiz, and Project
-OR-
American
Forums: The
Marketplace of
Ideas
SAT Prep Vocabulary
Literary Terms:
concession, refutation, slanters, satire, Horatian satire, Juvenalian satire,
persona, objective tone, subjective tone, parody, bias, fallacies, caricature,
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reasoning, evidence, editorial
Style and Language:
Definitions and word patterns, loose or cumulative sentence patterns,
evolving language
Assessments:
Op-Ed News Project, Satirical Piece, Vocabulary Test, Quizzes
Texts:
Multiple Editorials from various newspapers and magazines
“Advice to Youth” and “The War Prayer” by Mark Twain
Various satirical pieces
Video Excerpts:
“Peace, Little Girl”
AR Book, Quiz, and Project
Unit 4:
The Pursuit of
Happiness
(4th Qtr)
SAT Prep Vocabulary:
Literary Terms:
genre convention, connotation, epigraph, coherence
Style and Language:
Antithesis, review of syntax, informal spelling and usage, relative pronouns
and clauses
Assessments:
Personal essay, Research Project, Vocabulary Test, Quizzes
Texts:
Into the Wild by Jon Krakauer
Essays by Ralph Waldo Emerson and Henry David Thoreau
Poetry by Tupac Shakur, Joy Hayo, and Emily Dickinson
Video Excerpts:
Into the Wild (R), Directed by Sean Penn
AR Book, Quiz, and Project
-ORSAT Prep Vocabulary
An American
Journey
Literary Terms:
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coherence, dialect, characterization, extended metaphor, folk tale
Style and Language:
Annotated bibliography, Thesis statements, Diction
Assessments:
Presenting a Literary Movement – The Harlem Renaissance, Analytical
Essay, Vocabulary Test, Quizzes
Texts:
Poetry by Gwendolyn B. Bennett and James Weldon Johnson
Informational texts on the Harlem Renaissance
Their Eyes were Watching God by Zora Neale Hurston
Video Excerpts:
Their Eyes were Watching God (NR), Directed by Darnell Martin
April
May/June
AR Book, Quiz, and Project
SBAC
Final Exams:
Cumulative Vocabulary and Literary Terms Test
11th Grade Common Assessment
EOC (End of Course) Exam for Expository Writing
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Parent/Guardian Syllabus Review Form & Contact Plan
Dear Parent/Guardian,
Thank you for taking the time to read this document with your student. I am excited to be
starting a new school year, and I have high expectations for all of my students.
The easiest way for us to communicate is by email. As their first assignment, I am having my
students ask you to email me that you have read the syllabus and visited the class website. (my
email: allison_baine@notes.k12.hi.us) Please put your student’s name and period in the
subject line, so I know exactly who your student is.
I am also available by phone. Feel free to contact me any time by email or phone if you have
any questions or concerns about the syllabus or your student’s progress in class.
Lastly, please view and sign the Video Release form. Several films will be shown, and it is
imperative that I know whether your student has permission to view them.
I am looking forward to a great year!
Sincerely,
Mrs. Baine
Video Release
My student is allowed to view the films outlined in the Scope and Sequence section above for the
purposes of studying literature. (Circle one)
Yes
or
No
--OR—
I give my permission for all but the following films: ___________________________________
______________________________________________________________________________
______________________________________________________________________________
Parent/Guardian Signature: _______________________________
Your Student: ______________________________
Date:___________
Student Agreement:
Please initial your agreement with these statements.
_____I will emulate the core characteristics of “Discipline, Respect, Responsibility” at all times.
_____I have read the syllabus and understand the grading, late work, and attendance policies.
_____I have read and understand the classroom policies and expectations.
_____I am aware of the consequences for any inappropriate actions, and I will take full
responsibility for my actions.
_____I know how my final grade will be determined, and I know how to check my grade.
_____I know how to find out what I missed while absent, and I know what to do when I am
absent.
_____I know how to find the class website, and I have bookmarked it for quick access.
_____I know where to find computers with internet access if I am unable to get online after
school hours.
__________________________________________
Student Signature
__________________________________________
Print Name
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_____________________
Date