S+Trundy+Monique

Insert Course Name **Syllabus**

Office: Rm. 221 Office Phone: (207) 338-8767 Office Hours:** **M-F 2:15 - 4:00**
 * Teacher: Ms. Trundy
 * E-mail:** **MsTrundy@myhighschool.com**


 * =Summary of Unit= ||
 * During the Dust Bowl of the 1930's farmers were forced to leave their dried up lands and head west towards California. Steinbeck's novel, //The Grapes of Wrath//, follows the journey of the Joad family as they leave their Oklahoma farm for a better life in California. Along the way they meet many people and face many hardships. We will join the Joad family on their journey and along the way we'll uncoverand explore the themes in the novel, learn how to identify and use literary devices, discuss the effects of point of view, and uncover the internal/external conflicts the family faces. ||

A2: Literary Text Grades 9-Diploma: The Grapes of Wrath Students read text within a grade appropriate span or text complexity, and present analysis of fiction using excerpts from the text to defend their assertions. c: Determine the effects of common literary devices on style and tone of a text. ||
 * || **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts A. Reading

//What understandings are desired?//
• there are multiple themes in the novel that effect one another. • literary devices used by the author effect the style and tone of the novel. ||
 * //Students will understand that:// **(U)** ||
 * • the internal and external conflicts of every character has an effect on the novel.

//What essential questions will be considered?//
•How many themes can be found in Grapes of Wrath? How do they affect one another and the novel as a whole? •Why are literary devices useful? How does the authors use of literary devices effect the style and tone of the novel? ||
 * **Essential Questions:** **(Q)** ||
 * •How do the external and/or internal conflicts in a single character effect the novels outcome?

//What key knowledge and skills will students acquire as a result of this unit?//
•Definitions; How to identify commonly used literary devices witin texts as well as provide definitions for each device. •Critical Details; How to identify and analyze critical details within the novel and provide close readings. || • explain how themes present themselves in the novel and how they effect one another. • critique a single character within the novel and explain what drives them and what internal/external conflicts do they face. • use knowledge of literary devices to identify devices in the authors writing. • (c) analyze the effects of literary devices, tone and style in the novel. • consider the narration type and point of view, and how both effect the novel. • recognize reoccurring themes in the novel. ||  ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary; Allegory, Alliteration, Metaphor, Simile, Irony, Paradox, Tone.
 * You need to use Google Earth to make a “rough draft” of the game you would like to create for MECC. In order to make sure you cover all the juicy stuff from the book you and your team will make an outline of what you want to cover. When you're making your outline, remember that the game needs to have important events from the novel pinpointed and you will need to provide chapter summaries for key chapters. You will need to include between 6-8 external links in the informational boxes that lead players to team blog entries you have created for them to read so they can learn more about the novel. You will need to provide character bios for each member of the Joad family, as well as Jim Casy, considering he spends a good protion of time traveling with the Joads.

And guess what, your arch rival has been appointed to lead the opposing company’s developing team. You will need to work with your team to create a fun, interesting, and creative presentation for the CEO and board of directors of MECC. You need to convince them that your game is the best and leave your rival in the dust where he belongs. ||

You are expected to be in class on time. If you are more than ten minuets late, you will need to stay after class to discuss what you missed and why you were late. Each student will be given a total of four chances to be tardy. More than four incidents of tardiness will result in a detention where you can make up for the time you missed in class.
 * =Expectations= ||
 * **Tardiness:**

If you know ahead of time that you are going to be missing a class let me know and I will tell you what you're going to be missing and the homework for that day(s). If you don't know ahead of time then you will be responsible for figuring out what happened in class and what homework was assigned. You can find me, visit the class wiki, or ask a friend. If you are going to be absent for an extended period of time we will need to set up a time to meet so we can develop a plan that will keep you on track with the rest of the class.
 * Absences:**

I set due dates for a reason, and I expect everyone to hand in work on the given due date, even if the work is incomplete. For each day an assignment is not in to me, and it's day not class, you will loose five points off the original grade.
 * Assignments:**

I will let you re-do any assignment you want. If you don't like the grade I gave you, you will have a week to re-do the assignment and I will give you the higher of the two grades. When you hand in a revised assignment you need to have the original assignment and rubric if I used one, you will also need to write a small explanation of how you changed your work. Your explanation needs to be more than just a few sentences, aim for a page.
 * Re-Doing Work:**

I am not adverse to giving extensions. If you feel you need one, come talk to me and we'll work something out.
 * Extensions:**

All typed assignments are expected to be in 12pt Times New Roman font and double spaced.
 * Paper Format:**

You are expected to be the author of all your papers. If you are caught plagiarizing any of your assignments you will receive an automatic zero on the assignment and will have to meet with me, your parents, and the principle to discuss your punishment. ||
 * Plagiarism:**


 * =Benchmarks (600pts)= ||
 * **•10 Quizzes** -(50pts) Small chapter quizzes every three chapters, each quiz is worth five points.
 * •Dialogue** -(60pts) Class discussion about readings, "close readings."
 * •Work Samples** -(100pts) Podcast, Comic Life, Wiki, Garage Band, Blog
 * Google Earth -** (140pts.) Final Google Earth product.


 * Self Assessment:**


 * •Blog -**(200pts) Students will be keeping a reading journal for each reading assignment they get. Each blog entry will require students to write brief summaries of the chapters they read, identify at least two different literary devices, and at least two quotes that stood out to them from the chapter and explain their significance. Each entry will also have questions provided that the students need to answer. The entries will later be synthesized and linked to the Google Earth product. Each blog entry will be worth 20 points.
 * •Pre-Assessment -**(0pts) Students will be pre-assessed on their knowledge of literary devices, themes and general knowledge of the novel.
 * •Team Presentations -**(50pts) For every reading assignment, which will consist of three chapters, small groups will be assigned to present their blog entries to the class. Each group will present twice. ||


 * =Grading Scale= ||
 * A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59). ||