S+Audy+Melissa


 * Freshman English** **Syllabus**

Office: 111 Office Phone: 778-8888 Office Hours:** Mon, Wed, Fri, 1:30-2:50
 * Teacher: Ms. Melissa Audy
 * E-mail:** melissa.audy@maine.edu


 * =Summary of Unit= ||
 * This unit will focus on the young adult novel, //Weetzie Bat//, written by author Francesca Lia Block. Students will read the novel and explore the various controversial literary themes which shape the plot. Students will also examine other aspects of literature, such as voice, style, tone, and character development. Students will consider these aspects of the writing in order to sharpen analytical skills, as well as discovering ways to improve their own writing. Through deep analysis of literary themes, students will become aware of techniques to creatively express emotion. The ultimate goal is for all students to develop an understanding of literary themes, as well as the ability to identify them within a written piece. ||

A 2 Literary Texts** of fiction using excerpts from the text to defend their assertions.** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. ||
 * **Establish Goals:** **(G)** ||  ||
 * **//Maine Learning Results: English Language Arts -// A Reading
 * Grade 9 - Diploma,** //Weetzie Bat//
 * Students read text, within a grade appropriate span of text complexity, and present analyses

//What understandings are desired?//
•The style and tone of //Weetzie Bat// gives the story a unique voice that helps readers cope with the intensity of the plot. •Character development and conflict can help convey a theme within a literary text. Weetzie's dream of finding "happily-ever-after" is a vehicle within the writing. ||
 * //Students will understand that:// **(U)** ||
 * •Literary devices can alter the tone and style of a piece, evoking various responses in the readers.

//What essential questions will be considered?//
•How did the author, Francesca Lia Block's, unique style and tone affect the way in which the story was told? •How did the main character, Weetzie's, conflicts and goals affect the themes of the story? ||
 * **Essential Questions:** **(Q)** ||
 * •Why did the author use so many literary devices within the text?

//What key knowledge and skills will students acquire as a result of this unit?//
•The difference between metaphor and simile. •Vocabulary - style, tone, voice, first-person, third-person, theme || •Demonstrate an understanding of several basic literary devices. •d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. •Decide how the perspective of a literary text (first-person/ third-person) affects the way a story is told. •Analyze the way in which style and tone affect the general presentation of the story. •Consider how the main character's ongoing conflicts shape the plot of the story. •c. Determine the effects of common literary devices on the style and tone of a text. ||  || Goal: Create a short film based on //Weetzie Bat// which demonstrates a deep understanding of the literary themes and character development present in the novel. Role: An aspiring screenplay writer, who has been asked to demonstrate his/her knowledge of themes and character development in //Weetzie Bat,// in order to become the writer for the entire TV series. Audience: The ABC Family Network television show producers are asking to see a short film that targets young adults, and convinces them that the writer is such an expert on the themes and characters in //Weetzie Bat// that he/she can write an entire subplot that fits along with the novel well. Situation: The writer is placed in a scriptwriting/film contest in which he/she must prove mastery of themes and character development through creating an iMovie film. Product/Presentation: A ten minute preview film, including monologues, will be produced and presented to demonstrate a deep understanding of literary themes and character development. Standards (criteria from both rubrics): Content (of film), Presentation, Attractiveness, Requirements, Originality, Workload, Content (of presentation), Comprehension, Stays on Topic, Preparedness, Enthusiasm, Speaks Clearly ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •How literary devices, perspective, and other components affect the style and tone of a literary text.
 * **Performance Task:**


 * =Expectations= ||
 * Attendance: If you are absent, it is your responsibility to come to me in order to get the work you missed. If this is done in a timely manner, I will gladly make sure that you are given the proper notes and the homework you have missed. However, discussion and peer revision groups will be a large part of the classroom, meaning that frequent absences will certainly harm your understanding of the material. Absences must be excused in order to be made up, and those who have legitimate absences yet fall far behind will be given the opportunity to stay after school with me to discuss the material and get caught up.

Assignments: Most assignments, aside from projects and papers, will be graded based on whether you have done what was asked or not. By demonstrating that you have followed the directions, you will earn an A. Late work as well as mediocrity will not be tolerated. A late assignment will receive 25 points off for each day that it is late--meaning you have three days, or else it will not count. Exceptions will be made, and extensions will be generously granted if an e-mail is sent to me explaining why the work is late and when it will be turned in.

Cheating/Plagiarism: Cheating and/or plagiarism are both issues which will be brought to the office immediately. By cheating/plagiarizing, you risk not receiving credit for my class, and you absolutely will not be given the chance to make up whatever assignment you have cheated on. If you are nervous about improperly citing something, and therefore committing "accidental" plagiarism, see me for help with citations. ||


 * =Benchmarks= ||
 * **Writer's Journal (30 Points) :** Each class, a different prompt will be assigned**,** and you will be asked to write in your journal for at least five minutes. At the end of the term, I will collect the journals periodically and read the entries--however you will not be graded on your opinion or even mechanics and usage, you will br graded upon your effort.
 * Participation (10 Points) :** Participation in class discussion and activity will be recorded and points will be given accordingly.
 * Assessment Tasks (120 Points--20 points each):** Every lesson will require that you make a certain prodcut to demonstrate your understanding. Consider these products to be "quizzes" that will demonstrate your understanding. Examples of which are: Themed Comic Life, Literary Device Garage Band Piece, Close Reading Blog, Character Voice Blog, Conflict Comic Life, Perspective iMovie
 * Performance Task iMovie (40 Points) :** The above described performance task will be your final grade in the class. This is worth 20% of your final grade and should be taken seriously. You will be graded upon how well you adhere to the guidelines of the rubric.

Your total points will be divided by the total possible points, 200, determining your final grade average. ||

A (95-97) C (74-76) A-(90-94) C- (70-73) B+ (87-89) D+ (67-69) B (84-86) D (64-66) B- (80-83) D- (60-63) F (59 and below) ||
 * =Grading Scale= ||
 * A+ (98-100) C+ (77-79)