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Transcript of CR Syllabus
7/29/2019 CR Syllabus
http://slidepdf.com/reader/full/cr-syllabus 1/4
THE CHICAGO HIGH SCHOOL FOR THE ARTS
American Literature Credit Recovery
Course Syllabus
Instructor: D. Miller
Phone: 773-534-9710Email: [email protected]
Class Website: http://amlit.chiartsorp.wikispaces.net/
Availability: I will be available to answer any questions via email throughout the school week. I am also
available if you need to ask a question in person during study hall in room 207. Study sessions at ChiArts
will be held on April 9, April 17, and May 7 from 5:15-7:15 pm. Students are strongly encouraged to
attend all sessions, but must attend the session on April 9 plus one additional session in order to receive
credit for the course. Course Description:
This course is an abbreviated version of the American Literature course you have taken at ChiArts.
American Literature combines an in-depth study of themes that have shaped the American discourse
with critical reading of American literature and primary source documents. Rigorous Socratic discussion,
collaborative learning, and independent study provide opportunities for investigating and analyzing the
tensions and friction among different perspectives and interpretations of the American experience.
Students write to develop and expand their own ideas, to examine the work and ideas of published
authors and artists, and to craft well grounded arguments based on research. Students will utilize
foundational skills developed in previous English classes to engage in increasingly complex reading and
writing tasks. The summer course will emphasize digital learning skills and will incorporate use of visual
and video media, discussion boards, and online writing collaboration through TurnItIn.
Course Outcomes:
Upon successful completion of this course, students will be able to: Synthesize information from a variety of sources to make clear arguments verbally and in
writing
Read and interpret complex literature and primary documents
Revise and edit written work for clarity, logic, and effect
Examine American literature in the context of the larger themes of the American experience
and literary traditions
Instructional Materials:
Our textbook will be American Literature from McDougal Littell. Students will have access to the
textbook and other McDougal Littell resources on classzone.com. We will read two longer plays: A Raisin
in the Sun by Lorraine Hansberry and Biloxi Blues by Neil Simon, and draw on other literature such asshort stories and poem from the textbook. We will also use a variety of supplemental reading materials
including articles, handouts, and excerpts from other books, which will be available electronically on the
course wiki. Students will receive these supplemental materials on a regular basis and are responsible
for reading and completing coursework based on these materials.
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Grading and Academic Policies:
The following is a breakdown of school wide grading categories and weighting:
Class activities/independent work 15%
GRASPS 40%
Quizzes and Critical Reading Journal Responses 30%
Final Exam 15%
Students are expected submit assignments on a regular basis and adhere to deadlines. Since this is an
online course, much of the work can be completed at an individual pace; however, students will be
provided with deadlines to ensure that they complete the work in a timely manner. Students enrolled in
this course are expected to have consistent internet access and be proficient in internet technology.
It is the student’s responsibility to check that all work has been properly submitted and to contact
the teacher if he/she experiences difficulties with technology.
All independent work must be completed by the end of the week in which it is assigned for full credit.
Late work will be accepted for up to one additional week at 50% credit. Major projects and essays will
be accepted for two days after the due date with a letter grade deducted each day. Any major projects
submitted after that point that meet the project requirements will receive 50% credit. Students may
revise major projects and essays within two weeks of the original due date only if the student submitted
the essay or project on time. Students who earn a D or F on a unit test or GRASPS may retake or revise
within two weeks of the original date.
School wide grading scale:
A+ 100-98
A 97-95
A- 94-92
B+ 91-89
B 88-86
B- 85-83
C+ 82-80
C 79-77
C- 76 - 74
D+ 73 - 71
D 70 - 68
D- 67 - 65
F 64 and below
Materials and Supplies:
The following materials and supplies will be needed daily:
Computer with internet access
Flash drive to save your work
Textbook
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SCHOOL WIDE EXPECTATIONS AND STANDARDS:
Places—Be on time to school and to class; come prepared with all materials, supplies, appropriate dress
and attitude.
Harmony—Respect each other and work together.
Collage—Seek and receive wisdom; all voices complete the picture.
Direction—Be willing to lead and follow.
Arrangement—Consider the shared space. Leave things better than you found them.
Please see 2011-12 Parent-Student Handbook for other school policies and more information.
SCOPE AND SEQUENCE:
Unit Theme(s) Essential Questions Literature Focus Major Assessments
American Freedoms:
Equity in our Past and
Present
How does where I’m from
shape who I am?
Can America ever achieve
“liberty and justice” for
all?
o A Raisin in the Sun by
Lorraine Hansbury
o Primary documents from the
Civil Rights Movement
o Current Events Articles
o Supplemental short stories
and non-fiction
Research Paper
Critical Reading Journals
Quizzes
American Conflicts:
Shaping the Individual
and the World
Are we responsible for the
whole world?
How does the American
relationship with the
international community
shape us as individuals?
o Biloxi Blues by Neil Simon
o Short fiction and poetry by
Kurt Vonnegaut, Tim O’Brien,
and Ranell Jarrell
o Non-fiction by John
Steinbeck, Primo Levi, and
other authors
o Current Events Articles
College Essay GRASPS
Critical reading journals
Quizzes
American Mosaic:
Many Voices, Many
Visions
How do I reflect America’s
“melting pot?
o Short fiction and poetry from
authors reflecting America’s
diverse heritage
o Book of Choice
Independent Reading
GRASPS
Quizzes
FINAL EXAM
7/29/2019 CR Syllabus
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SCHOOL WIDE PLAGIARISM POLICY
Rationale
The faculty at ChiArts is committed to teaching students to become ethical users of information and
ideas. It is our responsibility not only to educate students in the research process of writing and proper
documenting, but also to hold students accountable for submitting original work. Whether anassignment is in a visual, written, or spoken format, students are expected to accurately reference all
sources of information consulted for the project. Plagiarism is regarded as a serious offense and will not
be tolerated by ChiArts or by any institution of higher learning. All departments must enforce and
students must adhere to this policy.
Definition of Plagiarism
Plagiarism is defined as:
Copying of another person’s ideas and/or works, whether intentional or not, in whole or in part,
from a print or non-print source and using those ideas or works as one’s own.
Deliberate and/or inconsistent lack of proper documentation and citation in the project or
paper.
In-text documentation that is not reflected in the Works Cited page.
Student Responsibilities
Submit authentic work
Follow the MLA style or APA style guide
Cite in-text or paraphrased sources correctly and accurately
Format Works Cited pages correctly and accurately
Consequences of Plagiarism
Whenever a teacher reasonably believes, based upon significant evidence, that a student has plagiarizedpart or all of an assignment or infringed upon copyright protection, or whenever a teacher reasonably
believes, based upon significant evidence, that a student has knowingly assisted another student to
plagiarize part or all of an assignment, the teacher shall evaluate the nature and extent of the assistance
lent to the student who plagiarized, remind the student of the existence of this rule, and warn the
student that he/she is, or may be, subject to the following penalties.
Conference between the teacher and the student about honest authorship
Conference between the teacher and parent/guardian regarding the offense
Reduced credit for the assignment
Refusal to give the student any credit for the assignment
Require the student to rework the assignment entirely using his/her own ideas and style
Refer the student to the proper school authority for any additional counseling or discipline
consistent with any other policy of ChiArts
Failure of the entire semester that the plagiarism occurred in
Removal from the school for repeated offenses in spite of intervention
E. Kavanagh , High School Plagiarism Policy , September 2009