Syllabus 520

SYLLABUS
English III: Unit 8: A Focused Application

Persepolis
Instructor:
Miss Serena Maybee
Room:
123
Website:
http://teachermissmaybee.weebly.com
Contact:
123-456-7890
englishlangarts@email.com
Course Description:
Goal:
Students will read the graphic novel P
ersepolis
and participate in a variety of
discussions and activities that stimulate critical thinking, literary analysis, and the
ability to produce reflective narratives in various formats
Objectives:
Given a prompt (written or activity), students will be able d
iscuss and
collaborate with peers in response to relevant questions, predict the
theme/content of the unit, and
propel conversations by posing and
responding to questions that probe reasoning and evidence
Given a story/model, students will be able to write a narrative describing a
personal experience and u
se narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters
Given a graphic organizer, students will work collaboratively to determine
two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one
another to produce a complex account
Given a group assignment, students will be able to work with peers to
promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as
needed
Prerequisites or Co-Requisites:
English 1& II; Units 1-7
Textbooks and Materials:
Persepolis: A Story of Childhood
by Marjane Satrapi
Assorted Handouts and Rubrics (In-Class)
1
SYLLABUS
Assignments:
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1: Essential Questions Carousel

2: Pre-Assessment: Eye-Opening Experiences
3: Expeditionary Learning
4: Quick Write Prompt Pool
5: Study/Discussion Questions
6:Iranian Historical Treasure Hunt
7: Human Rights Action
8: Focusing Your Lens to Find the Jewel
9: Subjective And Objective Realities
10: Create a Graphic Story
11: Revising the Graphic Story
12: Culminating Assessment
13: A Worthy Unit (Reflection)
Grading Procedures:
Your final letter grade will be determined based on percentage points from total:
(10 point grading scale) A: 90 100 B: 80 89 C: 70 79 F: Below 69
Performance Objective
Given group activities and questions as

prompts, students will collaborate with
peers and propel conversations by posing
and responding to questions that probe
reasoning and evidence. They will
participate, demonstrate effort and
initiative, while completing tasks in a
thoughtful and timely manner.
Assessment Type
Group Activities &

Participation
Unit
Percentage
Approx. 5
Class
Periods
25%
(Credit/No Credit)
Given the procedures for completing a

narrative response, and a relevant
contextual framework, students will write
a clear and coherent essay in which the
development, organization, and style are
appropriate to task, purpose, and
audience. They will be assessed by the
appropriate writing process rubric.
Narrative Essay
90 Minutes
10%
Given a graphic organizer, students will

draw conclusions about reasons for
actions/beliefs and support assertions.
They will compare and contrast ideas and
points of view in media. Students will
post, present, and discuss their organizers.
They will be assessed based on
organization, clarity, content, and
creativity.
Graphic Organizer
90 Minutes
10%
Time
Require
d
SYLLABUS
Approx. 3
Class
Periods
15%
Graphic Story
150
Minutes
10%
Given the procedures for revising, and the

supplementary revision guide, students
will be able to practice skills that will
transfer to our culminating project. This
activity will improve the quality of the
formative assessment and allow teachers
to respond to the data collected in the
pre-assessment. Students will submit a
revision guide that demonstrates their
understanding of the revision process.
Revision Guide
90 Minutes
10%
Given the procedures for completing a

narrative response, and a relevant
contextual framework, students will write
a clear and coherent essay in which the
development, organization, and style are
appropriate to task, purpose, and
audience. They will be assessed by the
appropriate writing process rubric.
Reflective Essay
90
Minutes/
Take
Home
20%
Given quick write prompts and various

in-class writing tasks, students will write
routinely over extended time frames (time
for research, reflection, and revision) and
shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes.
The will demonstrate participation, and
present their ideas in a clear, coherent,
and thoughtful manner.
Quick Writes & Written

Responses
Given the procedures for crafting a graphic

story, and the relevant contextual
framework, students will be able to
develop a deeper understanding of
characters and context as they create a
graphic story. The graphic story should
consist of a minimum of twenty frames.
(Credit/No Credit)
Attendance/Class Participation/Professionalism:
Your attendance, professionalism and participation in class activities are necessary
to be successful in the course. If you are going to miss class or have missed a class,
contact me as soon as possible and leave a message. Once you return, it is your
responsibility to catch up on all missed assignments and information covered in
class. Attendance is mandatory for success. To emphasize the importance of
attendance, penalties are given for missing class often. Absences will effect your
grade.
Late Work Policy:

Assignments must be completed on time! Late assignments (submitted after the
due date) will result in loss of points (1/2 of the late assignment total points). I
realize that in todays world of high technology, there will be occasional problems
with computers, printers, or storage devices but you need to plan ahead and take
SYLLABUS
precautions, to make sure that these problems dont cause you to lose points on an
assignment. REMINDER: You should always back up your files regularly. You should
always have backup plans for computers and printers.
Plagiarism:
If I suspect that you have plagiarized or otherwise cheated, I will have to
implement an adjustment to your assignment grade. It is easy to avoid this
outcome: please make sure that the ideas, words, and images that you claim as
your own are not borrowed from elsewhere and that you carefully cite any sources
you use.
Other matters:
All work should conform to standard MLA style unless otherwise noted.
I will not accept any assignments that are more than a week late (Please talk
to me).
Please be in e-mail communication or come to me after class with any
questions, concerns, or notifications
Calendar:
Monday
Tuesday
Wednesday
Thursday
Friday
Essential
Question
Carousel
Pre-assessment
The Secret
Garden
Pair-Share
Narrative
Introduce
Pre-assessment
Expeditionary
Learning
Expeditionary
Learning
HWK: Write the

narrative
Pick up books
Distribute
Political Terms
Read and discuss
opening,
questions,
predictions
HWK: Read and
respond to 1-4;
study questions
and prompt pool
Discussion
based on
Prompt Pool
and Study
Questions
and
supplementary
activities
Film Globe
Trekker or Rick
Steves' Iran
Discussion based
on
Prompt Pool and
Study Questions
and
supplementary
activities
HWK Read and
Respond to
Ch. 10-14
HWK: Current
Events article
(optional)
Discussion based
on
Prompt Pool and
Study Questions
and
supplementary
activities
Graphic Story
Lesson
HWK Finish
reading the novel
Response writing
SYLLABUS
Discussion based
on
Prompt Pool and
Study Questions
Revising the
Graphic Story
Share Graphic
Story
HWK Finish the

Graphic Story
HWK Graphic
Story Draft Due
Human Rights
Action Day 2
Introduce
Narrative
Teacher
modeling,
Brainstorming,
Guided
visualization,
Drafting
Craft Lesson
Focusing Your
Lens
Review Literary
Elements
Iranian Historical
Treasure Hunt
Human Rights
Action Day 1
HWK: Read
Smithsonian
Article
HWK: Peruse
Amnesty Website
Craft Lesson
Subjective
/Objective
HWK Revise
Draft
HWK Revise
Draft
Editing
Proofreading
using assessment
checklist
HWK Final
Draft
st
HWK- 1
draft
Share Narratives
Share Narratives
Unit Reflection
Persuasive piece
HWK Write
Share Persuasive
Speech
Flextime for films

and
Supplementary
Resources
Persuasive Piece
(Syllabus adapted from

UNCW
Course Syllabi
SEC 520 & ENG 564
-Kubasko/Griffin & Sweeney)

Syllabus 520

Uploaded by

Copyright:

Available Formats

Syllabus 520

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Syllabus 520

Uploaded by

Copyright:

Available Formats

SYLLABUS

English III: Unit 8: A Focused Application

1: Essential Questions Carousel

Given group activities and questions as

Group Activities &

Given the procedures for completing a

Given a graphic organizer, students will

Given the procedures for revising, and the

Given the procedures for completing a

Given quick write prompts and various

Quick Writes & Written

Given the procedures for crafting a graphic

Late Work Policy:

HWK: Write the

HWK Finish the

Flextime for films

(Syllabus adapted from

You might also like