Mr. Gufford Spruce Creek High School
Room O-33 2012-2013
Syllabus: Pre-IB English I
IB Mission Statement:
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a
better and more peaceful world through intercultural understanding and respect. To this end the organization works with
schools, governments and international organizations to develop challenging programmes of international education and
rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective
IB Group 1 AIMS
1. introduce students to a range of texts from different periods, styles and genres
2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
3. develop the students’ powers of expression, both in oral and written communication
4. encourage students to recognize the importance of the contexts in which texts are written and received
5. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and
how these perspectives construct meaning
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
7. promote in students an enjoyment of, and lifelong interest in, language and literature.
8. develop in students an understanding of the techniques involved in literary criticism
9. develop the students’ ability to form independent literary judgments and to support those ideas.
The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of
the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits,
anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one
of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original,
critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding
and interpretation of literary works. Group 1 courses are designed to support future academic study by developing a high
social, aesthetic and cultural literacy, as well as effective communication skills.
In Language A: Literature, the formal analysis of texts and wide coverage of a variety of literature, both in the language of
the subject and in translated texts from other cultural domains, is combined with a study of the way literary conventions
shape responses to texts.
Students completing this course will have developed a thorough knowledge of a range of texts and an understanding of other
cultural perspectives. They will also have developed skills of analysis and the ability to support an argument in
clearly expressed writing, sometimes at significant length. This course encourages students to appreciate the artistry of
literature and to develop an ability to reflect critically on their reading. This course will enable them to succeed in a wide
range of university classes, particularly in literature but also in subjects such as philosophy, law and language.
Formal critical analysis is seen as central in that it allows students to assemble evidence to support an argument.
Students are also required to reflect on and assess the role of context in shaping meaning; the meaning of texts may alter
according to the time and circumstances in which they are produced and received. All texts may be understood according
to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that
produce and value them.
1. Knowledge and understanding
Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period,
and the relationships between them
Demonstrate an understanding of the ways in which cultural values are expressed in literature
Demonstrate awareness of the significance of the context in which a work is written and received
Substantiate and justify ideas with relevant examples
2. Analysis, synthesis and evaluation
Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader
Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary
Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style
3. Selection and use of appropriate presentation and language skills
Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an
effective choice of register and style
Demonstrate a command of terminology and concepts appropriate to the study of literature
Demonstrate an ability to express well-organized oral and written arguments
Demonstrate an ability to write a sustained and detailed literary commentary
IB TEACHER’S ROLE
The teacher is viewed as a supporter of student learning, rather than a transmitter of knowledge, and should promote the IB
learner profile in students and their work in the following ways:
Providing an inclusive, positive and safe class ethos.
Empowering students. Recognizing that students learn in different ways. Facilitating critical discourse.
Promoting the appreciation of language as an art form.
Enabling students to explore a wide variety of texts.
Providing opportunities for student inquiry into the subtleties and implications of cultural contexts.
Providing opportunities for writing about literature.
Scaffolding the processes necessary for making reasonable comparative judgments about texts.
Ensuring students acquire core skills. Providing systematic formative assessment.
Ensuring practice of rhetorical skills. These are the skills that students require in order to deliver effective oral
presentations to a variety of audiences.
Respect for yourself, the teacher, guests, and your peers.
Preparation for and participation in class discussions and activities.
Compliance with the Honor Code you’ve signed and all other school and county rules and policies.
Cell phones must NOT be visible or used during class unless explicit permission is given. If the texting or
cell phone use occurs during class time, a warning will first be recorded. If a second incident occurs, a
referral will be written and, thus, the Conduct Grade on the report card for that quarter will be a “2”. This
would mean you will not be eligible for the honor roll that quarter.
I expect students to be in class every day, alert and ready to engage in class discussion. Missing class will
negatively impact your preparation for essays and exams. You are expected to meet all reading deadlines.
Keep an organized binder (1.5” or more) that organizes and divides your homework, handouts, quizzes, tests,
assignments, and other class items.
Policies and Guidelines
Passes will not be given during active instruction. You must show your student ID.
Food and drink are not allowed during class. Bottled water is the exception.
Students must bring a blue or black ink pen, a notebook, and handouts/texts to class daily.
All major assignments done outside the classroom should be typed and double-spaced in twelve-point Times New
Roman font with standard (1”) margins as explained by MLA.
Outside assignments and homework are due at the beginning of class in the bin marked for your period.
Daily class work is due at the end of class in the same bin. If the work is not turned in at these points, it will
be considered late work.
GUIDANCE AND AUTHENTICITY (IB Policies—For Future Reference!)
The written assignment submitted for external assessment must be the student’s own work.
It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts
that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student
work for assessment is prepared according to the requirements and must explain clearly to students that the work must
be entirely their own.
All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any
known instances of suspected or confirmed malpractice. Each student must sign the coversheet to confirm that the work
is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the
final version of the work to a teacher (or the coordinator) for assessment, together with the signed coversheet, it cannot
Classroom Consequences for Plagiarism and/or Cheating
[See parent letter for info on SCHS English Dept Honor Code policy; see IB office for IB Honor Code]
The consequences for cheating are severe:
Students will receive a zero for any work, quizzes, or tests if found cheating or plagiarizing.
A repeated offense of plagiarism or cheating will result in disclosure of cheating violations to college and
university admissions directors; scholarship committees; etc.; and, depending on circumstances, dismissal from the
Plagiarism or cheating on assessed portions of the IB curriculum will result in failure to receive an IB diploma.
Plagiarism/Academic dishonesty includes but is not limited to the following:
PLAGIARISM: When an individual uses another person's ideas, expressions or writing as if they were his/her own.
Copying verbatim - This happens when an individual copies words, expressions or ideas directly from another
source (e.g. book, article, internet, lab report, friend) without giving proper credit to the author. This also includes
copying materials from a source text and supplying proper documentation, but leaving out quotation marks.
Paraphrasing - This means an individual borrows written ideas from a source and rewrites them in his/her own
words, but does not give credit to the original author usually through a citation such as parenthetical
Use of an idea - This means an individual adapts an idea from another source without giving proper credit. (e.g.
This could happen when asked to write an original piece, such as a short story, and you borrow an idea from a TV
program, video, article, or classmate.)
Students from one class period sharing information of any kind about a test or quiz with students who take the
same class in a different period ARE CHEATING.
Students who use old tests or other materials given to them by a student who took the same course in a previous
year ARE CHEATING.
COPYING OR WORKING TOGETHER ON INDIVIDUAL HOMEWORK/CLASSWORK
SHARING IDEAS DURING TEST SITUATIONS (e.g. sharing answers on a take home-exam, asking/telling
other students what is on a test/quiz)
CHEATING ON TESTS AND QUIZZES (e.g. bringing answers into the test room, copying from another
student, or using unauthorized notes or technology)
TAKING CREDIT FOR WORK THAT YOU DIDN'T DO (e.g. not acknowledging assistance of a parent,
friend, or tutor; also, turning in another student’s work without that student’s knowledge and/or turning in a paper
a peer has written for the student.)
BUYING A PAPER FROM A RESEARCH SERVICE OR TERM PAPER MILL OR TURNING IN A
PAPER FROM A “FREE TERM PAPER” WEBSITE.
Grading / Assessment
There are two types of assessment identified by the IBO.
Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback
to students and teachers on the kind of learning taking place and the nature of students’ strengths and weaknesses in
order to help develop students’ understanding and capabilities. Formative assessment can also help to improve teaching
quality, as it can provide information to monitor progress towards meeting the course aims and objectives.
Summative assessment gives an overview of previous learning and is concerned with measuring student achievement.
The Diploma Programme primarily focuses on summative assessment designed to record student achievement at, or
towards the end of, the course of study. However, many of the assessment instruments can also be used formatively
during the course of teaching and learning, and teachers are encouraged to do this.
As defined by Volusia County Public Schools:
Formative Assessments: Assessments for learning, used to determine what a student is learning and to adjust
curriculum instruction. It involves ongoing assessment and grading feedback for the purpose of instructional
decision-making and progress monitoring.
Summative Assessments: Assessments of Learning, used to determine the student’s knowledge of content at a
given period of time (typically as an end output used to judge the success of a process).
For IB English III / AP Literature & Composition (per VCPS):
Formative Assessments count 20% of the total grade. (Generally THREE formative assessments should precede a
Summative Assessments count 80% of the total grade.
I will not be rounding quarterly grades up. Grades are available on Pinnacle this year (find the direct link on our class web
site: http://guffordsenglishclasses.weebly.com). Pinnacle calculates quarterly grades thusly: 20% formative and 80%
summative. Inside those %’s, I will be using a Total Point System in which assignments of greater significance will have a
greater value. For example, usually summative tests and projects will count for 100 or more points while minor summative
assessments might count for as little as 25 points.
NOTE: Some formative assessments will be unannounced. Make-up tests and quizzes will normally consist of essay
questions. Extra credit may be offered occasionally at the instructor’s discretion. Assignments are subject to change at the
PROFICIENCY TEST REMEDIATION
Under the guide of the VPM/VSET, SCHS is providing the opportunity for test remediation on ONE summative assessment
per quarter. While “a minimum proficiency level criterion for assessments is 70% or higher,” “students with grades of B or
lower may retake ONE summative assessment and only after intervention has occurred.” The requirements for the student
to be able to retake the selected summative assessment will be as follows (but not limited to): 1) attend at least one tutoring
session, according to the schedule; 2) have completed all formative assessments (homework, classwork, etc) preceding the
summative assessment re-test; 3) Retesting and remediation must occur within 3 weeks (15 school days) of the original
assignment; 4) Your retest score will be the replacement score even if your performance is lower than the original
assessment score (example: original = 83%; retake = 78% means assigned value = 78%). NOTE REGARDING
FORMATIVE ASSESSMENTS: “Late submission or non-submission of student work should be dealt with by providing an
opportunity to submit an alternative assignment of equal or greater rigor.”
If a student needs additional assistance with their work (and/or to qualify for test remediation on a summative assessment),
tutoring sessions will be held Monday-Friday during lunch OR before school. Arrangements must be made with me prior to
any session. These windows should also be the times when test remediation can be done. Our IB summative assignment
day for the 2012-2013 school year is Tuesday.
VIEWING OF PG-13 MOVIE RELEASE
Often appropriate PG-13 movies or sections of PG-13 movies can be utilized effectively to enrich classroom instruction and
accomplish identified objectives. If you give permission for your child to view such materials, you do not have to do
anything. (NOTE: NO “R” rated movies will ever be shown per Volusia County School Board policy.) If you do NOT wish
to grant permission for your child to view any PG-13 movies or sections of PG-13 movies identified by the teacher as
effective in teaching the curriculum, please contact me via e-mail (at email@example.com) or send a note in with