Fullerton Joint Union High School District

Sonora High School

Course Syllabus
2020-2021

Course Title: IB English HL 1

Teacher: Mr. Jared Smith

Teacher’s School Telephone Number: 562-266-2117

Teacher’s School Email Address: jasmith@fjuhsd.org

Course Description
IB English is a two-year college course designed for highly motivated high school students. This class,
as part one of the two-year 11/12 curriculum, helps prepare students for IB examinations to be taken
their senior year. The class is based upon the study of classic/world literature and the technique of
written literary analysis. Oral presentations, graded discussion, and formal academic writing will be
our focus throughout the year. IB English extends the critical reading and writing skills refined in
earlier grades to a new level of maturity and sophistication. Increasingly abstract in nature, this class
seeks to connect the details of literary analysis—the function and effect of literary techniques
with the historical, social, artistic, and philosophical contexts in which the works were
written. Students will be Expected to present original interpretations of literature, which must be
supported by logical analysis and argumentation.

Responsibility and individual initiative are core requirements of IB students. Like other college
courses, IB English Year 1 places accountability on the student. Over the course of the year,
students will both earn high school credit and meet the requirements of the IB Organization (IBO).

IB Studies in Language and Literature Objectives:

1. Engage with a range of texts, in a variety of media and forms, from different periods, styles, and
cultures;
2. Develop skills in listening, speaking, reading, writing, viewing, presenting and performing;
3. Develop skills in interpretation, analysis and evaluation;
4. Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they
contribute to diverse responses and open up multiple meanings;
5. Develop an understanding of relationships between texts and a variety of perspectives, cultural
contexts, and local and global issues, and an appreciation of how they contribute to diverse
responses and open up multiple meanings;
6. Develop an understanding of the relationships between studies in language and literature and
other disciplines;
7. Communicate and collaborate in a confident and creative way;
8. Foster a lifelong interest in and enjoyment of language and literature.

Ultimate Objective:
We will focus exclusively on literary texts, adopting a variety of approaches to textual
criticism, exploring the nature of literature, the aesthetic function of literary language and
textuality, and the relationship between literature and the world.
HL 1 Course Goals:
1. We will learn to read the adult literature of the world: the stories, poems, and plays that explore
provocative and challenging ideas about what it means to be human, both in a physical and a
psychological sense.
2. We will learn how to engage with any piece of literature as an independent work using your
advanced skills as an intelligent reader.
3. We will explore the relationship of works to the time and place in which they were written, so
that you can understand how the culture of a writer and the historical development of literary
works within that culture contribute to the style, form, and content of future works.
4. We will explore the relationships between and among literary works, so that you can recognize
the ways in which new works build from and merge with the ideas in other works, and how works
from different times and places deal with similar themes.

 The IBO asks students to consider the following:

● Areas of Exploration (AOE): Readers, Writers, Texts; Time and Space;
Intertextuality 
● 7 Core Concepts: Identity, Culture, Creativity, Communication, Perspective,
Transformation and Representation 

IB students are also asked to consider all texts through the following Global Issues:
● Culture, identity and community
● Beliefs, values and education
● Politics, power and justice
● Art, creativity and the imagination
● Science, technology and the environment

IBO Course Assessments:

Learner Portfolio (LP): (Assessed externally)

The primary goal of this task is to make sure that you have enough items in here to HELP ME! with
your HL Essay, Individual Oral, and the two external essays; to demonstrate your growth as people;
and to demonstrate growth as a responsible member/future global leader of society.
Therefore, you are required to create and consistently update a repository of your notes, reading
journals, personal insights, reflections, informal and formal assignments, creative representations,
and potential writing excerpts to be used in your IB assessments. The Learner Portfolio is a place to
develop ideas as they occur and tracks evidence of your development as readers, writers, and
thinkers. This is completed independently and is meant for you to consider the connections
between the works, the seven concepts, and the global issues that are essential to the IB curriculum.
How you complete this task is completely up to you, though it is suggested that you create a digital
portfolio that is easy to access, edit, and share.

Higher Level Essay (HL Essay): (Assessed externally, 20%) 

A formal essay of 1200-1500 words that you research, draft, and write in Year 1. The essay is rooted
in one of the 7 Core Concepts and analyzes literature as an art form. The HL Essay is a focused,
analytical essay that examines a work from the first semester of Year 1, though this can be revised
and updated to include works from Year 2 if desired. Students work independently while teachers
guide, monitor, and advise from the choice of topic/work to submission of the essay. Students revise
over the summer between Year 1 and Year 2, and upload to the IBO in Year 2. 

Individual Oral (IO): (Assessed internally, moderated externally, 20%)

The IO is a 15-minute oral presentation you deliver during Year 2. It is based on two texts studied
within the Year 1 and/or Year 2 curriculum: 1 from a work in translation and 1 from a work written
in English. Students offer a prepared response of 10-minutes followed by 5 minutes of questions by
the teacher to the following prompt: examine the ways in which the global issue of your choice is
presented through the content and form of two of the works you have studied. We will actively
prepare for the IO throughout Year 1.
 You may not use the same text(s) in the HL Essay and the IO (no double dipping).

Paper 1: (Assessed externally, 35%)

Paper 1 is a timed written commentary that consists of two essays: you will be given two cold read
passages from two different genres of literature. Each passage is accompanied by a guiding question,
which will suggest a stylistic point of entry into each text. Students are given 2 hours 15 minutes
to complete both essays (approximately 1 hour and 7 minutes each).  

Paper 2: (Assessed externally, 25%)

Paper 2 is a timed comparative essay that focuses on the works studied in Year 2. Students are
expected to write a paper in response to one of the four offered general questions within the 1 hour
45 minutes provided. Because you will not have access to the works that you choose to write about
during the exam, you will not be expected to demonstrate the same level of close reading that you
will for Paper 1. Your analysis may be broader in nature, as opposed to being focused on the specific
language of the work, but you will still have to analyze certain aspects of the works in relation to your
chosen question.

Curriculum of Study in Year 1:

✔ The Great Gatsby, by F. Scott Fitzgerald (ISBN# 978-0-7432-7356-5)
✔ The Things They Carried, by Tim O’Brien (ISBN# 978-0-618-70641-9)
✔ Chronicle of a Death Foretold, by Gabriel Garcia Marquez (ISBN# 978-1-4000-3471-0)
✔ A Dolls’ House, by Henrik Ibsen (ISBN# 9781503213807)
✔ The Joy Luck Club, by Amy Tan (ISBN# 978-0143038092)
✔ Persepolis, by Marjane Satrapi (ISBN# 978-0375714832)
✔ Assorted Essays of Joan Didion (materials will be provided)

Class Materials and Textbooks:

Successful students come prepared to class each day with: the assigned textbook/novel, paper, pens,
post-it notes, highlighters, their completed homework, AND A CHARGED CHROMEBOOK. The
teacher WILL NOT provide materials to students who come to class unprepared. If you are unable to
obtain these supplies for any reason, please speak to me privately and arrangements will be made.

As we read each classroom novel or play, each student will be expected to annotate the text. He or
she is welcome to check out the book from our library and annotate using post-it notes, or he or she
can purchase the book and write his or her annotations in the book itself, which is recommended.
However, all of the books that the students are required to read can be checked out of our library.

Aeries:
All students and their parents are assigned Aries codes which allow them to go online and review
attendance information, classroom grades, report card grades, and transcripts. It is important that
you activate and use your Aeries account; if you do not have an activation code or are having trouble
accessing your account, please consult the Counseling office.

Attendance Policy:
We will follow the school’s attendance and tardy policy, which states:

Prompt and daily attendance at school has a direct bearing on academic success. Students are expected
to attend all classes for which they are registered every day that classes are in session.  Parents are
expected to ensure that students attend school and are on time to school each day. The Dean of
Attendance is available for consultation regarding attendance and/or adjustment problems.

For all absences, parents/guardians are to call the 24-hour attendance line (562) 266 2047 each day
of their student’s absence, OR the student may bring a note to the attendance office from
his/her parent/guardian giving the reason and the specific dates of absence upon
returning to school. For all other absences, parents/guardians are to call the attendance office
(562) 266-2012.

Classroom Behavior Expectations:

You are to demonstrate respect at all times for yourself, peers, and the teacher, which will provide a
positive learning environment that promotes success.

1. BE HERE ON TIME AND READY TO LEARN!

2. Be seated when the bell rings. Even if you are in the class, but you are not seated, you are
tardy.

3. Be prepared – books, planner, notebooks, paper, pen, highlighters, post-it notes, charged
chromebook, etc.

4. Respect the rights, opinions, and property of others. You need to give respect in order to get
respect.

5. Use class time appropriately. Avoid hair combing, applying makeup, social media use, etc.

6. No food, soft drinks, or gum allowed in class, unless otherwise specified.  

7. Remain in your seat until dismissed by your teacher. First one packed up and out of their
seat is the last one to leave!

8. All cell phones or electronic devices used inappropriately during class will be confiscated for
the remainder of the period or day!

Academic Honesty:
Students are to follow the guidelines of academic honesty as declared in the Sonora Student
Handbook.
● Do not copy another student’s work. It is stealing, as well as insulting to your intellect.
● Do not copy a resource without giving any credit to that source. In the academic world, such
disreputable behavior is called plagiarism.
● Do not let another student copy and take your work. He or she is stealing not only your
ideas, but the precious time it took you to finish the assignment.

Plagiarism and Academic Dishonesty:

This class has a ZERO-TOLERANCE cheating policy. Any student who is caught cheating,
plagiarizing, or allowing others to copy answers from them will be directed to
administration upon their FIRST offense and the infraction will go into their permanent
record. The student will also receive a ZERO on the assignment upon the first offense, and
the second offense will result in the student being DROPPED from the class with an F on
their official transcript.
*The teacher utilizes Turnitin.com for all formal written assignments, which is a digital
format to catch students who choose to plagiarize.

Technology in the Classroom:

In addition to district and school use of technology policies the following rules apply: Technology
brought to the classroom, such as chromebooks or iPads, must be used for academic purposes and
only with the teacher’s permission. During testing, no electronics are allowed to be out. Anyone with
an electronic device out during a test/quiz will automatically receive a zero and the electronic device
will be turned into administration. During non-testing environments, students are still not allowed to
have electronic devices out without teacher permission. Students caught with electronic devices out
without prior permission from the instructor will be confiscated and turned into administration.
Repeated violators will receive detentions and referrals.

District Grading Policy/Guidelines:

In 1990, the Fullerton Joint Union High School District (District) adopted Student Grading Guidelines
so that the practices used within the District will have sufficient common criteria and purpose to
provide grades accurately representing student performance. The success of a student-grading plan
is dependent upon the cooperation, interest, and assumption of responsibilities by teachers,
parents/guardians, and students.

The teacher’s responsibility is to base grades upon fair and consistent standards and to communicate
these practices to each student. Grades are to be determined by student performance on teacher-
initiated assignments, tests, homework projects, and class participation. Students will be informed of
progress periodically.

Three types of grades are earned:

● Grades that reflect cumulative academic progress.
● Citizenship grades and comments that describe personal behavior of the student
in class and which are reported separately from academic and work habit grades.
● Work habits that describe how a student organizes, conducts, and completes
assignments, and which are reported separately from academic and citizenship
grades.

The District Board of Trustees and staff members believe that students and parents/guardians
should:
● Understand the course expectations and grading practices, asking questions if needed.
● Stay informed of progress. Parents/guardians can gain information by discussion progress
with students regularly and by asking teachers.
● Understand how things are going at school. Know why a student’s grade is – or is not – up to
family standards. It is the parent’s responsibility to communicate with the teacher if
additional information or help is needed at home to improve a student’s grades.

If a parent/guardian or student disagrees with a grade received, a review may be initiated by

contacting the teacher. If the matter is not resolved, the parents or student may then contact the
principal/superintendent for further assistance.

Grades will be awarded as follows:

Grade 98-100%=A+ 88-89%=B+ 78-79%=C+ 68-69%=D+ 59%-↓= F

Scale 92-97%=A 82-87%=B 72-77%=C 62-67%=D
90-91%=A- 80-81%=B- 70-71%=C- 60-61%=D-

Classroom Grading Policy:

The teacher will attempt to notify students of upcoming assignments at least a week in advance by
creating a weekly schedule or posting a calendar online. All classes will have access to Google
Classroom, which is a site that allows teachers to post announcements, assignments, questions, and
course material. All students will be expected to check Google Classroom regularly (MORE LIKE
DAILY!) in order to remain up to date with current assignments and expectations.

Concerning late assignments, students will receive a 50% on all homework/classroom assignments
that are one day late and will then receive a ZERO for any sequential days missing. For major
assignments, such as projects and essays, assignments will be subtracted 20% for each day it is late.
In the case of an excused absence, homework that was due on the day(s) you were absent is due when
you come back to class. Make-Up Work is the responsibility of the student. You will be given the
same number of days that you were absent to make-up late work. If absent on a test day, a student
must be prepared to make up the test on the next day of attendance. It is the student’s responsibility
to ask to schedule a make up test/quiz. Failure to do so will result in a ZERO.

The grade-book will be weighted as follows:

Essays/Formal Writing: 30%
Tests/Quizzes: 30%
Homework/Classwork: 30%
Final Exam: 10%

ZOOM and Online Etiquette: 

While on Zoom or working with students in group settings, you must abide by the following
expectations:
● Your camera must be ON so that teacher and class can physically see you--if it is not on,
you will be marked ABSENT
● You must be dressed appropriately for class and located in a professional setting with
limited distractions
● Your name on Zoom must be your own name or you will be marked ABSENT
● Your microphone must be on MUTE when you are not speaking to the class
● You cannot share the Zoom code with students outside of the class or you will lose Zoom
privileges
● You will speak to the instructor and all classmates with courtesy and respect at all times

**PLEASE NOTE: Any student who ends 1st Semester with a grade of D or lower will
automatically be dropped from the class at semester break. This is a challenging course and
students must consistently be able to maintain the work ethic and mastery of skills required
for a C minimum.

If you have any questions or confusions on the above information, please contact the instructor.
However, if you have none, then please sign the Syllabus Course Agreement posted on Google
Classroom.

Thank you,
Mr. Smith