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IB Literature HL I 

WAAST – 2018-19 
  
Instructor: ​Elyse Newport   Classroom: ​123    
E-mail:​ enewport@woodburnsd.org   

Course Description 
IB Literature HL year one is the first part of a two year course wherein you will 
examine and critically study a variety of texts. The vision of IB curriculum is to move 
students past interaction with a story into the realm of textual analysis and engagement with 
a classic or even contemporary work. After students discover literary meaning, students will 
explore how authors worked to create that historical and social context through non-fictional 
investigation. Writing will be created and composed in all genres, as well as response 
journaling in a writer’s notebook. Collaborative projects will also be undertaken. Reading 
will begin with an investigation of literary elements. In conjunction with this investigation, 
students will perform and present an internally assessed oral presentation of 10-15 minutes. 
One major writing requirement will be addressed: an extended literary analysis essay. This 
essay will eventually be externally assessed.  
 
IB Assessments:  
Internal: Oral Presentation, Literary Analysis 
External: Literary Essay 
 
Reading Expectations 
You will be expected to keep up with the assigned reading. In addition, you will keep a 
guided journal to help them develop and practice their literary analysis skills. We will read a 
variety of texts including: prose, poetry, drama, and non-fiction. For this course, you will 
likely read the following texts: ​Citizen, Between the World and Me, The Handmaid’s Tale, 
Sarajevo Marlboro ​, ​A Doll’s House​ and ​Persepolis.  
  
 
Class Expectations 
You will succeed in this class if you will: 
1. BE RESPECTFUL of yourself and others – Time, Place, and Manner 
2. BE RESPONSIBLE for your actions, work and space 
3. BE ENGAGED in the learning! 
  
 
We learn best when we are focused and engaged in the work. We learn best when we are a 
community of learners who can support one another by actively listening to each other and 
by offering up our own insights in respectful ways. Please come on time, prepared with your 
materials – a pen/pencil, journal, any assignments due, and the current reading. Do not let 
your cell phone or other electronics distract you, others, or me – best to leave them put away.   
  
It’s assumed that for most issues that arise in the classroom, a resolution can be reached 
through a brief conversation and restating of the expectation. If for some reason a student 
continues to struggle to meet the expectations, the following interventions will occur:  
 
1st time: talk to student 
2nd time: talk and contact home 
3rd time: teacher-based consequence  
4th time: referral to office 
 
** A Special Note About Electronic Devices** 
In accordance with WAAST policy, ​cell phones, music players and all other electronic devices 
should be OFF and IN YOUR BAG before class starts​. This includes headphones. I will give 
one polite reminder if your device is out in class; if it is a problem after that, I will collect the 
phone until the end of the period.  
  
Office Hours 
Please feel free to find me in my classroom during school hours, or till 4 p.m. on other days. 
If you are absent, plan on coming to cohort the following day or please shoot me an email, 
and/or consult a classmate.  
  
Grading Policy 
Your grade in this course will be based on the proficiency model. You will be responsible for 
demonstrating proficiency in a number of Learning Targets/Standards. Your performance on 
the related assessments will comprise 80% of your grade. The remaining 20% of your grade 
will be based on SASS (Student Academic Success Skills). SASS is comprised of the skills and 
habits that help support academic success as seen through the IB Learner Profile 
Characteristics. With most assessments (excluding the IOP and 2​nd​ semester IB Written 
Assignment) you will have the opportunity to revise until you either meet proficiency or 
exceed. 
  
The Learning Targets for this course are taken directly from the IB Language A: Literature 
Guide. 
Academic Honesty 
Academic honesty is about integrity and believing in yourself as a learner. To submit any 
work that you know is not your own is a disservice to yourself and is wrong. If you should 
include text from another source in your writing, be sure that you cite your source either 
within the text or through endnotes. If you have any questions or concerns about academic 
honesty, let’s say you aren’t sure whether you are or aren’t violating it, then just come and 
see me and we can figure out how to cite your source or whether you are in the clear. Better 
to figure it out beforehand than to find out after the fact.  
  
Woodburn High School and the IB include statements about punishments for acts of 
plagiarism. One such punishment is removal from the IB program.   
 
Plagiarism is defined as the representation, intentionally or unwittingly, of the ideas, words or 
work of another person without proper, clear and explicit acknowledgment. The use of 
translated materials, unless indicated and acknowledged, is also considered plagiarism. 
 

Collusion is defined as supporting academic misconduct by another student, for example 


allowing one’s work to be copied or submitted for assessment by another. 

Misconduct during an IB examination includes taking unauthorized material into an 


examination room, disruptive behavior and communicating with others during the 
examination. Communication about the content of an examination 24 hours before or after the 
examination with others outside their school community is also considered a breach to IB 
regulations. 

Duplication of work is defined as the presentation of the same work for different assessment 
components and/or Diploma Program requirements. 

Controversial Materials: 

My ultimate goal is to help you realize your potential for being an active and engaged citizen 
in our ever-growing globalized world. As technology continues to expand, it will be essential 
for you to be literate in understanding world literature, international politics, and a 
multitude of cultures. This is a lofty goal, and I hope that we can be partners on this 
challenging journey. Sometimes this requires the study of controversial issues and materials 
with the class curriculum. 

Controversial materials will be selected according to the Woodburn School Board Policy 
relating to the “Studying Controversial Issues” policy, which is as follows: 

The presentation and discussion of controversial issues will be informative. The development 
of ability to meet issues without prejudice and to withhold judgments while facts are being 
collected, assembled and weighed, and to see relationships before drawing inferences or 
conclusions, are among the most valuable outcomes of a free educational system. Teachers 
will present both sides of controversial issues and will guard against giving personal opinions. 
Students will be provided with an opportunity to: 1. Find, collect and assemble factual 
material on the subject; 2. Interpret the data without prejudice; 3. Reconsider assumptions 
and claims and to reach their own conclusions. The teacher will encourage students to search 
after truth and to think for themselves. Before launching a class in the study of an obviously 
controversial topic, a teacher will discuss with the principal: (1) its appropriateness to the 
course; (2) its appropriateness for the students’ maturity level; (3) the approach to 
instruction; (4) the teaching materials to be used. 

My request is that your parents or guardians read the syllabus. This signed document will
officially give me permission to use; academic and college level literature that may contain
vulgar language, sex and sexuality, and violence, academic and college level language and
discussion techniques, all-class related videos (which may include rated R movies), current event
articles from reputable news agencies, photos and paintings that may depict mature content (such
as Renaissance paintings and conflict photos), podcasts, newscasts, social media, and a variety of
music. Recognize I have spent a lot of time thinking about curriculum materials and their
appropriateness. Feel free to contact me about my rationale for using materials you may find
questionable and what possible alternatives I may present 

 
 
Please sign that you have read and understand the expectations of this course, Junior IB 
Literature Year 1, and Ms. Newport 
 
 
______________________________________________________ 
Student Date  
 
______________________________________________________ 
Parent/Guardian Date