IB Language A

2014- 2015
Ms. San-Roman Ms. Paderanga
[email protected] [email protected]
Course Purpose:
This course prepares students to be engaged in their learning process in order to function as active participants of society.
Through an integrated study of both classic literature and critical theory, this course offers a critical approach to the way
we perceive and engage with the world. Furthermore, we will explore cultural, social, economic, political, artistic and
literary realities to further activate our involvement in our communities and larger society. Over the course of the year, we
will work to collectively challenge existing knowledge in order to build our own. The design of this course is intended to
engage students in the continued development of themselves as a reflective learner and active community member.

Required Core Texts:
Bradbury, Ray. Fahrenheit 451. New York: Simon and Schuster, 1967. Print.
Wiesel, Elie, and Marion Wiesel. Night. New York, NY: Hill and Wang, a Division of Farrar, Straus and Giroux, 2006.
Print.
Hurston, Zora Neale. Their Eyes Were Watching God: A Novel. New York: Perennial Library, 1990. Print.
Shakespeare, William, and Alan Durband. Romeo and Juliet. Woodbury, NY: Barron's, 1985. Print.
McCormick, Patricia. Sold. New York: Hyperion, 2006. Print.

Course Foundations:
Language
Language development
Syntax development
Research
Literature Review
Style Manual: MLA & APA
Reference Page
In-Text Citations
Annotated Bibliography
Reading & Analysis
Elements: Diction, Syntax, Tone, Imagery,
POV, and Organization
Analysis of: Text Elements & Text Features
Purpose: unpacking impacts of language and
literary devices to understand the authors
purpose and social impact of a text
Discussions
Fish Bowl Discussions
Critical Reflection Literature Circles
Presentations
Defending of a Thesis
Showcasing published work
Individual Oral Commentary
Writing
Response Papers
Topic Sentences
Critical Literary Analysis
Narratives as arguments
Essays
Collaborative Research
Narrative
Auto-Ethnography
Poetry Commentary
Literary Critique
Argumentative Essay
Research Synthesis
Metacognition
Reflective statements






Class Structure:
House Rules: Listen, Empower, Encourage, Inquire, Innovate, and Reflect
Student Leaders & Responsibilities (rotated bi-weekly):
1. Bell Ringer: check and correct the bell ringer daily
2. Homework: check homework and/or collect homework
3. CHAMP Daily Lessons
4. Discussion Leaders
5. Metacognitive Class Reflection

Class Policies:
Tardy Policy:
1. Sign in (Google Form)
2. Drop pass off in assigned box
Bathroom Policy:
1. THREE bathroom passes per quarter
2. Ask Ms. San-Roman as you walk into class
3. Only 1 person per period
4. Once you run out of passes, you will no longer be able to go to the bathroom
5. If you have all 3 passes by the end of the quarter, you will be able to trade them in for a homework pass
Benchmark Recovery Policy:
Note: The policies listed below will ONLY apply to students that have made arrangements with Ms. San-Roman. If the
student does not make-up work within the given time-period, an alternative assignment will be automatically assigned.
1. 24 HOUR EXTENSION: FOUR or less BMs per assignment (worksheet, revision, etc.)
2. WEEK EXTENSION: FIVE or more BMs per assignment (essay, project, etc.)
3. If you do not turn in your Make-Up Work by the given time period, you will be given an ALTERNATIVE
ASSIGNMENT
Homework Policy:
1. Homework is always due the next day (unless you are told otherwise)
2. Separate BM is given every marking period, if you have above an 70% (total of 8 BMs for the year)
3. If you forget to do the homework:
.5 received for that assignment, if submitted the next day (50% lost)
Past ONE day, late homework is not accepted
4. Homework Passes are awarded to students that have either of the following:
Every benchmark in by the end of the quarter
All Bathroom Passes by the end of the quarter
Exceptional work
Computer Policy:
1. When on your assigned computers, you will take your things with you.
2. Immediately inform Ms. San-Roman if anything is wrong with your computer (Student Liability)
3. Ensure your seat is pushed in when leaving your assigned computer






Editing Processes
Note: Prior to the submission of any major writing assignment, students will need to complete an online assessment and
one of the two student-to-student editing options; both will need to be submitted with the final draft.

Online Editing
PaperRater.com
1. Check for Plagiarism
2. Online Proofreader
3. Vocabulary Builder

Student-to-Student Editing
Writing Conferences (WC)
Purpose: Writing Conferences utilize peer editing in order to maximize the level of writing at the time of submission;
WCs will also reinforce peer-to-peer collaboration.
1. Volunteer Writing Tutors (5 to 6 per class)
2. Students must sign up for a WC once per semester (minimum)
3. WC occur during lunch periods

Writing Exchange
1. Exchange writing after each piece of formal and informal writing
2. Each quarter you will be able to select a different partner

Assessment:
SOAR 10%
Supportive Language, On Time, Appropriate Behavior, Readiness

First Demonstrations 10%
This category will be treated as your rough draft to an assignment. Through your first demonstration, you should be
developing your thoughts, ideas, analysis and arguments.

Second Demonstrations 80%
This category will be treated as your final draft to an assignment. Through a second demonstration, you should be proving
mastery of the benchmarks being evaluated and providing your audience with a cohesive and developed argument with
appropriate supporting evidence (written and oral).












Course Calendar:


Week


Texts and Concepts Covered

Elements & Literary
Devices
1

Literacy as Revolution

Literacy as a Revolutionary Movement
Texts:
Video Clip: Changing Education Paradigms

The 1961 National Cuban Literacy Campaign Marvin Leiner

A Different Kind of Revolution: Cubas National Literacy
Campaign Adam Stevens

Learning to Read Malcolm X

Paulo Feire: Advocate of Literacy Through Liberation
William M Timpson

Literacy and Liberation Kim Warren



2 Literacy as a Revolutionary Movement
Texts:
Bradbury, Ray. All Summer in a Day

Gregory, Dick. Shame. 12 November 1996. 21 February 2011

Hurst, James, and Philippe Dumas. The Scarlet Ibis.

Mankato, Minn.: Creative Education, 1988. Print.
Saroyan, William. The Filipino and the Drunkard. :. Print.

Tan, Amy. Fish Cheeks. The opposite of fate: memories of a
writing life. New York: Penguin Books, 20042003. Print.

Wright, Richard. Black boy: (Hunger) : a record of childhood
and youth. New York: Perennial Classics, 1998. Print.

UNIT ASSESSMENT

3

Language and
Power
The Responsibility of the Citizen
Texts:
Thoreau, Henry David. Civil Disobedience. Boston: David R.
Godine, 1969. Print. (p. 1-14)

CEA 1:

CEA 2:

4 Dystopia vs. Utopia
Texts:
Bradbury, Ray. Fahrenheit 451. New York: Simon and Schuster,
1967. Print. (Pages: 15 per night/60 per week)

Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print.
(Ch. 1-9)

CEA 1:

CEA 2:

5 The Oppressed vs. The Oppressor
Texts:
Bradbury, Ray. Fahrenheit 451. New York: Simon and Schuster,
1967. Print. (Pages: 15 per night/60 per week)

Freire, Paulo. Pedagogy of the Oppressed. New York:
Continuum, 2000. Print. (Ch. 1)

CEA 1:

CEA 2:

6 Money, Power, and the American Dream
Texts:
Bradbury, Ray. Fahrenheit 451. New York: Simon and Schuster,
1967. Print. (Pages: 15 per night/60 per week)

Park Avenue: Money, Power, and the American Dream. Dir.
Alex Gibney. , 2012. Film

UNIT ASSESSMENT

CEA 1:

CEA 2:


7 Pillars of White Patriarchy
Texts:
Bradbury, Ray. Fahrenheit 451. New York: Simon and Schuster,
1967. Print. (Pages: 15 per night/60 per week)

Color of Violence: The Incite! Anthology. Cambridge, MA: South
End, 2006. Print. (Three Pillars of White Patriarchy)
CEA 1:

CEA 2:


UNIT ASSESSMENT

8


Humanity and
Dehumanization
Silenced Voices Speaking-Out
Texts:
District 9. Sony, 2009. Film

Rittner, Carol, and John K. Roth. Different Voices: Women and
the Holocaust. New York: Paragon House, 1993. Print.

CEA 1:

CEA 2:

9 The Art of Rhetoric
Texts:
Wiesel, Elie, and Marion Wiesel. Night. New York, NY: Hill and
Wang, a Division of Farrar, Straus and Giroux, 2006. Print.

Hitler, Adolf, and Ralph Manheim. Mein Kampf. Boston:
Houghton Mifflin, 1943. Print.

CEA 1:

CEA 2:

10 The Responsibility of the State
Texts:
Wiesel, Elie, and Marion Wiesel. Night. New York, NY: Hill and
Wang, a Division of Farrar, Straus and Giroux, 2006. Print.

Marx, Karl, and Friedrich Engels. The Communist Manifesto.
Harmondsworth: Penguin, 1967. Print.

CEA 1:

CEA 2:

11 Humanity and The Cave
Texts:
Wiesel, Elie, and Marion Wiesel. Night. New York, NY: Hill and
Wang, a Division of Farrar, Straus and Giroux, 2006. Print.

Plato, and Benjamin Jowett. The Republic: Plato. Cleveland, OH:
World, 1946. Print.

UNIT ASSESSMENT

CEA 1:

CEA 2:

12 Humanity and The Cave
Texts:
Wiesel, Elie, and Marion Wiesel. Night. New York, NY: Hill and
Wang, a Division of Farrar, Straus and Giroux, 2006. Print.

Plato, and Benjamin Jowett. The Republic: Plato. Cleveland, OH:
World, 1946. Print.

UNIT ASSESSMENT

CEA 1:

CEA 2:

13

Race, Class, and
Segregation

The Harlem Renaissance
Texts:
Hurston, Zora Neale. Their Eyes Were Watching God: A Novel.
New York: Perennial Library, 1990. Print.

Davis, Angela Yvonne. Women, Race and Class. New York:
Random House, 1981. Print

CEA 1:

CEA 2:

14 Women, Race, and Class
Texts:
CEA 1:

Hurston, Zora Neale. Their Eyes Were Watching God: A Novel.
New York: Perennial Library, 1990. Print.

Davis, Angela Yvonne. Women, Race and Class. New York:
Random House, 1981. Print.

CEA 2:

15 Modern Slavery: A Look into the Rise of Ivy League Schools
Texts:
Hurston, Zora Neale. Their Eyes Were Watching God: A Novel.
New York: Perennial Library, 1990. Print.

Wilder, Craig Steven. Ebony and Ivy. New York: Bloomsbury,
2011. Print.

When the Levees Broke. Dir. Spike Lee. HBO Video, 2006.
CEA 1:

CEA 2:

16 Prisons and Surveillance
Texts:
Hurston, Zora Neale. Their Eyes Were Watching God: A Novel.
New York: Perennial Library, 1990. Print.

Foucault, Michel. Discipline and Punish: The Birth of the Prison.
New York: Pantheon, 1977. Print.

CEA 1:

CEA 2:

17 Prison Industrial Complex
Texts:
Hurston, Zora Neale. Their Eyes Were Watching God: A Novel.
New York: Perennial Library, 1990. Print.

Foucault, Michel. Discipline and Punish: The Birth of the Prison.
New York: Pantheon, 1977. Print.

CEA 1:

CEA 2:

18 Prison Industrial Complex
Texts:
Gilmore, Ruth Wilson. Golden Gulag: Prisons, Surplus, Crisis,
and Opposition in Globalizing California. Berkeley: University
of California, 2007. Print.

UNIT ASSESSMENT
CEA 1:

CEA 2:

19 From The Harlem Renaissance to Today
Texts:
Gilmore, Ruth Wilson. Golden Gulag: Prisons, Surplus, Crisis,
and Opposition in Globalizing California. Berkeley: University
of California, 2007. Print.

UNIT ASSESSMENT

CEA 1:

CEA 2:

20

Gender and Sexuality:
Norms and Society

Language & Taboo
Texts:
Shakespearean sonnets (18, 16, 130, & 73)

CEA 1:

CEA 2:

21 Gender & Sexuality during a Shakespearean Era
Texts:
Shakespeare, William, and Alan Durband. Romeo and Juliet.
Woodbury, NY: Barron's, 1985. Print.

CEA 1:

CEA 2:


Schneir, Miriam. Feminism: The Essential Historical Writings.
New York: Vintage, 1994. Print.





22 Gender & Sexuality
Texts:
Shakespeare, William, and Alan Durband. Romeo and Juliet.
Woodbury, NY: Barron's, 1985. Print.

Schneir, Miriam. Feminism: The Essential Historical Writings.
New York: Vintage, 1994. Print.

Marriage readings

CEA 1:

CEA 2:

23 Societal Norms through a Feminist Lens
Texts:
Shakespeare, William, and Alan Durband. Romeo and Juliet.
Woodbury, NY: Barron's, 1985. Print.

DuPlessis, Rachel Blau., and Ann Barr Snitow. The Feminist
Memoir Project: Voices from Women's Liberation. New York:
Three Rivers, 1998. Print.

CEA 1:

CEA 2:

24 Societal Norms through a Feminist Lens
Texts:
Shakespeare, William, and Alan Durband. Romeo and Juliet.
Woodbury, NY: Barron's, 1985. Print.

DuPlessis, Rachel Blau., and Ann Barr Snitow. The Feminist
Memoir Project: Voices from Women's Liberation. New York:
Three Rivers, 1998. Print.

CEA 1:

CEA 2:

25 Gendered Violence and Societal Repercussions of Norms
Texts:
Shakespeare, William, and Alan Durband. Romeo and Juliet.
Woodbury, NY: Barron's, 1985. Print.

Color of Violence: The Incite! Anthology. Cambridge, MA: South
End, 2006. Print.

UNIT ASSESSMENT
CEA 1:

CEA 2:

26 Gendered Violence and Societal Repercussions of Norms
Texts:
Color of Violence: The Incite! Anthology. Cambridge, MA: South
End, 2006. Print.

UNIT ASSESSMENT

CEA 1:

CEA 2:

27


Ethnic Identities and
Social Constructions
Latino Identities in Literature
TextsLiterature Circles (4 weeks):
Alvarez, Julia. In the Time of the Butterflies. Chapel Hill, NC:
Algonquin of Chapel Hill, 2010. Print.

Santiago, Esmeralda, and Esmeralda Santiago. When I Was
Puerto Rican:. Cambridge, MA: Da Capo, 2006. Print.

CEA 1:

CEA 2:

Viramontes, Helena Mara. Under the Feet of Jesus. New York,
NY: Plume, 1996. Print.

Ojito, Mirta A. Finding Maana: A Memoir of a Cuban Exodus.
New York: Penguin, 2006. Print.

28 Ethnic Labels and Latino Identities
TextsLiterature Circles (4 weeks):
Alvarez, Julia. In the Time of the Butterflies. Chapel Hill, NC:
Algonquin of Chapel Hill, 2010. Print.

Santiago, Esmeralda, and Esmeralda Santiago. When I Was
Puerto Rican:. Cambridge, MA: Da Capo, 2006. Print.

Viramontes, Helena Mara. Under the Feet of Jesus. New York,
NY: Plume, 1996. Print.

Ojito, Mirta A. Finding Maana: A Memoir of a Cuban Exodus.
New York: Penguin, 2006. Print.

Texts:
Oboler, Suzanne. Ethnic Labels, Latino Lives: Identity and the
Politics of (Re)presentation in the United States. Minneapolis:
University of Minnesota, 1995. Print.

CEA 1:

CEA 2:

29 Ethnic Labels and Latino Identities
TextsLiterature Circles (4 weeks):
Alvarez, Julia. In the Time of the Butterflies. Chapel Hill, NC:
Algonquin of Chapel Hill, 2010. Print.

Santiago, Esmeralda, and Esmeralda Santiago. When I Was
Puerto Rican:. Cambridge, MA: Da Capo, 2006. Print.

Viramontes, Helena Mara. Under the Feet of Jesus. New York,
NY: Plume, 1996. Print.

Ojito, Mirta A. Finding Maana: A Memoir of a Cuban Exodus.
New York: Penguin, 2006. Print.

Texts:
Making Face, Making Soul: Creative and Critical Perspectives
by Women of Color. San Francisco: Aunt Lute Foundation, 1990.
Print.

CEA 1:

CEA 2:

30 Ethnic Labels and Latino Identities
TextsLiterature Circles (4 weeks):
Alvarez, Julia. In the Time of the Butterflies. Chapel Hill, NC:
Algonquin of Chapel Hill, 2010. Print.

Santiago, Esmeralda, and Esmeralda Santiago. When I Was
Puerto Rican:. Cambridge, MA: Da Capo, 2006. Print.

Viramontes, Helena Mara. Under the Feet of Jesus. New York,
NY: Plume, 1996. Print.

Ojito, Mirta A. Finding Maana: A Memoir of a Cuban Exodus.
CEA 1:

CEA 2:

New York: Penguin, 2006. Print.

Texts:
Anzalda, Gloria, and AnaLouise Keating. This Bridge We Call
Home: Radical Visions for Transformation. New York:
Routledge, 2002. Print.

31 Latino Constructions and Realities
Texts:
Thomas, Piri. Down These Mean Streets. New York: Vintage,
1997. Print.

UNIT ASSESSMENT

CEA 1:

CEA 2:

32 Latino Constructions and Realities
Texts:
Thomas, Piri. Down These Mean Streets. New York: Vintage,
1997. Print.

UNIT ASSESSMENT

CEA 1:

CEA 2:

33

Silencing of People
and Communities: The
Sexual Exploitation
and trafficking of
Women and Children

Language and the Silencing of Communities
Texts:
McCormick, Patricia. Sold. New York: Hyperion, 2006. Print.

Smith, Andrea. Conquest: Sexual Violence and American Indian
Genocide. Cambridge, MA: South End, 2005. Print.
CEA 1:

CEA 2:

34 Texts:
McCormick, Patricia. Sold. New York: Hyperion, 2006. Print.

Smith, Andrea. Conquest: Sexual Violence and American Indian
Genocide. Cambridge, MA: South End, 2005. Print.
Rape on the Reservation (Documentary)

CEA 1:

CEA 2:

35 Language and the Silencing of the Individual
Texts:
Lloyd, Rachel. Girls Like Us: Fighting for a World Where Girls
Are Not for Sale. N.p.: Harper Perennial; Reprint Edition, 2012.
Print.

Sandoval, Chela. Methodology of the Oppressed. October:
University of Minnesota, 2000. Print.

CEA 1:

CEA 2:

36 Language and the Silencing of the Individual
Texts:
Harvey, David. Rebel Cities. London: VERSO, 2012. Print.

CEA 1:

CEA 2:

37 Societal Hope and Self-Empowerment
Texts:
Harvey, David. Rebel Cities. London: VERSO, 2012. Print.

CEA 1:

CEA 2:

38 Societal Hope and Self-Empowerment
Texts:
Freire, Paulo, Ana Maria Arajo Freire, and Paulo Freire.
CEA 1:

CEA 2:
Pedagogy of Hope: Reliving Pedagogy of the Oppressed. New
York: Continuum, 1994. Print.

UNIT ASSESSMENT


39

Auto-Ethnography


40

Auto-Ethnography