About Your Instructor:
Welcome to World Lit! My name is Floyd Seals. This is my seventh year teaching World Literature. I graduated from Kennesaw State University with Honors with a Bachelor of Science in English/Secondary Education. I will finish my master’s degree in Accomplished Teaching in Curriculum and Instruction in December of 2021, YAY!
My wife and I just celebrated our 29th wedding anniversary. We share our house with our adult child who is working on a career in pharmacy, our 16-year-old son who is a junior in high school, six cats, and one dog. For hobbies, I enjoy hiking when my ankle is not acting up, photography, and creative writing.
Contact Information:
Instructor: Mr. Floyd Seals
Email: [email protected]
Phone: 770-356-0476
Canvas Home Page: https://paulding.instructure.com/login/ldap
Office: PCHS Campus-Room #122
Office Hours: 8:00 a.m. to 4:00 p.m. by appointment only
The best way to contact me is through email. Students can email from their personal account or through the course Canvas page. Emails sent before 4:00 p.m. will receive a same-day response. Emails sent after 4:00 p.m. or on the weekend will receive a response by the end of the next weekday.
Course Introduction:
This online course is for high school students in the Paulding County Schools district. All students in the district must earn a credit in 10th Grade World Literature to be eligible to graduate after having shown mastery in the Georgia Standards of Excellence (GSE) for 10th Grade English Language Arts (ELA). Classes will be conducted through the Paulding County Schools’ Canvas Learning Management System (LMS) platform. All course materials and texts will be provided as viewable or downloadable files on the course homepage in Canvas.
Course Description:
In this course, students will read various texts and then complete asynchronous assignments that focus on Human Rights and how individuals can overcome adverse conditions. There will be one synchronous meeting every other week, where we will discuss the covered literature. Literary works we plan on reading in this class will focus on Elie Wiesel’s Night and include excerpts from other novels, short stories, poems, songs, and several non-fiction texts that connect to The Holocaust and the Universal Declaration of Human Rights.
As this is an online course with only one synchronous meeting each week, students have the flexibility of completing the assignments on their own schedule. Students will be expected to read assigned texts in advance of the synchronous meeting, as well as complete and submit the weekly assignments by the due date.
The teacher will ensure prompt grading and provide appropriate and timely feedback on writing assignments.
Learning Outcomes:
Students will be successful in this course when they can:
9th-10th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
READING LITERARY (RL)
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different
artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
ELAGSE9-10RL8: (Not applicable to literature)
ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
READING INFORMATIONAL (RI)
ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.
ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech,
ELAGSE9-10RI10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
WRITING (W)
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain an appropriate style and objective tone.
e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain an appropriate style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning”).
ELAGSE9-10W10: 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, and audiences.
SPEAKING AND LISTENING (SL)
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
LANGUAGE (L)
ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation. c. Spell correctly.
d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for GSE and are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
Topic By Week:
Week 1: Background to WWII and the Nazi’s Rise to Power
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
Week 7:
Week 8:
Week 9:
Expectations of Participation
Student Communication Expectations:
As assignments are due weekly, please make sure to contact your instructor with questions you may have about any of the readings or assignments. The preferable order is email, text, then call.
Students are expected to utilize the chat feature during online discussions and discussion boards or to use the “Hand Raise” feature to get unmuted for verbal responses.
Late Work Policy:
All assignments must be submitted by their due date for full credit. Late work will not be accepted without prior approval from the instructor and will be graded as a zero. In the event of an emergency or extenuating circumstances, contact me as soon as possible to discuss alternatives.
One of the benefits of an online class is the ability to work at your own pace and to be able to work ahead. Take advantage of this benefit to avoid losing points.
Grading Policy:
Students will be graded on 100-point scale for each assignment. The weighted averages for course work will be:
The final grade for this course will be determined as:
90-100 A
80-89 B
70-79 C
69 & below F
Assessments:
Grades for this course are determined by successful completion and quality of all assessments, which include formal and informal short writing responses, participation in verbal and written discussions, and a formal summative essay.
Writing Practice: Students will complete assignments designed to strengthen writing skills and MLA knowledge, which scaffold the final essay.
Essay: Students will write an essay in stages. Revision and editing are key elements of this writing process. An essay rubric will be provided.
Weekly Homework: Each module may include informal responses or discussion questions related to the text.
Online Discussions/Discussion Boards: Students should participate in online discussions and discussion boards by preparing open-ended questions about the readings and be prepared to respond to their peers’ questions.
Submitting Work: Please place all completed written class assignments (not tests or quizzes) in the inbox/wire basket that is conveniently located on the table next to my computer monitor. Make sure to write your name on your paper, as I do not play the game “Whose Handwriting is This?” If you see a missing grade in Infinite Campus, please check the “No Name” folder placed in the inbox.
Assignments that require an electronic submission should be submitted in the appropriate Canvas assignment window, OneNote Notebook, or emailed to [email protected].
Academic Honesty: All students should maintain integrity and honesty in completing and submitting work, as well as in their interactions with their teacher and their peers. All work should be completed independently by the student unless assigned to peer collaboration. Most academic dishonesty occurs when an individual submits work that they did not complete.
Academic Dishonesty can include (but is not limited to):
Acceptable Use Policy:
Internet access will be available to students and employees of the Paulding County School District. Our goal in providing this service to students and employees is to promote educational excellence by facilitating resource sharing, innovation, and communication.
Student access will include, but not be limited to:
1. Worldwide electronic communication;
2. Information and news from research institutions;
3. Public domain software and software of all types;
4. Discussion groups on a variety of topics;
5. University library catalogs.
With access to computers and people all over the world also comes the availability of material that may not be considered to be of educational value in the context of the school setting. Filtering/blocking software will be in place to restrict access to sites containing controversial materials. However, on a global network it is impossible to alleviate all access to sites with inappropriate content.
Internet access is maintained through our local area network connected to state and regional networks. To ensure the smooth operation of the network, all end users must adhere to strict policies and procedures. Our Acceptable Use Policy is provided so that you are aware of the responsibilities and/or consequences with accessing the Internet. If an end user violates the Acceptable Use Policy, his/her access will be terminated. The user will also be subject to disciplinary action, and/or appropriate legal action may be pursued.
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/695/Parent-Student%20Internet%20Agreement.pdf
Student Right to Privacy:
The Paulding County School District follows the Rights under the Family Educational Rights and Privacy Act (FERPA) for Parents and students who are over 18 years of age, which provides them certain rights, including:
1. ACCESSING STUDENT RECORDS: The right to inspect and review the student’s education records within 45 days of the day the Paulding County School District receives a request for access.
2. AMENDING STUDENT RECORDS: The right to request the amendment of the student’s education records that the parent/guardian or eligible student believes are inaccurate or misleading.
3. DISCLOSING STUDENT RECORDS: The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
For full details please visit: https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/221/17-18%20Student%20Parent%20Guide%20-%20MS-HS.pdf
Technology Requirements:
Students who take this online course, students must have:
Low-income families may contact the PCSD Board of Education to see if they qualify for a loaner Chromebook and access to low-cost internet service.
For technology issues please contact 7701-443-8000
Copyright Statement:
This course is taught by Mr. Seals. All course content is the property of Mr. Seals and/or the Paulding County School District. All graphics, texts, graphics, videos, music, trademarks, or other materials posted on the World Literature Canvas page are subject to copyright and owned by their publisher. These materials may not be distributed or duplicated without their original owner’s consent. For information about any materials in this course, please contact me at [email protected].
Please respect all copyrighted works and only use with owner approval and/or appropriate credit.
About Your Instructor:
Welcome to World Lit! My name is Floyd Seals. This is my seventh year teaching World Literature. I graduated from Kennesaw State University with Honors with a Bachelor of Science in English/Secondary Education. I will finish my master’s degree in Accomplished Teaching in Curriculum and Instruction in December of 2021, YAY!
My wife and I just celebrated our 29th wedding anniversary. We share our house with our adult child who is working on a career in pharmacy, our 16-year-old son who is a junior in high school, six cats, and one dog. For hobbies, I enjoy hiking when my ankle is not acting up, photography, and creative writing.
Contact Information:
Instructor: Mr. Floyd Seals
Email: [email protected]
Phone: 770-356-0476
Canvas Home Page: https://paulding.instructure.com/login/ldap
Office: PCHS Campus-Room #122
Office Hours: 8:00 a.m. to 4:00 p.m. by appointment only
The best way to contact me is through email. Students can email from their personal account or through the course Canvas page. Emails sent before 4:00 p.m. will receive a same-day response. Emails sent after 4:00 p.m. or on the weekend will receive a response by the end of the next weekday.
Course Introduction:
This online course is for high school students in the Paulding County Schools district. All students in the district must earn a credit in 10th Grade World Literature to be eligible to graduate after having shown mastery in the Georgia Standards of Excellence (GSE) for 10th Grade English Language Arts (ELA). Classes will be conducted through the Paulding County Schools’ Canvas Learning Management System (LMS) platform. All course materials and texts will be provided as viewable or downloadable files on the course homepage in Canvas.
Course Description:
In this course, students will read various texts and then complete asynchronous assignments that focus on Human Rights and how individuals can overcome adverse conditions. There will be one synchronous meeting every other week, where we will discuss the covered literature. Literary works we plan on reading in this class will focus on Elie Wiesel’s Night and include excerpts from other novels, short stories, poems, songs, and several non-fiction texts that connect to The Holocaust and the Universal Declaration of Human Rights.
As this is an online course with only one synchronous meeting each week, students have the flexibility of completing the assignments on their own schedule. Students will be expected to read assigned texts in advance of the synchronous meeting, as well as complete and submit the weekly assignments by the due date.
The teacher will ensure prompt grading and provide appropriate and timely feedback on writing assignments.
Learning Outcomes:
Students will be successful in this course when they can:
- Be able to cite strong evidence and incorporate that evidence into a written argument following MLA guidelines.
- Analyze complex characters and their development throughout a text.
- Determine the meanings of words and phrases, particularly connotative and figurative meanings.
- Write narratives that are engaging and include dialogue, figurative language, and sensory details.
- Develop and strengthen writing through drafting, revision, and editing.
9th-10th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
READING LITERARY (RL)
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different
artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
ELAGSE9-10RL8: (Not applicable to literature)
ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
READING INFORMATIONAL (RI)
ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.
ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech,
ELAGSE9-10RI10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
WRITING (W)
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain an appropriate style and objective tone.
e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain an appropriate style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning”).
ELAGSE9-10W10: 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, and audiences.
SPEAKING AND LISTENING (SL)
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
LANGUAGE (L)
ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation. c. Spell correctly.
d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for GSE and are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
Topic By Week:
Week 1: Background to WWII and the Nazi’s Rise to Power
- Face-to-face (F2F) Meeting-Introductions
- Holocaust and WWII Background Terms PPT and Guided Notes
- American and Nazi Propaganda PPT and Worksheet
- “Terrible Things” by Eve Bunting
- “First they Came” by Martin Niemöller
- Written Response to the two texts
- How to write a thesis-thesis writing practice
Week 2:
- F2F Meeting-Reactions to texts
- Elie Wiesel Background Article
- “The Story of Human Rights” video on youthforhumanrights.org
- Read Night Chapter 1 pp. 3-22
- Read Night Chapter 2 pp. 23-28
- Finding evidence and correct citation practice
Week 3:
- F2F Meeting-Reactions to Chapter 1
- Read “Josef Mengele” article from United States Holocaust Memorial Museum
- Read Night Chapter 3 pp. 29-46
- View Youth for Human Rights videos #1, 2, 3, 4, & 5
- How to create blended quotes practice
Week 4:
- F2F Meeting-Reactions to Mengele and atrocities at Auschwitz
- Read Night Chapter 4 pp. 47-65
- View Youth for Human Rights videos #6, 7, 8, 9, & 10
- Begin drafting Night dehumanization essay
- Holocaust survivor Eva Kor video and the Forgiveness Project
Week 5:
- F2F Meeting-
- Read Night Chapter 5 pp. 66-84
- View Youth for Human Rights videos #11, 12, 13, 14, & 15
- Poems by Holocaust Survivor Yehuda Amichai
- Continue drafting essay
Week 6:
- F2F Meeting-Reactions to Holocaust poems
- Read Night Chapter 6 pp. 85-97
- View Youth for Human Rights videos #16, 17, 18, 19, & 20
- Write and submit rough draft of essay
Week 7:
- F2F Meeting-Essay discussion and feedback
- Read Night Chapter 7 pp. 98-103
- View Youth for Human Rights videos #21, 22, 23, 24, & 25
- “Never Again” by Jewish rapper Remedy
- “Holland, 1945” by Jeff Gangum
Week 8:
- F2F Meeting-Reactions to Holocaust songs
- Read Night Chapter8 pp. 104-112
- Read Night Chapter 9 pp. 113-115
- View Youth for Human Rights videos #26, 27, 28, 29, & 30
- Apply feedback to revise and edit essay
Week 9:
- F2F Meeting-Youth for Human Rights discussion
- Submit revised and edited Night essay
- Reflection on Human Rights
Expectations of Participation
- Students are expected to complete the course readings, view assigned videos, and complete and submit any written assignment by the deadline of each module (week).
- Students must participate in the synchronous (face-to-face) lesson on their assigned day and time. If you miss a meeting, you will be required to review the recording of the meeting and submit a summary of the material covered.
- During class discussions, students should adhere to the same policies as if the class were in-person; be respectful of their peers’ comments, and refrain from off-topic comments.
- Students will draft, revise, and edit an essay on the course text, Night, and the topic of dehumanization.
Student Communication Expectations:
As assignments are due weekly, please make sure to contact your instructor with questions you may have about any of the readings or assignments. The preferable order is email, text, then call.
Students are expected to utilize the chat feature during online discussions and discussion boards or to use the “Hand Raise” feature to get unmuted for verbal responses.
Late Work Policy:
All assignments must be submitted by their due date for full credit. Late work will not be accepted without prior approval from the instructor and will be graded as a zero. In the event of an emergency or extenuating circumstances, contact me as soon as possible to discuss alternatives.
One of the benefits of an online class is the ability to work at your own pace and to be able to work ahead. Take advantage of this benefit to avoid losing points.
Grading Policy:
Students will be graded on 100-point scale for each assignment. The weighted averages for course work will be:
- Writing Practice Assignments 15%
- Weekly assignments 25%
- F2F Meetings/Discussion Boards 20%
- Reflection 10%
- Night Essay 30%
The final grade for this course will be determined as:
90-100 A
80-89 B
70-79 C
69 & below F
Assessments:
Grades for this course are determined by successful completion and quality of all assessments, which include formal and informal short writing responses, participation in verbal and written discussions, and a formal summative essay.
Writing Practice: Students will complete assignments designed to strengthen writing skills and MLA knowledge, which scaffold the final essay.
Essay: Students will write an essay in stages. Revision and editing are key elements of this writing process. An essay rubric will be provided.
Weekly Homework: Each module may include informal responses or discussion questions related to the text.
Online Discussions/Discussion Boards: Students should participate in online discussions and discussion boards by preparing open-ended questions about the readings and be prepared to respond to their peers’ questions.
Submitting Work: Please place all completed written class assignments (not tests or quizzes) in the inbox/wire basket that is conveniently located on the table next to my computer monitor. Make sure to write your name on your paper, as I do not play the game “Whose Handwriting is This?” If you see a missing grade in Infinite Campus, please check the “No Name” folder placed in the inbox.
Assignments that require an electronic submission should be submitted in the appropriate Canvas assignment window, OneNote Notebook, or emailed to [email protected].
Academic Honesty: All students should maintain integrity and honesty in completing and submitting work, as well as in their interactions with their teacher and their peers. All work should be completed independently by the student unless assigned to peer collaboration. Most academic dishonesty occurs when an individual submits work that they did not complete.
Academic Dishonesty can include (but is not limited to):
- Plagiarism
- Cheating
- Submitting another person’s work as their own
- Submitting work completed for a previous course
Acceptable Use Policy:
Internet access will be available to students and employees of the Paulding County School District. Our goal in providing this service to students and employees is to promote educational excellence by facilitating resource sharing, innovation, and communication.
Student access will include, but not be limited to:
1. Worldwide electronic communication;
2. Information and news from research institutions;
3. Public domain software and software of all types;
4. Discussion groups on a variety of topics;
5. University library catalogs.
With access to computers and people all over the world also comes the availability of material that may not be considered to be of educational value in the context of the school setting. Filtering/blocking software will be in place to restrict access to sites containing controversial materials. However, on a global network it is impossible to alleviate all access to sites with inappropriate content.
Internet access is maintained through our local area network connected to state and regional networks. To ensure the smooth operation of the network, all end users must adhere to strict policies and procedures. Our Acceptable Use Policy is provided so that you are aware of the responsibilities and/or consequences with accessing the Internet. If an end user violates the Acceptable Use Policy, his/her access will be terminated. The user will also be subject to disciplinary action, and/or appropriate legal action may be pursued.
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/695/Parent-Student%20Internet%20Agreement.pdf
Student Right to Privacy:
The Paulding County School District follows the Rights under the Family Educational Rights and Privacy Act (FERPA) for Parents and students who are over 18 years of age, which provides them certain rights, including:
1. ACCESSING STUDENT RECORDS: The right to inspect and review the student’s education records within 45 days of the day the Paulding County School District receives a request for access.
2. AMENDING STUDENT RECORDS: The right to request the amendment of the student’s education records that the parent/guardian or eligible student believes are inaccurate or misleading.
3. DISCLOSING STUDENT RECORDS: The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
For full details please visit: https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/221/17-18%20Student%20Parent%20Guide%20-%20MS-HS.pdf
Technology Requirements:
Students who take this online course, students must have:
- A desktop or laptop computer with internet capability with a recent operating system.
- High-Speed internet access
- Google Chrome web browser (preferred and most compatible with the Canvas LMS) Optional: Microsoft Edge or Firefox.
- WebCam (optional for this course)
- Microphone and speakers (or headset with microphone)
- Microsoft Word (Google Docs are not compatible with Canvas; however, the Microsoft Office Package is free to download for students)
- Adobe Acrobat Reader (free download from Adobe)
- Printer capability (optional)
Low-income families may contact the PCSD Board of Education to see if they qualify for a loaner Chromebook and access to low-cost internet service.
For technology issues please contact 7701-443-8000
Copyright Statement:
This course is taught by Mr. Seals. All course content is the property of Mr. Seals and/or the Paulding County School District. All graphics, texts, graphics, videos, music, trademarks, or other materials posted on the World Literature Canvas page are subject to copyright and owned by their publisher. These materials may not be distributed or duplicated without their original owner’s consent. For information about any materials in this course, please contact me at [email protected].
Please respect all copyrighted works and only use with owner approval and/or appropriate credit.