IB English A: Language and Literature, Parts 1 and 4

2016 -- 2017
Course Information
School

Ms. Jackson | Room MC 10 | Harding University High

Office Hours on Mon. & Tues. 2:30 3:30 PM or by appointment
Website: msjacksonhuhs.weebly.com
Email: christianab.jackson@cms.k12.nc.us Phone: (704) 750-

5907
This is a year-long course that meets during 2nd Block on B-Day throughout the entire
year.

Welcome to IB English III!

Welcome to IB English Parts 1 and 4 at Harding University High School. I am excited to get
to know each and every one of you as learners. My favorite part of teaching is watching
my students learn and grow throughout the year. You can expect to work hard in IB
English, and I know that every single one of you is up to the challenge if you put your mind
to it.
IB Expectations:
You are expected to exhibit the 10 qualities of an IB learner throughout our time together.
You will be an inquirer, a thinker, a communicator, a risk-taker, principled, knowledgeable,
open minded, caring, reflective, and balanced. These are the traits that will make you
successful in both our class and your life.
Beyond the class norms that are developed together during our first week, there are three
basic behavioral expectations for our class:
1. Engage fully in our learning community. This includes coming to class on-time and
prepared to actively contribute through classwork or partner activities. You are expected to discuss
more often and at a higher level in the IB program; you must study often in order to improve. In
order to engage fully, your personal itemscell phones, food, and grooming productsshould be
kept in your bag at all times.
2. Respect the space and people around you. Use class resources, including the
Chromebooks, as if they were your personal property and financial liability. You are expected to
keep your personal workspace and our shared environment neat and free of clutter. Use your
language in a way that encourages and supports your fellow classmates and teacher. Your language
includes not only your word choice, but your volume and tone as well. Disrespecting one another
will not be tolerated within our community.
3. Strive for academic excellence. This includes your participation and persistence in
class. If the goal is to become proficient in a language, you must actively complete all work to the
best of your ability. This course will challenge your skills; learning to effectively manage your time
and seek help when needed are qualities that will foster academic excellence.
IB Aims
Introduce student to literary works of merit in a variety of genres, styles, and contexts to
promote independent learning

Develop the ability to engage in close, detailed analysis of individual texts and make
relevant connections
Develop students powers of expression, both in oral and written communication
Encourage students to recognize the importance of the contexts in which texts are
written and received
Encourage, through the study of texts, an appreciation of the different perspectives of
people from other cultures, and how these perspectives construct meaning
Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
Promote in students an enjoyment of, and lifelong interest in, language and literature
Develop in students an understanding of how language, culture and context determine
the ways in which meaning is constructed in texts
Encourage students to think critically about the different interactions between text,
audience and purpose

Part 1: Language in Cultural Context

During first semester, students are given the opportunity to explore how language
develops in specific cultural contexts, how it impacts the world, and how language shapes
both individual and group identity. Students studying this part of the course should pay
particular attention to the role of language in relation to the many areas involved in the
construction of meaning and understanding of particular issues in the world. The study of
language in cultural context aims to enable students to meet the following learning
outcomes:
Analyze how audience and purpose affect the structure and content of texts.
Analyze the impact of language changes.
Demonstrate an awareness of how language and meaning are shaped by
culture and context.
Part 4: Literature Critical Study
During the second semester, students will examine literary texts through a more
form-focused lens. Engaging in close reading, textual analysis and critical literacy are
central to Part 4. Students are given the opportunity to read three texts (or text sets) from
the Prescribed List of Authors (PLA). These texts do not necessarily have a common theme
or genre, but have a significant quantity of stylistic and structural features. Students will
focus on poetry or extracts from larger literary texts in order to determine their overt and
covert messages, as well as an authors intent, morals, and world-view. In this portion of
the course, students pay particular attention to literary devices and their impact on the
text and reader. The critical study of literature aims to enable students to meet the
following learning outcomes:
Explore literary works in detail
Analyze elements such as theme and the ethical stance or moral values of
literary texts
Understand and make appropriate use of literary terms
Grading Policies
Overall letter grades follow the Harding school-wide scale (A 100-90, B 89-80, C 79-70, D
69-60, F below 60). The weight breakdown in our class is as follows:
Formal (Tests, Papers, Projects, Presentations)...........70%
Informal (Classwork, Homework, Quizzes, Exit Tickets)....30%
Midterm ..20% (of Q2 grade)
Final.20% (overall class
grade)
Attendance Policy

If you are absent, it is your responsibility to contact me via email or phone

prior to your absence or the day of your absence. You are in an advanced, fastpaced class. As a result, conversations about what you missed will NOT take place during
class, but MUST take place via email, the day you are absent. I will respond with an
overview of the assignments you missed and the steps you need to take in order to make
up these assignments. Please note, that this communication cannot replace the learning
that takes place in a class period. Since so much of class everyday will involve discussion,
group work, modeling of analysis strategies and practice writing, it is hard to recreate the
learning experience at a later date. This is not a class where I can simply give you a
handout or a list of problems to practice and have you caught up. So, get the notes
from someone in class. If we did a group work assignment, expect to join me after school
so you can make it up. If you do not understand missed work, then set up a time to meet
with me to go over the assignment.
If you are absent, any assignments submitted electronically are still due on the due date
by the assigned time (reasonable exceptions for serious disasters do apply, see late work
policy below). Directions for all other assignments will be provided via email.
Late Work
Assignments are due on the date specified at the start of class. This means
assignments are due when you first arrive to class.
Each day late is a loss of a letter grade. This means that the highest grade an assignment
that is turned in 4 or more days after the due date is an F. Late days include the off
day when we do not have class together. Assignments will not be accepted 7 school
days after the due date.
There are exceptions for the late work policy. If there is an emergency preventing you from
completing your work, please communicate with me ASAP in order for us to come up with
a solution. Communication via email or phone is required before the due date! As stated
previously, you are in an advanced, fast-paced class. Therefore, it is necessary to
communicate early on so that you do not fall behind.
Last minute, emergency computer problems and printer ink issues are never
acceptable excuses for late work.
Tutoring and after-school help
I enjoy working one-on-one with students. So, please do not wait until you are lost to seek
help! Often, a few minutes after school early on can help clear up any confusion. If you
cannot stay after school, please email me with your specific questions and concerns or set
up an appointment for a phone conference. I will respond to all emails within 24 hours on
weekdays. If you contact me after 5pm, I will not respond, so make sure you are proactive.
Again, do not wait until the last minute!
Supplies and Materials
In this class, that means having your supplies EVERY DAY. If you are in need of any
supplies, please see me after school during office hours or contact me via email
and I will do my very best to find what you need. Your supplies include:
1 Composition Notebook to remain in the classroom
Binder and dividers (at least 1 inches) to keep with you
Loose-leaf Paper (or notebook kept in binder)
Pens
Highlighters

Post-it Notes

Professional and Teaching Experience

I graduated in 2011 with a Bachelors in Political Science and German, with a minor in
History from Temple University in Philadelphia, PA. After graduation, I was awarded a
Fulbright Grant to teach English in Ingelheim, Germany for a year. In 2013, I was accepted
as a corps member of Teach for America, an organization which works in cities in the
United States to ensure that all children have access to a quality education. In 2014, I
completed my Graduate Certificate in English Secondary Education from University of
North Carolina, Charlotte. This is my fourth year teaching English at Harding University
High School!

The teacher reserves the right to change these expectations should the need
arise. Based upon the needs of students, I will adjust our content accordingly, so
as to expand upon student strengths as well as address and improve upon student
weaknesses. This is part of teaching.