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Student initial ______

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Class: Women's Literature
Grade Level: Mixed (9th-11th)
Date: August 2014-January 2015
Teacher: Mrs. Keli Redd
Contact Information:
keli.redd@larchmontcharter.org
LCSKindlyKRedd.weebly.org

LCS Mission Statement
The mission of Larchmont Charter School is to provide a socio-economically, culturally and
racially diverse community of students with an exceptional public education. We foster
creativity and academic excellence; our students learn with and from each other in an
experience-centered, inquiry-based learning environment. With participation from our entire
community, we strive to instill in each student a dedication to improving the world we inhabit.

Course Description
This course is designed to introduce scholars to women writers and dissent in the 20th and
21st century. It is not enough, though, to merely define feminism and dissent. Students need
to be exposed to background information on the women's movement and its evolution over
the past century and a half. Unlike the generation of baby boomers, many contemporary
teenagers know nothing of the struggle women waged to earn the rights they now have,
including the ability to vote. So, historical elements will be woven into the unit by
interspersing readings on women's history, from the suffrage movement in the mid-1800s
through the second and third waves of feminism. We will explore topics such as how and
when the women's movement started, who were its leaders and who made up its rank and
file. We also will look at the movement's philosophies, goals and tactics, as well as the role
the movement played in shaping American culture and society.

Thematic Integration: This course will aid the student in discussing, conceptualizing, and
determining details relating to Why study women, the focus of the years signature project.
It will also prepare the student in the writing and research processes of the project. The goal
is to effectively communicate ideas and information about humanity through clear and
powerful writing.

I have identified three themes that this unit will address. They are:

1. Feeling trapped by traditional roles and society's expectations.
2. Anger, which is either projected outward or inward as self-hated.
3. The quest for identity, power and a voice.


Course Objectives
Understand how and why female authors have criticized our society, especially the
way women are treated
Explore the role that women's literature has played in debunking female stereotypes
Understand why women writers question traditional roles
Recognize how destructive and restrictive those roles and stereotypes can be to both
girls and women
Examine the ways in which women have used literature to implicitly and explicitly
assert their need for freedom, equality, identity, and power
Identify how feminist literature aims to change our patriarchal society by pointing out
its flaws
Honor the myriad contributions women of various ethnic and racial backgrounds
have made to literature
LCS Women's Literature, K. Redd
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Grading
The purpose of grading is the following:
To document the progress of students in relationship to the learning goals of the
course;
To provide feedback to students, families, and the instructor on academic products
and the learning process;
And, to help instructors make decisions about teaching and learning in the
classroom.

This course uses the schools standard grading scale:

A+ 98% and above
A 93% to 97%
A- 90% to 92%
B+ 88% to 89%
B 83% to 87%
B- 80% to 82%

C+ 78% to 79%
C 73% to 77%
C- 70% to 72%
D+ 68% to 69%
D 63% to 67%
D- 60% to 62%
Fail 59% and below

All assignments in class will fall under the following grading categories:

Essays (2) 50% of total grade
Presentation and class participation in discussion 30% of total grade
Revision of writing 20% of total grade

Required Materials (MANDATORY)
***Class Reader (***most important tool for learning; without it you are practically absent for
the day)
One 3 ring notebook with dividers
Loose-leaf paper (no jagged edges I will not grade messy paper)
Black pen (for writing)
Blue pen (for editing)
USB drive

Final Copies of works will be typed in MLA Format. No Spiral Paper will be accepted.

If there are any issues or difficulties in procuring any required materials, please speak with
the instructor.

Student workload and homework
The amount of time a student spends working on assignments and preparing for the course
will vary. Students should expect to be reading and studying vocabulary nightly. When an
assignment is not expected to be completed and returned the next day, students should be
working on a long-term project (e.g., research paper, essay, group project, presentation) if it
has been assigned. Because of block scheduling, students should expect to complete
approximately one to one and a half hours of work outside of class for every in-session day.

Homework may or may not be assigned daily and will be posted on our class website:
LCSKindlyKRedd.weebly.com

What I Expect and Value
Trust in and respect for yourself and each other
Habitual practice and effort
Specificity and attention to detail and grammar
LCS Women's Literature, K. Redd
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Curiosity and inquisitiveness
Critical inquiry and analysis
Taking risks, making messes, experimenting
Being in class (physically, mentally, and spiritually)
Being prepared (reading texts to the point where you can discuss them or raise insightful
questions about them, making deadlines, being on time


Communication with the Instructor
Email is the best way to contact me. Students must each include their full name and period in
the subject line and body of any such emails.

Work & Materials policy
Students must have all work, notes, planners, books, worksheets, writing utensils, paper,
and all other supplies with them at all times in class. No exceptions. Students are
responsible for keeping track of their materials and having them ready when the class
begins.

Late Work policy
I will show little-to-no toleration in dealing with late papers. I will glance at late work only
to determine whether it merits a grade of "D" or "F." Late work is, by definition, below-
average; deadlines are a normal and necessary component of all scholarly and artistic
production. Familiarize yourself, early on, with course requirements.

Fix-Up Assignments
One and only one FINAL assignment, not including tests, quizzes, or homework can be fixed
up for up to 100% of the credit it is worth. The fixed up assignment must be turned in with
the original assignment, and must be labeled as a fix up at the top. Students may fix up the
assignment as many times as they wish until they earn the grade they desire. Late
assignments may NOT be fixed up. There are NO EXCEPTIONS to this rule.

Office Hours and Teacher Help
I will be available during school on certain days to assist students during office hours
(extended lunch time). I will also sometimes be able to meet before or after school by
appointment. Students should let me know if they plan to get help from me. Students are
responsible to understand all assignments. If they have questions, they are responsible to
get help during office hours or on their own time. Office hours will be posted in class and on
our class blog.

Test and Quiz policy
Students may not make up missed quizzes for any reason. Students are responsible to
speak with the instructor after school if this is a problem. A student may only make up a test
if he or she is excused absent. If a student misses a make-up test appointment, he or she
will receive a 0 on the test.

Projects, Papers, and Extra Credit Format
All projects, papers, and extra credit assignments must be typed. They must be double-
spaced in standard 12 point Times New Roman font, and must follow MLA format including a
Works Cited page when appropriate.


The Class Reader
Students are to have their Class Reader with them in class every day. All notes and
assignments (completed and current) must be kept in the binders in chronological order by
date. No papers should be in pockets, folders, lockers, or backpacks. Assignment planning
LCS Women's Literature, K. Redd
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sheets should be in the folder so they can be used to keep track of assignments. Do not ever
throw anything away.

Reading and Writing Assignment Format
All reading assignments must be completed BEFORE the due date to which they are
assigned. Students should annotate texts as they read when possible and include questions
that may arise. This will better prepare students for lessons and projects.
All class work must be written or printed neatly in blue or black ink on white loose-leaf paper.
The heading (students name, instructors name, class and period, date) should be placed in
the upper right hand corner of every assignment and sheet in the student binder, with the
exception of final drafts of papers which will follow MLA format (upper left corner).

All of the rules in the school/student handbook apply to this course.

The teacher may alter and add to the above listed expectations at anytime during the
school year. If this occurs the students will be notified verbally and in writing.

Course Texts
This unit comprises a selection of short stories, poems, essays, plays, and chapters of
novels that carry powerful messages of dissent.

Class Reading List

Short Stories
Chopin, Kate, "The Story of an Hour"
Chopin, Kate, "Desiree's Baby"
Gilman, Charlotte Perkins, "The Yellow Wallpaper"
Hurston, Zora Neale, "Black Death"
Olsen, Tillie, "I Stand Here Ironing"

Longer Fiction
Kingston, Maxine Hong

Plays
Glaspell, Susan, Trifles

Poetry
Jong, Erica, "Alcestis on the Poetry Circuit"
Lowell, Amy, "Patterns"
Piercy, Marge, "A Work of Artifice"
Plath, Sylvia, "Lady Lazarus"
Rich, Adrienne, "Aunt Jennifer's Tigers"
Walker, Alice, "Expect Nothing"



Attendance and Punctuality
In order to utilize every moment of class time, it is expected that all Larchmont students
arrive to class in a timely manner and be seated when class begins, prepared with materials
and ready to learn. If students are late, out of their seats, or without supplies, they may be
asked to serve a brief 15 minute detention during the extended lunch period. If a student is
absent, it is his or her responsibility to approach the instructor to obtain missed work.
Students have two in-class days for every one missed day to submit excused late work with
the word absent at the top.

Cheating and Plagiarism
LCS Women's Literature, K. Redd
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Plagiarism is stealing or passing off the ideas or words of someone else as ones own.
Cheating is the use of another persons work as ones own with the intent of deception.

Doing Your Own Work
Each student is expected to complete his or her own work at all times unless otherwise
instructed to ensure that each student is learning on an individual basis.

Getting Help
If a student needs help, he or she must see the instructor, get permission from the instructor
to work with another student, or work with another student during tutoring. The student must
indicate who assisted him or her in writing on the assignment. This includes any and all
assignments, including classwork, homework, essays, and projects. If a student receives
assistance with an assignment (e.g. a tutor, teacher, parent/guardian/relative, another
student, the Internet, or another outside source), he or she must indicate who assisted them,
for what reason and to what extent. If a student does not declare when he or she receives
assistance, even on a small assignment, it will be considered dishonest behavior, cheating,
and/or plagiarism.

Group Assignments
Students may only work together on in-class or out-of-class group assignments that the
instructor has specifically deemed as group work.

Examples of Plagiarism:
1. Terry writes a research paper and forgets to cite the source of one fact he includes in
the paper.
2. Terry quotes an author in an essay and does not cite the author.
3. Terry includes a graph in a report from a website and does not cite the website, thus
implying that he created the graph.
4. Terry uses a picture on a presentation and does not cite the place where he copied
the picture.

Examples of Cheating:
1. Jess uses her notes on an exam that is not open-note.
2. Jess writes some answers on her hand to a quiz, even though she does not use
them.
3. Jess writes her quiz answers down and gives them to another student.
4. Jess copies Terrys answer from question #3 on the homework because she didnt
understand it.
5. Jess allows Terry to copy her answer from question #4 on the homework because he
didnt understand it.
6. Jess asks Terry for help the answer to question #1 on the worksheet that was just
handed out without asking permission first.
7. Jess copies a paragraph for her essay from a website.
8. Jess gets help from a tutor on her homework and does not indicate that she received
help.

Consequences of Cheating and Plagiarism
Any first instance of dishonesty, cheating, or plagiarism will result in an immediate zero
grade on the assignment with no chance of makeup. Any additional instances will result in a
zero grade, a call home to parents, and notification to the school leadership and counseling
office. Other consequences may also include a parent conference, loss of eligibility in honor
roll, loss of eligibility in school organizations (such as clubs or school leadership), failing the
course for the semester, suspension, or expulsion from the school.



LCS Women's Literature, K. Redd
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And, finally

REMEMBER LARCHMONTS B-LIST!

Be Respectful: To yourself, to one another, to instructors, and to the subject being
studied.

Be Prepared: Bring your materials, homework, and a readiness to learn and
participate.

Be Self-Aware: Dress appropriately, leave the cell in your locker or bag, and come
to school with a positive attitude!

Be Fearless: Take risks and be open to learning new things!

Be Productive: Work hard and take pride in that work!

Be Honest: With yourself, your classmates, and your instructors!








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CREATIVE WRITING CONFIRMATION & AGREEMENT DOCUMENT

If you agree to the rules, expectations and possible disciplinary actions set forth in this document and
if you agree to hold your student accountable to the rules, expectations and possible disciplinary
actions set forth in this document please complete the following section.

Students Name


Students Signature


Date Signed by Student


Students E-mail


Students Home Phone Number


Parent/Guardian Name


Relationship to Student


P/G Signature


Date Signed


P/Gs E-mail


P/Gs Home Number


P/Gs Cell/Work Number


/
P/Gs primary language


Does P/G speak English?

yes no
(please circle one)
Is there computer access at home?

yes no
(please circle one)
Is there internet access at home?

yes no
(please circle one)

Comments:
________________________________________________________________________
________________________________________________________________________
Do you have any specific concerns for your student that I should be made aware of?
__________________________________________________________________________________
______________________________________________________________

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