The Grand Tour
Assignment:
Write a letter to your parents/ guardians in which you set out a plan for your very own “Grand Tour”. Your goal is to create a journey that will challenge you in some way, and thus will allow you to grow as a person. Think of physical, mental, cultural, and spiritual challenges you might encounter.
Try to focus on one of these questions when planning your trip:
What do you want to learn and what passions do you want to feed and nurture?
What are some weaknesses or fears you might want to overcome?
How can you make your life better? The world better?
Try to narrow it down to one goal you may have as you create you itinerary.
For example: I want to learn to be an astounding jazz musician so I might travel to historical jazz cities like Chicago, New Orleans, and New York OR if I want to get over my fear of insects I would travel to Thailand, Australia, and the Amazon to work with specific insects.
Where will you find information?
* Use your elementary and middle school education. DO you remember all those lessons on the wonders of the world, festivals in Japan, animals in the rainforest? Use them!
* Travel magazines such as National Geographic, Adventure, Outside, Travel and Leisure, etc are a good source of ideas.
* The internet is an awesome source as well. If you have a general idea as to which country or region you’d like to visit, go to the country’s tourism site for specific information about things to see and do. You can also go to travel websites like Intrepid Travel, GAP, and Lonely Planet to get great ides for itineraries.
Logistics:
∑ Structure your assignment as a letter to a parent or guardian. You must try to persuade them to finance this trip and to let you travel to your selected destinations. Use persuasive language and strong arguments.
∑ Use the map provided to outline your journey
∑ Write a detailed description of your journey.
What is the purpose of your trip?
Where will you go?
What will you do there?
What will you learn there?
What problems do you anticipate?
Will you bring a friend or travel alone?
∑ You must include at least three destinations (regions or countries).
∑ Length: One and a half to two pages (350-500 words)
∑ Word process your work.
You will be graded on:
Ideas and content (has three destinations, clear purpose for the trip, relevant details): ____/10
Organization (logical sequencing, beginning and ending, body, transitions): ____/10
Word Choice and Voice (strong nouns and verbs, aware of audience): ____/10
Sentence Fluency (sounds natural when read aloud, varies structures of sentences): ____/10
Conventions (spelling and grammar correct, proofread): ____/10
Total:______
P.S. You might want to have your parents read your letter. Who knows…..
Wednesday, September 16, 2009
Travel Vocabulary Day One and Two
Travel Vocabulary
Day 1
New Words:
rudimentary insurmountable disillusion mien incandescent
The Vocabulary Challenge
The new teacher glanced up and down the aisles. It was her third day and her students were facing insurmountable odds. They had been given the task impossible task of memorizing all the vocabulary words for the year… in one day!!! Memorization seemed like rudimentary work for a class of this caliber, so the students proposed another plan. They wouldn’t simply memorize words; they would learn how to use them in everyday sentences! The students quickly convinced the teacher that this activity would make their minds glow with incandescent light. The teacher smiled at the class with the mien of a proud mother. Although some students had been disillusioned by past vocabulary setbacks, the teacher was positive this class, with study, would grow leaps and bounds this year.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _____________ bulb helped light up the dreary room.
2. Because my grasp of algebra is _____________, I cannot solve the problem.
3. After losing her ninety-eighth race, the runner felt _____________ with her dreams of becoming an Olympic athlete.
4. The climbers arrived at a wall of sheer ice and decided the pass was _____________.
5. The seasoned teacher wore a confident __________ as he glanced at the classroom of new students.
Definitions: Match the new words with their dictionary meanings.
6. Rudimentary ___ a. appearance or demeanor
7. Insurmountable ___ b. intensely bright, brilliant
8. Disillusionment ___ c. elementary, fundamental
9. Mien ___ d. disenchanted, to free from belief, idealism, etc.
10. Incandescent ___ e. incapable of being passed over or overcome
Today’s Homophone. Create two (2) sentences that use both homophones.
YOUR possessive pronoun: belong to “you”
Be sure to do your reading each night. Your turn will come after he is finished
YOU’RE contraction for “you are”
You’re the funniest kid I have ever met. I was wondering if you’re going to be at school tomorrow?
Travel Vocabulary
Day 2
New Words:
blanch stalwart opaque gastronomic bough
The Intrepid Traveler
How many times have you been traveling and encountered a serious gastronomic challenge? Mine came to be while hiking in the islands off of Panama. Two children were ahead of me on the trail picking, what looked like, succulent guava. I decided to take off my pack and help. I climbed up the bough and tossed the fruit to children below. As a thank you, they offered me one of the fruits. As I bit in I immediately blanched. The fruit was wiggling. I tried to keep a stalwart expression but it was of no use. As I realized I had bitten into a ball full of maggots I could feel my eyes closing, my body going limp, and an opaque darkness surrounding me.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The campfire scouts ______________ when they stumbled across the haunted restroom.
2. The cook wanted the patrons of the upscale restaurant to venture on a ________ journey with each bite.
3. The _________ knight looked the dragon in the eye unflinching.
4. The girl climbed up the highest____________ of the tree to see the sunset.
5. The thunderstorms above caused the sky to become ______________.
Definitions: Match the new words with their dictionary meanings.
6. ___ blanch a. not transparent or translucent; impenetrable to light
7. ___ stalwart b. a branch of a tree
8. ___ opaque c. to whiten by removing color
9. ___ gastronomic d. strong and brave; valiant; uncompromising
10. ___ bough e. the art or science of good eating
Today’s Homophone
ACCEPT- to receive
The grandmother accepted the key to the city after saving the kittens.
Accepting compliments are an important part of growing up
EXCEPT- other than
I like all the ice cream flavors except the pork surprise.
The vocabulary test was really easy except for the students who did not study.
Day 1
New Words:
rudimentary insurmountable disillusion mien incandescent
The Vocabulary Challenge
The new teacher glanced up and down the aisles. It was her third day and her students were facing insurmountable odds. They had been given the task impossible task of memorizing all the vocabulary words for the year… in one day!!! Memorization seemed like rudimentary work for a class of this caliber, so the students proposed another plan. They wouldn’t simply memorize words; they would learn how to use them in everyday sentences! The students quickly convinced the teacher that this activity would make their minds glow with incandescent light. The teacher smiled at the class with the mien of a proud mother. Although some students had been disillusioned by past vocabulary setbacks, the teacher was positive this class, with study, would grow leaps and bounds this year.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _____________ bulb helped light up the dreary room.
2. Because my grasp of algebra is _____________, I cannot solve the problem.
3. After losing her ninety-eighth race, the runner felt _____________ with her dreams of becoming an Olympic athlete.
4. The climbers arrived at a wall of sheer ice and decided the pass was _____________.
5. The seasoned teacher wore a confident __________ as he glanced at the classroom of new students.
Definitions: Match the new words with their dictionary meanings.
6. Rudimentary ___ a. appearance or demeanor
7. Insurmountable ___ b. intensely bright, brilliant
8. Disillusionment ___ c. elementary, fundamental
9. Mien ___ d. disenchanted, to free from belief, idealism, etc.
10. Incandescent ___ e. incapable of being passed over or overcome
Today’s Homophone. Create two (2) sentences that use both homophones.
YOUR possessive pronoun: belong to “you”
Be sure to do your reading each night. Your turn will come after he is finished
YOU’RE contraction for “you are”
You’re the funniest kid I have ever met. I was wondering if you’re going to be at school tomorrow?
Travel Vocabulary
Day 2
New Words:
blanch stalwart opaque gastronomic bough
The Intrepid Traveler
How many times have you been traveling and encountered a serious gastronomic challenge? Mine came to be while hiking in the islands off of Panama. Two children were ahead of me on the trail picking, what looked like, succulent guava. I decided to take off my pack and help. I climbed up the bough and tossed the fruit to children below. As a thank you, they offered me one of the fruits. As I bit in I immediately blanched. The fruit was wiggling. I tried to keep a stalwart expression but it was of no use. As I realized I had bitten into a ball full of maggots I could feel my eyes closing, my body going limp, and an opaque darkness surrounding me.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The campfire scouts ______________ when they stumbled across the haunted restroom.
2. The cook wanted the patrons of the upscale restaurant to venture on a ________ journey with each bite.
3. The _________ knight looked the dragon in the eye unflinching.
4. The girl climbed up the highest____________ of the tree to see the sunset.
5. The thunderstorms above caused the sky to become ______________.
Definitions: Match the new words with their dictionary meanings.
6. ___ blanch a. not transparent or translucent; impenetrable to light
7. ___ stalwart b. a branch of a tree
8. ___ opaque c. to whiten by removing color
9. ___ gastronomic d. strong and brave; valiant; uncompromising
10. ___ bough e. the art or science of good eating
Today’s Homophone
ACCEPT- to receive
The grandmother accepted the key to the city after saving the kittens.
Accepting compliments are an important part of growing up
EXCEPT- other than
I like all the ice cream flavors except the pork surprise.
The vocabulary test was really easy except for the students who did not study.
Monday, September 14, 2009
My Name
Global Literature
Unit: Writing
My Name
1. Read the chapter “My Name” from The House on Mango Street by Sandra Cisneros
2. 2. Discover the story behind your first name.
Suggestions:
• Ask your parents or relatives about your name.
• Look up the meaning of your name (does it describe you?)
• Find out if there are any cultural / family traditions connected to your name(were you named after someone? Are you like this person?
• Do you have nicknames? How did you get them? How do you feel about them?
• Do you like your name? Why?
• If you were to choose another name, what would it be?
3. Use Sandra Cisneros’ chapter as an example as you write the story of your name. This is your first assignment for this class and it will help me assess your writing strengths as well as areas for improvement.
4. 4. Do your best work. Typed (double spaced 12 point font) and a minimum of 250 words
Unit: Writing
My Name
1. Read the chapter “My Name” from The House on Mango Street by Sandra Cisneros
2. 2. Discover the story behind your first name.
Suggestions:
• Ask your parents or relatives about your name.
• Look up the meaning of your name (does it describe you?)
• Find out if there are any cultural / family traditions connected to your name(were you named after someone? Are you like this person?
• Do you have nicknames? How did you get them? How do you feel about them?
• Do you like your name? Why?
• If you were to choose another name, what would it be?
3. Use Sandra Cisneros’ chapter as an example as you write the story of your name. This is your first assignment for this class and it will help me assess your writing strengths as well as areas for improvement.
4. 4. Do your best work. Typed (double spaced 12 point font) and a minimum of 250 words
Parent Questionnaire
Dear Parent(s)/ Guardian(s),
Please answer the questions below and sign at the bottom, indicating that you have read this course description with your student. Students should return this sheet for class credit.
Thank you,
Caleb Kostechka, 9th grade Literature and the Arts teacher
1. What do you feel your student’s strengths are in oral and written communication? What are his or her weaknesses?
2. What do you feel your student’s strengths and weaknesses are in the area of reading?
3. Which of these activities does your family spend more time participating in: reading, writing, or storytelling? Please describe some of these activities.
4. Should your student wear glasses?
5. What else would you like me to know about your student for this year?
6. If you have an email address where I can send information about school, please print it below:
I have read the course description with my student.
____________________________ _________________________________
Student Name (Please print legibly) Parent or guardian name (Please print legibly)
________________________________________
Parent or guardian signature
Please answer the questions below and sign at the bottom, indicating that you have read this course description with your student. Students should return this sheet for class credit.
Thank you,
Caleb Kostechka, 9th grade Literature and the Arts teacher
1. What do you feel your student’s strengths are in oral and written communication? What are his or her weaknesses?
2. What do you feel your student’s strengths and weaknesses are in the area of reading?
3. Which of these activities does your family spend more time participating in: reading, writing, or storytelling? Please describe some of these activities.
4. Should your student wear glasses?
5. What else would you like me to know about your student for this year?
6. If you have an email address where I can send information about school, please print it below:
I have read the course description with my student.
____________________________ _________________________________
Student Name (Please print legibly) Parent or guardian name (Please print legibly)
________________________________________
Parent or guardian signature
Parent Letter
Dear Parents/Guardians,
I am really excited and honored to be working with your student this year. I believe that through strong communication we can help your student grow immensely throughout their Global Literature experience. Please take time to read over your students syllabus to see what we are going to be up to this year. In addition, I welcome you to follow your student’s assignments and deadlines through our class blog throughout the year. This website will give you information regarding what we covered each day, homework assignments, extra credit, and timelines. You may view this at: http://globalliterature2009.blogspot.com/
And now a word about writing............
Writing will take place in many forms in ninth grade:
In ninth grade at the International High School, writing is a fundamental focus of the curriculum. We are strong believers that students must have solid basic writing skills to be successful in school and in the upcoming world of work.
Not all writing is graded; much is for practice. Students will keep writings in their notebook or in a portfolio to review development throughout the year. Check students’ assignment notebooks for homework.
The process
* prewriting (brainstorming, webbing, discussing)
* writing conferences
* asking questions
* rereading writing (out loud and silently) to judge its completeness, clarity, and thoughtfulness
* rough draft expected (to be used as a teaching tool)
* evidence of revision/ editing required
* following required draft guidelines
* developing self-discipline, willingness to take risks
Final Draft Guidelines
1. Ink (black/blue) on white lined paper or typed (standard font style, size 10 or 12, double spaced)
2. Writing on one side of paper
3. Left and right margins followed
4. Heading at top right corner including: name (first and last), section number, and date
5. Title as required
6. Students must submit a draft; if it is completed on a computer, an early copy must be printed out and revisions should be shown on it.
Writing criteria vary depending on the assignment. We will discuss the expectations and will look at models of good writing. We will base grading in part on content and development of the assignment and in the traditional areas of written language mechanics (sentence structure, spelling, punctuation, capitalization, grammar).
Suggestions for parents:
- Have students read writing out loud to you
- Ask questions, make suggestions
- Resist the urge to write for them
- Read writing in all subject areas
I am looking forward to working with you this year,
Caleb Kostechka
Global Literature teacher
Please let me know if you have any questions or concerns so I may address them right away.
E-mail:kostechka_c@4j.lane.edu
Office: 541-790-8034 South Campus
541-790-6636 Sheldon Campus
Website: http://globalliterature2009.blogspot.com/
I am really excited and honored to be working with your student this year. I believe that through strong communication we can help your student grow immensely throughout their Global Literature experience. Please take time to read over your students syllabus to see what we are going to be up to this year. In addition, I welcome you to follow your student’s assignments and deadlines through our class blog throughout the year. This website will give you information regarding what we covered each day, homework assignments, extra credit, and timelines. You may view this at: http://globalliterature2009.blogspot.com/
And now a word about writing............
Writing will take place in many forms in ninth grade:
In ninth grade at the International High School, writing is a fundamental focus of the curriculum. We are strong believers that students must have solid basic writing skills to be successful in school and in the upcoming world of work.
Not all writing is graded; much is for practice. Students will keep writings in their notebook or in a portfolio to review development throughout the year. Check students’ assignment notebooks for homework.
The process
* prewriting (brainstorming, webbing, discussing)
* writing conferences
* asking questions
* rereading writing (out loud and silently) to judge its completeness, clarity, and thoughtfulness
* rough draft expected (to be used as a teaching tool)
* evidence of revision/ editing required
* following required draft guidelines
* developing self-discipline, willingness to take risks
Final Draft Guidelines
1. Ink (black/blue) on white lined paper or typed (standard font style, size 10 or 12, double spaced)
2. Writing on one side of paper
3. Left and right margins followed
4. Heading at top right corner including: name (first and last), section number, and date
5. Title as required
6. Students must submit a draft; if it is completed on a computer, an early copy must be printed out and revisions should be shown on it.
Writing criteria vary depending on the assignment. We will discuss the expectations and will look at models of good writing. We will base grading in part on content and development of the assignment and in the traditional areas of written language mechanics (sentence structure, spelling, punctuation, capitalization, grammar).
Suggestions for parents:
- Have students read writing out loud to you
- Ask questions, make suggestions
- Resist the urge to write for them
- Read writing in all subject areas
I am looking forward to working with you this year,
Caleb Kostechka
Global Literature teacher
Please let me know if you have any questions or concerns so I may address them right away.
E-mail:kostechka_c@4j.lane.edu
Office: 541-790-8034 South Campus
541-790-6636 Sheldon Campus
Website: http://globalliterature2009.blogspot.com/
Student Survey
Customs: Introduction Name:________________________________
1. Are you fluent in any languages besides English? Is English your second language? (If yes, how long have you been speaking/reading English?)
2. Which aspects of your personality will you rely on most throughout this school year? Explain.
3. Was Language Arts class last year too hard, too easy, or just right? Explain.
4. Why did you choose to enroll in I.H.S.? Explain. (As always, please be honest.)
5. Do you like to read? What was the last book you read on your own?
6. What helps you learn? What activity or technique has helped you in the past?
7. Do you have good study habits? Yes? No? Explain.
8. Do you have any special conditions that I should be aware of? For example, eyesight, hearing, dyslexia, blood sugar, etc.? How can I help?
9. What are your hobbies? Are you planning to participate in extracurricular activities before or after school?
10. Do you speak up in class during discussions? If you don’t, why not?
11. Finish this sentence: To be honest, the best way to motivate me to do well in this class is . . . . . . . . . . (fill in and explain)
12. Please write any questions or concerns that you have. Also, you may use this space to respond further to any question listed above.
1. Are you fluent in any languages besides English? Is English your second language? (If yes, how long have you been speaking/reading English?)
2. Which aspects of your personality will you rely on most throughout this school year? Explain.
3. Was Language Arts class last year too hard, too easy, or just right? Explain.
4. Why did you choose to enroll in I.H.S.? Explain. (As always, please be honest.)
5. Do you like to read? What was the last book you read on your own?
6. What helps you learn? What activity or technique has helped you in the past?
7. Do you have good study habits? Yes? No? Explain.
8. Do you have any special conditions that I should be aware of? For example, eyesight, hearing, dyslexia, blood sugar, etc.? How can I help?
9. What are your hobbies? Are you planning to participate in extracurricular activities before or after school?
10. Do you speak up in class during discussions? If you don’t, why not?
11. Finish this sentence: To be honest, the best way to motivate me to do well in this class is . . . . . . . . . . (fill in and explain)
12. Please write any questions or concerns that you have. Also, you may use this space to respond further to any question listed above.
2009 syllabus
Global Literature
2009-2010
Dear Students, Parents, Guardians,
Welcome to Global Literature. This language arts course introduces literature from various regions around the world. The foundation of this course is based on the belief that good communication skills – reading, writing, speaking, and listening – are essential for addressing universal issues in the global setting. The literature units will parallel the areas studied in Global Geography and Cultural Aesthetics. These areas will include Australia, Africa, Europe, and Asia. Woven into these units will be the study of writing, vocabulary, grammar, and speaking skills.
Goals:
*to encourage independent, self-reliant readers and writers who use language and literature to enrich their lives.
*to appreciate and understand the contributions of various cultural groups
*to develop critical and creative thinking and writing skills
*to increase vocabulary and improve language skills
*to establish and maintain a comfortable learning environment based on respect
*to develop an awareness and direction for our roles as global citizens
Themes:
*What are the universal and unique aspects of this culture?
*How do the members of this culture live today?
*What is this culture’s view of nature?
*What social roles and conventions are expected of members of this culture?
*How is the individual in the society regarded?
*What is the place of women and children in this society? What are their families like?
*What are the spiritual values of the culture? What are their customs and traditions?
*What is the response of this culture to change?
Materials: Students are expected to come to class each day with plenty of loose-leaf, college-ruled paper in a three ring binder, a pencil, a student planner to record assignments/due dates, blue or black pens, and highlighters. Other materials and resources that are essential for the successful completion of the course are colored pencils, a dictionary and thesaurus at home.
Assignments and grading:
The quality of discussions and class work is dependent upon student participation. Students should generally expect one hour of homework per class period. Homework should be completed by the beginning of class on the day it is due. Late work will receive reduced credit. I will not accept work that is more than one week late, after that assignment has been returned, or there has been an exam on that material. Academic honesty is absolutely expected. Dishonesty will result in reduced credit and possible failure. Grades will be recorded as percentages using a point system. Grades will include group work and discussion, tests and quizzes, written work, presentations, art assignments, participation, and classroom citizenship (including behavior).
Reasonable accommodations and adjustments to curriculum and grading policies will be made for students who have IEP and 504 plans.
Attendance and tardies:
Roll will be taken at the beginning of class and tardies will be recorded. Community service can be assigned after three unexcused tardies or absences, and the participation grade will be affected. If you have been absent due to illness or other legitimate reasons, always check the class blog before you return to class: http://globalliterature2009.blogspot.com/
If unclear about the assignment, come see me during office hours, not during class time, to discuss makeup work. If you are absent for a number of days or are anxious about getting the work promptly, it is recommended that you contact me by phone during my office hours or email me (before 9 pm). Work is due the day following your return to school. A late work slip must accompany any late assignment or makeup work.
Rules:
1. Be kind
2. Be honest
3. Be responsible
4. Think
5. Work hard
6. Open your mind
7. Contribute
And just to be clear …….
8. No cell phones, pagers, personal music, devices, food, gum, or drink (except water) in the classroom.
Please note:
The International High School is an alternative program. We will be reading material that will contain difficult themes. Through various types of literature, we will explore other cultures and comes to realize how they are similar and different from our own. We ask that you approach Global Literature with an open mind and suspend judgment of cultural differences in the reading you encounter. In this classroom we will resist apathy, show empathy, creativity, respect, kindness, conviction, determination, and curiosity.
Communication:
Please feel free to call or e-mail me with questions or concerns so that I can address them right away.
I am looking forward to a year full of discovery, excitement, challenge, fun, and friendship! I am here for you. Talk to me if you have concerns, frustrations, or joys to share about this class, school, or life in general!
Caleb Kostechka, Global Literature teacher.
E-mail: kostechka_c@4j.lane.edu
Office: 541-790-8034 (South Campus)
541-790-6636 (Sheldon Campus)
Office hours by appointment
Website: http://globalliterature2009.blogspot.com/
Please Detach and Return
Parents/Guardian
Please sign this after you have read this course description with your student. Students should return it for class credit by the next Global Literature meeting.
__________________________ __________________________
Student name (print legibly) Parent or guardian signature
2009-2010
Dear Students, Parents, Guardians,
Welcome to Global Literature. This language arts course introduces literature from various regions around the world. The foundation of this course is based on the belief that good communication skills – reading, writing, speaking, and listening – are essential for addressing universal issues in the global setting. The literature units will parallel the areas studied in Global Geography and Cultural Aesthetics. These areas will include Australia, Africa, Europe, and Asia. Woven into these units will be the study of writing, vocabulary, grammar, and speaking skills.
Goals:
*to encourage independent, self-reliant readers and writers who use language and literature to enrich their lives.
*to appreciate and understand the contributions of various cultural groups
*to develop critical and creative thinking and writing skills
*to increase vocabulary and improve language skills
*to establish and maintain a comfortable learning environment based on respect
*to develop an awareness and direction for our roles as global citizens
Themes:
*What are the universal and unique aspects of this culture?
*How do the members of this culture live today?
*What is this culture’s view of nature?
*What social roles and conventions are expected of members of this culture?
*How is the individual in the society regarded?
*What is the place of women and children in this society? What are their families like?
*What are the spiritual values of the culture? What are their customs and traditions?
*What is the response of this culture to change?
Materials: Students are expected to come to class each day with plenty of loose-leaf, college-ruled paper in a three ring binder, a pencil, a student planner to record assignments/due dates, blue or black pens, and highlighters. Other materials and resources that are essential for the successful completion of the course are colored pencils, a dictionary and thesaurus at home.
Assignments and grading:
The quality of discussions and class work is dependent upon student participation. Students should generally expect one hour of homework per class period. Homework should be completed by the beginning of class on the day it is due. Late work will receive reduced credit. I will not accept work that is more than one week late, after that assignment has been returned, or there has been an exam on that material. Academic honesty is absolutely expected. Dishonesty will result in reduced credit and possible failure. Grades will be recorded as percentages using a point system. Grades will include group work and discussion, tests and quizzes, written work, presentations, art assignments, participation, and classroom citizenship (including behavior).
Reasonable accommodations and adjustments to curriculum and grading policies will be made for students who have IEP and 504 plans.
Attendance and tardies:
Roll will be taken at the beginning of class and tardies will be recorded. Community service can be assigned after three unexcused tardies or absences, and the participation grade will be affected. If you have been absent due to illness or other legitimate reasons, always check the class blog before you return to class: http://globalliterature2009.blogspot.com/
If unclear about the assignment, come see me during office hours, not during class time, to discuss makeup work. If you are absent for a number of days or are anxious about getting the work promptly, it is recommended that you contact me by phone during my office hours or email me (before 9 pm). Work is due the day following your return to school. A late work slip must accompany any late assignment or makeup work.
Rules:
1. Be kind
2. Be honest
3. Be responsible
4. Think
5. Work hard
6. Open your mind
7. Contribute
And just to be clear …….
8. No cell phones, pagers, personal music, devices, food, gum, or drink (except water) in the classroom.
Please note:
The International High School is an alternative program. We will be reading material that will contain difficult themes. Through various types of literature, we will explore other cultures and comes to realize how they are similar and different from our own. We ask that you approach Global Literature with an open mind and suspend judgment of cultural differences in the reading you encounter. In this classroom we will resist apathy, show empathy, creativity, respect, kindness, conviction, determination, and curiosity.
Communication:
Please feel free to call or e-mail me with questions or concerns so that I can address them right away.
I am looking forward to a year full of discovery, excitement, challenge, fun, and friendship! I am here for you. Talk to me if you have concerns, frustrations, or joys to share about this class, school, or life in general!
Caleb Kostechka, Global Literature teacher.
E-mail: kostechka_c@4j.lane.edu
Office: 541-790-8034 (South Campus)
541-790-6636 (Sheldon Campus)
Office hours by appointment
Website: http://globalliterature2009.blogspot.com/
Please Detach and Return
Parents/Guardian
Please sign this after you have read this course description with your student. Students should return it for class credit by the next Global Literature meeting.
__________________________ __________________________
Student name (print legibly) Parent or guardian signature
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