UConn ECE – English 1007 Mr. Mudano (217) 2025-2026
This course provides the equivalent of a FYW (first year writing) college course. For students who choose to enroll in the UConn ECE program, successful completion of this course will earn them a credit in UConn’s ENGL 1007: The Seminar & Studio in Multimodal & Academic Writing.
UConn describes the course in the following way:
UConn’s First-Year Writing courses introduce students to the work of college writing, which includes posing questions, developing sustained intellectual projects, and generating knowledge that invites engagement with wide and varied audiences. Writing, here, is project-building—a practice of making something, composing—and the courses reflect this attention to purposeful engagement and meaningful contribution. As a prerequisite to many University courses and all Writing Competency courses, First-Year Writing seminars foreground collaborative, student-driven inquiry developed in the context of a shared course investigation. Students work on projects in which they select and define places where they might advance the class conversation across various media.
ENGL 1007 encourages students to make connections and meaning beyond individual literary texts.
This course will include both seminar-style discussions and “studio time” in class for composing and creating. Active class participation is expected in both the seminar and studio portions of class.
Students should be interested in stories and why we tell them; they should be prepared to consider the purposes of storytelling. This is a theme that will be explored throughout the year.
Students are required to read closely and actively, participate fully in class discussions and studio time, write and revise papers frequently, create multimodal projects, and reflect on their progress. Student writings include quarterly “personal thoughts” that are presented to the class, informal written reflections on the literature digitally and in class, literary analysis compositions, poetry, inquiry-based writing projects, and possibly an ongoing digital portfolio.
September - November -- Identity, Memory and Storytelling
Identity, Memory and Storytelling – How do we decide who we are? How are we changed by experience? What memories do we retain about these experiences? How do our experiences shape the stories we tell and the truths we believe? What is “truth”? What is fiction? How do stories help us to understand how we are changed and what we believe? How do stories help us to understand who we are? How do stories reflect our understanding of human nature? How do our experiences and the stories that we tell about them help us to better understand ourselves? Our history? Our culture?
Summer Reading text: All The Light We Cannot See, Americanah, Circe, Exit West, The Poisonwood Bible, Sing Unburied Sing, The Underground Railroad, or Where the Crawdads Sing,
Selected short stories and poems
The Things They Carried, Tim O’Brien
They Say, I Say, Gerald Graff & Cathy Birkenstein
Unit Project: Essay
Writing Project #1
Essay: Memory, Identity, and Storytelling
Poetry is ultimately mythology, the telling of the stories of the soul …. These stories recount the soul’s passage through the valley of this life—that is to say, its adventure in time, in history.”
— Stanley Kunitz, Academy of American Poets Chancellor (1970–1996)
What are your “stories of the soul”? What do you have to say as you look back on your own “adventure in time, in history”? How does that compare to our authors? What do your own experiences and the texts that we’ve read in this first unit suggest about the connection between memory and identity? How do our stories and storytelling help us to make sense of this?
Questions to consider: How do our memories shape our identities? How do the stories we tell reflect who we are? How do stories reflect our understanding of human nature? How do our experiences and the stories that we tell about them help us to better understand ourselves? Does a story have to happen to be true? What is the value of a story to an individual? To a society? What are the different modes we use to tell our stories?
From “Entering Conversations about Literature” in They Say I Say:
“...figuring out what a literary work is saying, offering an opinion about it, and entering into conversation and debate with others about such questions is what makes literature matter” (204).
In this essay, you’re going to continue the conversations we’ve been having in class by further exploring some of these questions and other ideas you have in response to this prompt as they apply to yourself, Tim O’Brien, Ocean Vuong, and at least one of the poets we read at the start of the school year: Clint Smith, Luis Rodriguez, Adrienne Su, Oscar Gonzales, or Sherman Alexie. Feel free to pull together sections from your earlier writings for this course or to use them as a starting point. Over the next two weeks, we will be reading most of They Say, I Say and working on the essay in Writing Workshops during class.
Texts
● The Things They Carried, Tim O’Brien
● “The Vietnam in Me,” Tim O’Brien
● Excerpt from Tim O’Brien’s Dad’s Maybe Book
● “Kissing in Vietnamese,” Ocean Vuong
● Excerpt from Ocean Vuong’s On Earth We’re Briefly Gorgeous
● Q1 Personal Thought
● Letter or poem to your Pre-Pandemic Self
• “What the fire hydrant said to the black boy” -- Clint smith
● "Peaches" -- Adrienne Su
● "Tomatoes" -- Luis Rodriguez
● “El Florida Room” -- Richard Blanco
● “How to Write the Great American Indian Novel" -- Sherman Alexie
● “waitng on the mayflower” -- Evie Shockley
● TED talk: Daniel Kahneman: The riddle of experience vs. memory
Evaluation
Successful essays will
• Include specific observations about the texts - O’Brien’s, Vuong’s, yours, and at least one of the poet’s - supported by details and specific passages from the texts
• Analyze those observations and consider the implications of them
• Articulate cogently and clearly your new understandings about memory, identity, the stories we tell, and the modes we use to tell them.
Class Focus: 1. A strong introduction and thesis
2. A clear line of reasoning/ central argument
3. Specific textual support
4. Commentary that explains how the textual support develops your central argument
November - February
Perspective, Historical Silences, and Storytelling – What is reality? Who decides? Who decides which story gets told? How does a story change depending on who does the telling? How does a story change depending on who does the reading? Whose story remains untold? How do authors use literature to address historical silences? What do novels suggest about the consequences of historical events? Does reading these works help readers “to come to terms with history”? How can fiction and storytelling help us to understand the world we live in and the events that created it?
Heart of Darkness, Joseph Conrad (excerpts?)
Things Fall Apart, by Chinua Achebe
Beloved, by Toni Morrison
Unit Project: Podcast
Project 2: Continuing the Conversation: Beloved, a Podcast
Assignment
Identify a question (a “lingering question”?) that you have after finishing Beloved and our class work this week. Follow that line of inquiry by doing some research - additional reading? Online research? A visit to the Simsbury Historical society? An interview? - and then create a podcast based on what you find.
Context
In this assignment, Beloved is a starting point but not necessarily the focus of your work. After finishing Beloved, we watched an interview in which Morrison spoke of addressing, through her novel, the forgotten stories of the victims of slavery, all of the “Beloveds” to whom her book is dedicated, and claimed that it is the artist’s job to “deal with the consequences of slavery.” We read and discussed excerpts from other contemporary novels that address historical silences. We watched a presentation by Dr. Tracey Wilson, “How Do We Tell The Story of a Town” in which Dr. Wilson demonstrated how she researches historical archives to tell the stories that have not been passed down. Finally, we discussed how Beloved recently has become a flashpoint in political campaigns. As we conclude this work, extend the discussion of these topics - the consequences of slavery, the role of the artist, historical silences, the politics of addressing those silences, etc. - by identifying a question that you’d like to explore and answer
Question:
Task:
You may work alone or with one other student.
1. Research: Once you identify your question, identify how you will follow that line of inquiry. What research will you do? This NPR link might be helpful: Beyond the 5 W's: What should you ask before starting a story? | NPR Training
2. Script: After you’ve researched your topic and gathered enough information to answer your question, plan your podcast by writing a script. What does a radio script look like? | NPR Training Your script should include source citations (what research did you do when you followed your line of inquiry?) and the audio clips you’ll include in your podcast - music, sound effects, etc. You will be submitting a first draft of your script to Google Classroom and a final draft to www.turnitin.com once it’s revised.
3. Recording your podcast: This link should also be helpful as you start to think about how to record and shape your podcast. Starting Your Podcast: A Guide For Students : NPR.
4. Sharing: You will post a link to your podcast to Google Classroom, in the stream. All podcasts should be available for your classmates to listen to.
5. Listening and Responding: You will listen to at least two of your classmates’ podcasts (one assigned and one choice) and write a reflective response. These responses will be shared with the authors of the podcast and Mr. Mudano.
Podcasting in WeVideo
You can create podcasts on WeVideo from your Chromebook.
Please watch this video tutorial for the visual steps below.
1. Login with your school Google account at www.wevideo.com
2. Choose “personal” to start something of your own from scratch.
3. Choose “Create New” from the top, left corner and choose Podcast.
4. Decide the folder to save the Project in, such as My Projects.
5. Click “Record”, then “stop” and “save” after you have finished your recording.
6. You can cut out parts that you deem mistakes by using the tools to zoom in and out and the scissor tool.
7. When you finish editing, choose “Finish” and export the Podcast to Google Drive, and select the setting for Public or Private within WeVideo itself.
8. You can share the link to the WeVideo site (if set to Public), or the link to the Google Drive file (which you would also need to set to either public or people within Simsburyschools.net).
Due Dates
TBD: Questions due. Critical Friends PT work and Studio Time for your podcasts.
TBD: Scripts due, posted to www.turnitin.com
TBD: Podcasts due, posted to Google Classroom stream, by the end of the school day.
TBD: Response to Classmates’ podcasts due.
Evaluation:
• The podcast assignment will be evaluated based on both the script and the final product. Since this is a process assignment, it will be worth 100 x 2 = 200 points. Does your work:
• Extend the class conversations in an insightful and meaningful way?
• Develop and support the ideas you raise with specificity, detail and purpose?
• Cite your research?
• Present the information in an entertaining format that engages the listener?
• The response will be evaluated like a blog post (10 pts x 3 = 30 points), based on your specificity and detail in
responding to both podcasts to which you listen.
Evaluation
Successful podcasts will
• Include specific observations about the texts, including Beloved, another literary text, and one nonfiction article (“The Telling of Beloved” or “Witness Stones”), supported by details and specific passages from the texts
• Analyze those observations and consider the implications of them
• Articulate cogently and clearly your new understandings about historical silence, storytelling, perspective, fiction, history, etc.
• Be about 1,500 - 2,500 words
Class Focus: 1. A clear line of inquiry.
2. Research following that line of inquiry, including citations.
3. A fully developed explanation of your new understandings.
4. An interesting and entertaining podcast that showcases those new understandings
February - April
Using Storytelling to Make Meaning in a Troubled and Troubling World: How do we use storytelling to understand the world and find our place in it? Can storytelling help us to make sense of our place and purpose in a confusing and chaotic world? Can it help us to understand what makes us feel alienated or despairing and also what makes us feel connected or hopeful? What do stories suggest about how to navigate conflicts between ourselves and the world around us? About how to resolve them? Are stories the means by which we integrate our new experiences into our lives? What are the different ways we tell stories?
Hamlet, William Shakespeare
Selected Poetry
Run, Lola, Run (film)
Big Fish (film)
Unit Project: Hamlet Trailer
Writng Project #3: Hamlet Creative Projects: Responding to a Crux!
HAMLET – Movie Trailers
Throughout our study of Hamlet, we have considered different possible interpretations of the text and have compared scenes from different video versions. To conclude our study of Hamlet, you will write a literary analysis essay that answers ONE of the cruxes of the play and then create a movie trailer that conveys your vision of the play.
Students will post their completed parts of the project to Google Classroom, and one student in the group per classroom will post the group work for everyone. **This should be determined when groups are formed.**
PART ONE: Interpretation and Sales Pitch (group)
Interpretation
What is your interpretation of the play? Begin by considering the characters and their relationships. What kind of person is Hamlet? Does he truly go mad or does he remain calculating throughout the play? What kind of relationship does he have with his mother? With Ophelia? Why DOES it take so long for him to act on the ghost’s command? Discuss the following five cruxes within your group and answer TWO of them in your interpretation.
• Is the ghost malign or benign? Does he come from hell or purgatory – classic or Christian ghost seeking revenge? Can the ghost’s word be taken? (Shakespeare continues questions by making the ghost invisible to Gertrude in the closet scene – inconsistent with other scenes in which the ghost is visible to others as well)
• How much time elapses between Hamlet’s crucial encounter with the ghost and his encounter with Ophelia? (Between Acts I and II) Is it a long time of depression/ inaction? (indications are not decisive) What has he been doing with his time?
• Hamlet’s famous “antic disposition” – “assume a guise of madness.” He initially seems to be in control, but later behavior seems to belie that he’s in control. Is he pretending? Or is it a true psychic disorder? He veers wildly between resolve and action/ passivity and action – passes through many moods.
• Does Hamlet “really love” Ophelia? What does love mean? How deep are his feelings for her? What kind of person is she? How intimate was their relationship?
• What accounts for the change in Hamlet after his return from England? What happens on the pirate ship that gives us a Hamlet totally changed in mood? (Sardonic, but for moments still passionate)
Sales Pitch:
Once you have a clear idea of your understanding of the play, consider the trailer that you would make for your movie version. A trailer is designed to sell a movie and to get the audience to come see it. How would you sell your version of Hamlet? Is this play a suspense tale? A ghost story? An existential tale of youthful angst and alienation? A political thriller? A study of a dysfunctional family? A doomed romance? Whatever angle you decide to use to “sell” your play, you must stay true to the text.
Fill in the blank.
Hamlet is a story of _______________________________________________________
This essay will start with your analysis of one of the cruxes in Hamlet, including quotes that support your interpretation. Then explain how that analysis shapes your interpretation and understanding of the play. End by explaining how you plan to “sell” this interpretation in your trailer.
This essay will stand as a separate grade. **DUE
PART TWO: Storyboards, Trailer, Movie Poster (group)
Storyboards
Go through the play and consider what lines and sections of scenes you would include in your trailer. Your scenes and lines should be carefully selected to develop your interpretation AND sell your movie.
Plan your trailer. At this point, you should also consider your visual and sound elements. Your narration should be in modern English, but the lines in your scenes should be from the text.
Trailer
Once you have your completed storyboard, you are ready to film! Using a digital camera, film the scenes with your group. Edit the scenes and add the narration and background music.
Elements of a trailer:
1. Narration (voice-over)
2. Scenes shown – audio and visual elements
3. Graphics – text and titles
4. Music
Movie Poster
Create a “poster” selling your version of Hamlet. See the samples in the classroom.
PART THREE: Reflection (individual)
The best reflections are going to indicate that you honestly and thoughtfully reflected about the following aspects of your trailer: Please address each of the following topics, writing a paragraph for each.
The play:
• What new insights into Hamlet did you gain? What new understandings of the characters, their relationships, Hamlet’s motivation, etc. did you gain as you discussed your interpretation and staged your trailer?
The interpretation:
• How effective were you and your group at bringing your interpretation to life?
• Did your interpretation change as you created your trailer? If so, how and why?
What new insights into the medium of film did you discover? Consider questions such as the following in your response:
• How did you decide WHERE to stage your scenes?
• What film devices did you use and how did they help to convey your interpretation?
• What decisions did you make regarding the costumes of your actors that helped to make your interpretation more clear?
• Explain your choices for the scoring of the trailer. Why did you choose these songs? What effect were you hoping to create through these choices? Were you successful?
You and storytelling:
• What did you learn about yourself? Your ability to work in a group? Your ability to work with video?
• What is the better medium for telling stories, do you think – films? Plays? Novels? Why?
Hamlet trailers RUBRIC
A OUTSTANDING
• The storyboard used by students is handed in. The storyboard clearly conveys the interpretation of Hamlet presented in the trailer. It is a working document, showing evidence of revision and change.
• The narration is interesting and successfully unites the trailer, using both text and voice-over to engage the audience.
• Film devices, including different film angles and shots, are used very effectively to create interest and add meaning.
• The staging of the scene(s) is creative, deliberate, and well acted by the students.
• Props and costumes are used effectively to create interest and add meaning.
• An appropriate score is used to emphasize the interpretation of Hamlet being presented and to enhance the audience’s interest in the trailer.
• The final trailer is successfully edited with graphics that add interest and enhance meaning.
• The poster is carefully done, interesting and appropriate for the trailer, successfully suggesting the interpretation of Hamlet.
B COMMENDABLE
• The storyboard used by students is handed in. The storyboard conveys the interpretation of Hamlet presented in the trailer. It is a working document, showing evidence of revision and change, but is not as thorough or as interesting as the stronger storyboards.
• The narration is somewhat interesting and attempts to unite the trailer.
• Film devices are used to create interest and add meaning, but not as successfully as the stronger trailers.
• The staging of the scene(s) is sometimes creative, deliberate, and well acted by the students.
• Props and costumes were used to create interest and add meaning.
• An appropriate score mostly emphasizes the interpretation of Hamlet being presented and enhances the audience’s interest in the trailer.
• The final trailer is mostly successfully edited with graphics that add interest and enhance meaning.
• The poster is carefully done, interesting and appropriate for the trailer, somewhat successfully suggesting the interpretation of Hamlet.
C ADEQUATE
• The storyboard used by students is handed in. The storyboard conveys a sense of the interpretation of Hamlet presented in the trailer, but is more superficial, less appropriate, and less successful than the stronger storyboards or there’s no evidence that it’s a working document, showing evidence of revision and change.
• The narration attempts to unite the trailer, not always successfully or clearly.
• Film devices are attempted to create interest and add meaning.
• The staging of the scene(s) is sometimes creative, deliberate, and well acted by the students.
• Props and costumes were used to create some interest and add some meaning.
• The score may or may not appropriately emphasize the interpretation of Hamlet being presented or enhance the audience’s interest in the trailer.
• The final trailer is not as successfully edited as the stronger trailers. The scenes may not follow one another as smoothly and/ or the graphics may not be used as successfully.
• The poster is not as carefully done or is not as interesting or appropriate for the trailer; the interpretation of Hamlet isn’t clear.
D INADEQUATE
• No storyboard is handed in or it is very brief or carelessly done.
• There is no narration – either in text or voice over.
• Few film devices are attempted to create interest and add meaning.
• The staging of the scene(s) does not seem creative, deliberate, or well acted by the students.
• Props and costumes were not used to create some interest and add some meaning.
• The score seems to contradict the interpretation of Hamlet being presented or there isn’t a score.
• The final trailer is not as successfully edited as the stronger trailers. The scenes may not follow one another as smoothly and/ or the graphics may not be used as successfully.
• The poster is not carefully done or not done at all.
May - June
The Stories We Tell: How do we use storytelling to make a whole out of a fragmented life? Are stories the means by which we integrate our new experiences into our lives? Is storytelling a way to understand and make sense of the human condition?
Selected Poetry
Big Fish (film)
Run, Lola, Run (film)
Writing Project #4: Poetry Portfolio and Poetry Slams
APE Poetry Portfolio: Required elements
• Ode to a Common Object
• Dramatic Monologue or Perspective Poem
• Open choice: Some possibilities include Childhood Memory Poem, Three Things I Know to Be True, Subtotal Poem, Poem of Instruction
* All students will be participate in a “Poetry Slam” held in class. The winners of that Slam will move on to the Round 2 Poetry Slam, also held in class. The winners of Round 2 will participate in a Poetry Slam Finals Assembly! All participants who proceed to Round 2 and then to the Finals will earn extra credit!
The World According to Mud
(Or, how to succeed in English, graduate in June, and not feel like a loser)
Mr. Mud’s Rules for the Road
My Great Expectations
* Attendance and tardiness: come to class every day; be prepared and on time. Our exploration of literature and writing is a cooperative journey that takes place during class time. Your presence and your willingness to contribute your brilliant insights and ideas are essential to the success of this course. You are expected to arrive on time and be in your seat when the bell rings. See the school tardy policy on page 25 in the Simsbury High School Student / Parent Handbook. If the bell rings and you are not in the room, you are tardy. Note: You are required to ASK me if there is a college program that you would like to attend; you are responsible for all missed work and do not get an extension. (Responsible)
* I expect you to come to class prepared with the materials you will need for the day. I would rather not send you to your locker during class. If you come to class unprepared three or more times, you will be issued a book detention that must be served the following day.
* I expect and believe that you have chosen an advanced English course because you are truly interested in reading, writing, and thoughtfully exploring questions in your writing and class discussions. I will rely heavily on your interest and good will and assume that you are well-prepared for class discussion every day. If, for any reason, you are unable to complete an assignment, speak to me or email me BEFORE class begins.
* I believe in Total Quality and expect each of you to work to the full level of your ability. Assignments that are not done to the best of your ability will be handed back ungraded for improvement. You will be given every reasonable opportunity to present your best work.
From the Simsbury High School Student & Parent/ Guardian Handbook
ACADEMIC INTEGRITY
Honesty and integrity are among the most highly regarded and respected values of the Simsbury High School community. Students are expected to rely upon their own resources and efforts in order to complete coursework.
Cheating is a violation of this standard and includes, but is not limited to, the following:
1. Unauthorized use of prepared materials or information prior to or during testing;
2. Copying another person’s homework, class work, research paper, or test; or allowing another to copy your work;
3. Turning in someone else’s work as your own, which includes the use of Artificial Intelligence (AI);
4. Securing the questions/tasks for a test or other graded assignment that has been previously given to other students;
5. Plagiarism—failing to use sufficient documentation when using materials from print or electronically generated sources; and
6. Unauthorized use of teacher materials, accessed from desk, files, or computer
Consequences:
1. Parents/guardians, school counseling department, and administrators will be notified of the incident referrals.
2. Student may receive a zero for any work in which cheating has occurred.
3. The student may jeopardize his/her eligibility for awards and recognition offered by Simsbury High School (including National Honor Society).
4. A student may face disciplinary consequences from the school including, but not limited to, suspension.
Mr. Mudano -- APE Lit & Comp| Google Drive Requirement
To foster an effective system for learning, students are required to originate and complete all of their English writing assignments using their school Google account. Doing so allows me, as your teacher, the ability to see each step of your writing process, both to support areas of needed growth and to protect against plagiarism. Thus, only work that has been created in the student’s Google Classroom account, following all teacher required writing process steps (in order), and submitted to Turnitin.com for final draft, will be graded.
If a student submits a final draft with no supporting documentation in the school Google account, they will not earn credit for that assignment. Thus, they should not begin assignments on home computers (unless logged into their school account), use other platforms for writing, or attempt to skip steps of the writing process to save time. Much of the writing process is done in class, so students can receive support in real time.
Absence/Make-up Work
* Reading and or literature quizzes: If you are absent on the day of a quiz, you must make it up on the day that you return. If you are absent for more than two days, you must see me the day that you return to set up a schedule for making them up. I will give you every opportunity to succeed, but any quizzes or work that is not made up in a timely fashion will be assessed as zeros. You are expected to check Google Classroom whenever you are absent.
* You need to let me know ahead of time if you have more than two major assignments due on a specific day so I can make adjustments. (Responsible)
* Papers and Written Assignments: If you are in school on the day that a written assignment is due, it must be handed in that day. I expect to receive all assignments during the class period. Have everything printed before class!
*If you are absent on the day that something is due, but are in school the next day (and we do not meet as a class) I still expect to receive the work that day.
* Late Assignments: I expect all assignments to be handed in on time. All late work receives a -10 point per day penalty. Weekends count as 2 days, so if a paper is due on Friday, and you hand it in on Monday, your grade starts at a 70%. If there are extenuating circumstances I will make exceptions, but you need to email ahead of time and see me prior to the start of the day to discuss your issue with me.
*The work in this class is assigned with a specific purpose and if you are absent and don’t make up an assignment in a reasonable period of time, it is no longer serving that purpose and will be assessed as a zero.
*Blogs are due no later than 6:00 a.m. I need time to read them in order to prepare for class discussions. Late blogs will not be accepted. All blogs must be posted to Turnitin.com as well.
*There will be reading quizzes, AP-style tests, and some test prep related to the AP Exam, but the focus of this seminar-style course will be on reading, writing, and discussion.
Writing
Writing assignments will include informal reflective writing (on paper and digitally), formal analysis based on close reading, synthesis essays, creative writing, and personal thoughts. Each unit will conclude with a writing project that pulls together and extends individually the ideas of that unit. You should expect to write multiple papers each quarter and engage in the writing process, revising your writing regularly based on feedback from your peers and your teacher.
Each assignment will have specific criteria that must be followed. Failure to do so will adversely affect the grade that you earn on the assignment. AP rubrics will be used to assess most writing assignments.
I suggest that you see me any time that you have any questions about your writing. I will always be available for writing conferences during any of our writing assignments. Please take advantage of this. You are expected to address all the revision suggestions that I make on your rough drafts.
Independent Reading
I encourage you to read for pleasure outside of class as often as time permits.
Homework/Quizzes/Exams/Calendars
You should expect to have homework every night -- give or take a night or two. I will check your homework on a daily basis, and the majority of it will be collected and assessed. Always remember a heading!
You will be quizzed on work done in class and the previous night’s reading. Not all quizzes will be announced, but if you have a reading assignment plan on a brief quiz for the following day. I generally drop one or two of your lowest quiz grades at the end of each quarter. All written responses including quizzes must follow the rules of grammar. Penalties will be assessed for poor basic grammar.
Essays and/or some other form of final assessment will be assigned at the end of each major unit. These will be announced and you will have plenty of time to complete and prepare for them.
A syllabus will be handed out for each unit. This will allow you to plan ahead and work around your busy schedules. I understand how busy many of you are, but please remember that your number one focus is academics. If you notice a conflict of some kind with a due-date please see me early so we can try to work around it. The syllabus will be posted on Google Classroom, but unless there are major revisions that need to be made, updates will be done in class. Students will be responsible for those updates.
Notes
I suggest that you to take notes on the works of literature that we read and during class – it will help you to better understand and retain the information. It is also a skill that you will need to master to be successful in high school and college. If you hand in your notes, I will give you 5 points on the quiz. I reserve the right to examine your notes and to refuse you the bonus points if I do not feel that you have put in a good faith effort.
Office Hours
I am located in room 217, and I am there during the morning from about 6:00 a.m. and throughout the day. I am also available during my lunch and study halls, and after school. Drop in or make an appointment. If you stop in, I will always try to accommodate you – if I am not in my room, leave me a note.
I encourage you to see me in the morning if there is ever anything that you read and did not understand. I can answer your questions, clarify the reading, and you will show me that you care about the class. You will also do well on the quiz you will have that day.
Hats/Hoods/Eating/Drinking/Electronics/Your area
You can wear hats as long as I can see your face. You cannot wear hats during presentations. If I ask you to remove your hat, you are expected to do so – bad hair day or not... You are not allowed to wear a hood in my classroom. Join a monastery if you want to wear a hood.
You may not eat in class unless you have an accommodation. You may drink water or coffee in class as long as you are not disruptive. Keep it off of your desk. The custodial staff is stretched to their limit, and we do not want to make more work for them by spilling Gatorade, juice, etc.
All electronic devices are to be silenced and put away once you enter my room. I would suggest that you use the phone tree and avoid any issues and give yourself a break. If I see you with any type of electronic device in my room, you will be written up – the phone tree and this policy is your warning. You will not be allowed to take your phone with you if you leave the room during the class period. Air pods and ear buds must also be removed once you reach your seat. DO NOT take your phone out if we have a minute or two left of class – take that time to have a face-to-face conversation with a peer. This does not apply to any student who has an accommodation. Also, if something comes up and you need to communicate with a parent or guardian, just ask and I’ll let you.
Pick up all papers (even if they are not yours), do not write on your desk, and leave the area around your desk neat and clean.
Written Assignment Format
* Please follow the MLA format.
Your name
Mr.Mudano
12-1, + Assignment
1 October 2025
* Write as legibly as possible. Do not cram as much as you can onto one page. The easier it is for me to read, the more likely you are to receive the credit that you deserve. If you have poor penmanship like I do please type!
* Always use ink unless you only have a pencil.
Homework/Teamwork
Homework and teamwork will usually be graded using the following scale.
The student showed an excellent understanding of the assignment, fulfilled all criteria of the assignment, and prepared the assignment practically error free. The assignment showed an outstanding effort. numerical = 90-100
The student showed a good understanding of the assignment, fulfilled almost all of the criteria of the assignment, and prepared the assignment reasonably error free. The assignment showed a commendable effort. numerical = 80-89
The student showed an adequate understanding of the assignment, fulfilled some of the criteria of the assignment, and prepared the assignment and it was generally error free. The assignment showed an adequate effort. numerical = 70-79
The student showed a less than adequate understanding of the assignment, fulfilled few of the criteria of the assignment, and prepared the assignment in a careless manner. The assignment showed inconsistent effort. Numerical = 60-69
The student did not complete the assignment or the assignment is inadequate in all respects. The assignment showed little or no effort. Numerical = 0-59
Class Discussions
You will be expected to participate in class discussions. You will have time to prepare for them and will have ample time to participate. You will be graded on the quality of your preparation, on the quality of the notes that you take, on the number of times that you meaningfully participate in the actual discussion, and on your Lingering Question and New Understanding. I will grade your notes and prep and keep track of the number of times that you participate.
Try to participate at least once during the discussion and take effective notes.
I use a scale to determine your final discussion grade. If you earn a 98 on your prep, class notes, and Lingering Question and New Understanding, and participate 3X, you will earn a 98; if you participate 2X, you will earn a 93; if you participate 1X, you will earn an 88; and if you do not participate at all, you will earn a 78. So, keep two things in mind: 1. It is important to thoughtfully prepare, take effective notes, and write insightful LQs and NUs, and 2. Say something meaningful and relevant during each discussion.
Class Participation Rubric – be real about your performance and make it easy for me to give you the grade you deserve.
An “A” or “Outstanding” student
• Always prepares for class fully and thoughtfully
• Reads in preparation for class consistently, closely, and carefully (as is indicated by classwork and thorough reading notes)
• Regularly contributes in a meaningful, reflective, and insightful way to class discussion
• Regularly contributes in a meaningful, reflective, and insightful way to the class blog page
• Attends to and reflects thoughtfully on the contributions of others in class discussion, as evidenced by his/her written work, notes, and comments in class
• Always hands in work that has been carefully completed, thoroughly proofread and displays a high level of care
• Always contributes fully and meaningfully to group or partner work.
• Regularly revises written work in a thoughtful, reflective, and meaningful way
• Is focused and attentive throughout each class period (as is evidenced by notes among other indicators)
• Reviews and reflects on work in class and in conferences
• In case of absence always checks email, Google Classroom for assignments, and completes work when able
• Never needs to be personally reminded about cell phone, earbuds, or the use of other electronic devices
• Consistently arrives to class on time.
• Is consistently present in class.
A “B” or “Very Good” student
• Always prepares for class
• Consistently reads in preparation for class as is evidenced by class work and some brief notes
• Contributes to class discussion less regularly and/or less insightfully than the stronger students
• Contributes to the class blog less regularly and/or less insightfully than the stronger students
• Attends to and reflects on the contributions of others in class discussion, as evidenced by his/her written work, notes, and comments in class
• Always hands in work that has been carefully completed, proofread and displays a high level of care
• Regularly contributes to group or partner work.
• Occasionally needs reminders to stay focused and attentive throughout each class period
• Hands in work that has been completed, proofread and displays a level of care, but not as carefully or thoroughly as the ”A” student
• Regularly revises written work but not always as thoroughly or as thoughtfully as the stronger students
• In case of absence often checks email and Google Classroom for assignments
• Often reviews and reflects on work in class and in conferences
• Rarely needs to be personally reminded about cell phone, earbuds, or the use of other electronic devices
• Usually arrives to class on time
• Is usually present in class
A “C” or “Adequate” student
• Prepares for class, but not as fully or thoughtfully as the “A” or “B” students
• Mostly reads in preparation for class, but not as consistently, closely, or carefully as the “A” or “B” students as is indicated by classwork and inconsistent/brief notes
• Often does not participate orally in class discussion, summarizes what’s already been said, and/or needs to be reminded to participate
• Sometimes contributes to the class blog
• May not always attend to and reflect on the contributions of others in class discussion, as evidenced by his/her written work, lack of notes, and comments in class
• Contributes to group or partner work but less effectively then the “A” or “B” students
• Hands in work but it may be incomplete, display obvious proofreading errors, but shows some care
• Sometimes needs reminders to stay focused and attentive throughout each class period
• Sometimes revises written work but less thoroughly or as thoughtfully as the “A” or “B” student
• Sometimes reviews and reflects on work in class and in conferences
• In case of absence infrequently checks Google Classroom for assignments
• Regularly needs to be personally reminded about cell phone, earbuds, or the use of other electronic devices
• Is sometimes late to class.
• Attends school when supposed to on a less frequent basis and is not parent excused.
A “D-F” or “Inadequate” student
• Typically not prepared for class
• Rarely reads in preparation for class, and not as consistently, closely, or carefully as the stronger students
• Often does not participate orally in class discussion
• Infrequently and inconsistently contributes to the class blog
• Rarely revises written work or does so poorly
• May not always attend to and reflect on the contributions of others in class discussion, as evidenced by his/her written work, lack of notes, and comments in class
• Not engaged in group or partner work
• Often needs reminders to stay focused and attentive throughout each class period Rarely reviews and reflects on assignments
• In case of absence rarely or never checks Google Classroom for assignments
• Frequently needs to be personally reminded about cell phone, earbuds, or the use of other electronic devices
• Consistently arrives late to class
Do not use the word “like” (unless making a comparison) or end your sentences with “uhm, yeah.”! Room 217 is a “like” and “uhm, yeah”-free zone!
Class Conduct – Follow the “Trojan Code”
In order to… You should….
BE RESPECTFUL Listen when someone else is speaking
Consider the comments of your classmates when participating in class discussion
Challenge ideas rather than individuals in class discussion
Turn off/ silence cell phones during class
BE HONORABLE Be truthful and accountable
Demonstrate academic integrity
Do your best work
BE RESPONSIBLE Arrive on time
Be prepared with homework completed and materials necessary
Leave your area as you found it or better
Use technology for academic purposes only
Your Grade
During each quarter you will complete different types of assignments that will make up your grade. The types and percentages are as follows:
• Writing and literature will count as 70 % of your grade – this includes essays, tests, projects, quizzes, teamwork and classwork.
• Class Participation, class discussions, and blogs – 30% -- a student will assess their class participation at least 2x a quarter
In order to calculate your final grade for each quarter, each grade is weighted based on the time and rigor of the assignment. I usually determine the final weight of major assignments at the end of the quarter. This allows me to consider how much time was spent on each assignment and to weight it accordingly. This also allows the flexibility to weight assignments that were successful more heavily. I usually drop a low reading-check grade, and add a point to each student’s grade at the end of the quarter.
Keep in mind – this is a college level literature course and you are expected to insightfully and thoughtfully read, speak, and write.
Potential:
You all have the potential to succeed in this class. I will do everything in my power to help you reach that potential, but ultimately you must make the choice to do well. I have standards, and you must rise to them. If you make the effort, you will reap the rewards -- a good education and something I cannot give you -- self-respect.