English 10 Honors Pre-Advanced Placement: 2016-2017 Course Expectations and Course Agreement Ms. Jorgensen Ms. Martin Mr. Miles Ms. Moss lajorgensen@interact.ccsd.net kmartin@interact.ccsd.net pbmiles@interact.ccsd.net cmoss@interact.ccsd.net Course Scope: This one-year course provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors by the accelerated instructional pacing and depth of content. This rigorous honors course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of styles and genres. The course is also structured chronologically based on the genres and movements of American literature. Students are expected to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation. Course Goals: 1. To use complex rhetoric in writing or speaking that includes controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through more sophisticated diction and structure in preparation for future advanced placement courses. [W.9-10.1, 2, 4, 5; SL.9-10.1, 4, 6; L.9-10.1, 3, 5, 6] 2. To become skilled at using a variety of writing modes for a variety of audiences, tasks, and purposes whether writing argument, literary analysis, research, creative, or reflective pieces. [W.9-10.1-10] 3. To explore a variety of American literary, non-fiction, and expository texts of exceptional craft and thought whose range provides opportunities to identify and explain in writing or speaking a writer s use of rhetorical strategies and techniques. [RL.9-10.1-7, 9, 10; RI.9-10.1-10; W.9-10.1, 2, 4, 9; SL.9-10.3] 4. To understand how various stylistic effects are achieved by authors or speakers linguistic and rhetorical choices, and to be able to analyze these choices. [RL.9-10.5; RI.9-10.5, 6; W.9-10.1b, 2d; SL.9-10.3; L.9-10.5] 5. To analyze, interpret, and criticize a wide variety of primary sources such as documentary materials, works of art, pictorial and graphic materials, and text that reflect an author s historical, cultural, or social perspective. [RL.9-10.6, 9; RI.9-10.6, 9; W.9-10.7-10; SL.9-10.3] 6. To engage in research and inquiry not only to gain understanding of a subject, answer a question, and broaden/narrow a topic; but also to draw upon collected evidence in support of written analysis, reflection, and discussion, whether in writing or speaking. [W.9-10.7-9; SL.9-10.4-6] 7. To develop and demonstrate a range of speaking and listening skills built around American literature that fosters critical listening and informed expression of ideas. [SL.9-10.1, 3-6] 8. To demonstrate control over and consistently use the conventions of standard English grammar as well as the ability to choose words appropriate to audience, task, purpose, and discipline to communicate ideas in writing or orally. [W.9-10.4-6; SL.9-10.6] 9. To begin to demonstrate sophistication in diction, syntax, voice, and structure to prepare for future advanced placement level courses. [W.9-10.1, 2, 4-6; L.9-10.1-6] 1
Success requires commitment from students, parents/guardians and teachers involved in advanced programs. The teacher agrees to conduct the course using innovative strategies and content at a pace appropriate to the grade level. The teacher communicates student progress through regularly scheduled progress and grade reports. The teacher will provide immediate intervention when needed and will conference with students and parents/guardians regularly regarding progress. The parents/guardians consider the course expectations carefully and reach an understanding and agreement with the student concerning the rigor and demands of the course. Parents/guardians agree to support the student s organization and time management to complete course work. Parents/guardians will notify the teacher of any concerns relating to the course requirements or the student s progress. By signing below, parents/guardians understand course expectations and are granting permission for their child to participate in this rigorous course. The student(s) agrees to organize his/her efforts and time to successfully complete the course. By signing the last page, the student understands this agreement and commits to participate in the course for the entire year. Course Placement: It is expected that a student will remain in an advanced course for the entire year. If a student struggles, various academic supports and interventions will be employed and conferences will be held during the first semester so that a teacher, parent/guardian and the student may review student progress and reach consensus as to the appropriate support and/or course placement for the second semester. MATERIALS / TEXTBOOK: Students will have to provide copies of various novels throughout the course of the year; these novels will be announced later. Additional handouts will be supplemented as needed. All students should have access to a college-level dictionary and thesaurus. COURSE OUTLINE: First Quarter: Technology and Voice Independent Reading: selection from reading list to be provided Second Quarter: Personal Narrative Independent Reading: selection from reading list to be provided Third Quarter: Argumentation Independent Reading: Thank You for Arguing Fourth Quarter: Social Issues Independent Reading: selection from reading list to be provided Vocabulary, essays, outside reading, as well as individual and group projects/presentations will be incorporated into class time and, consequently, a means of evaluation. HOMEWORK: The teacher may assign homework daily. Homework may include reading assignments, writing assignments, vocabulary assignments, grammar assignments, or reinforcement and enhancement activities. Late homework will be accepted after one day with a 50% deduction of the total possible points. If we can t read it, we can t grade it, and the student will receive a zero. Homework, completed in blue/black ink, is due at the beginning of the period. Assignments turned in with no name or heading will receive zero credit until claimed by the unidentified author. 2
MAJOR ASSIGNMENTS: 1. A project or major assignment is defined as any assignment whose total point value approaches 10% of a single quarter grade. 2. Hard due dates for major assignments will always be given in advance. Students will have the opportunity to turn the assignment in early to accommodate any prearranged absence or activity. 3. Any major assignment that is not turned in at the beginning of the class period it is due will be considered late. If the assignment reaches the teacher s classroom or mailbox before the end of that school day a 10% reduction in point value will be applied. **If the assignment is turned in one day late 25% of the total possible points will be deducted. **If the assignment is turned in two days late 50% of the total possible points will be deducted. **If the assignment is turned in three days late 75% of the total possible points will be deducted. **Assignments will not be accepted after the fourth late day. The student will receive a zero for that assignment. **Students should utilize all means available to turn in projects on time, including delivery by friends or relatives. Assignments can always be turned in to the office receptionist to be placed in my mailbox. 4. This graduated grading policy applies to both excused and unexcused absences and does not apply to daily homework assignments or to assignments that are completed in the classroom. 5. Partial Day Absences and Due Dates Students are often absent for part of the school day due to medical/dental appointments, field trips, or other school-approved activities. In all such cases, students are required to hand in previously assigned work that is due on that date. It may be dropped off in the classroom or handed in to the office receptionist to be placed in the teacher s mailbox. GRADING: Grading will be based on the following system: Criteria for quarter grades: Reading = 25% Speaking/Listening = 25% Language & Writing = 50% Quarter Grade =100% Criteria for semester grades: Quarter 1 =40% Quarter 2 =40% Semester Exam =20% Semester Grade =100% Explanation of a student s grade: 90-100% A 80-89% B 70-79% C 60-69% D 0-59% F IN Incomplete NG No grade 3
MAKE UP WORK: 1. Make up work is available to students upon their return. If further explanation is needed, students must either see teacher before or after school. Do not discuss make up work once class has begun and the day s activity is under way. When a student is absent from class, he or she has three days from the day of his or her return to submit any make up assignments. After this time period has passed the student will receive a zero for the missed assignment. If there are extenuating circumstances students should see the teacher for any additional arrangements. 2. Major Quiz/Test Make Up Policy - Students who are absent (excused or unexcused) on the day of a previously announced major quiz or test must be prepared to take the missed test or quiz immediately upon return from the absence. Absent students should not expect any grace period due to the absence. In order to ensure fairness to all students, no additional study time should be expected for students who are absent on major test days. To arrange to make up a major test or quiz a student must see teacher IMMEDIATELY upon his or her return to school to make the appropriate arrangements. A student will be given a maximum of three days to make up major tests and quizzes. If a student chooses not to make up the test or quiz in an appropriate and timely manner, he or she will receive a zero on the test or quiz. Previously scheduled presentations cannot be made up barring debilitating illness or family tragedy as deemed legitimate by the instructor. ATTENDANCE: A. If you exceed 10 unapproved absences per semester you may not receive credit for this course. B. Students who are not prepared for class when the bell rings will be considered tardy. This means students must be seated, quiet, attentive and/or working when the bell rings. Coronado s Tardy Policy will be strictly followed. C. If you enter the room late and you have a pass, please hand it to the teacher immediately or show your cougar planner. D. Regular and consistent attendance is important for success in this course. Our study of literature will be broad and historical. Much of the lecture and discussion completed in the classroom will enhance the student s understanding of the literary works and time periods. PARTICIPATION: Classroom Participation is an integral part of the learning process and student achievement. All students will be expected to attend class, be on time, be prepared, and participate in classroom lessons, all of which will be reflected in student evaluations and grades. Participation points will be based on participation in class discussions. Students will lose participation points for the following reasons: classroom infractions, including but not limited to missing materials, being tardy, being off task. Students have the opportunity to re-earn or earn extra participation points by going above and beyond in the classroom. These extra points will counteract any missing participation points or will serve as automatic extra-credit. 4
Citizenship Grade: O Outstanding S Satisfactory N Needs Improvement U Unsatisfactory A student s citizenship grade will be based on daily performance in the classroom. Inappropriate classroom behavior will result in a reduction of this grade. BEHAVIOR GUIDELINES: A. Class Rules: -No sleeping. -The 3 R s: READINESS - be prepared for class (notebook, pen or pencil, novel, Cougar planner, etc.) RESPECT - for other students right to learn, the instructor s right to teach, and for property belonging to others. RESPONSIBILITY - for your own actions and decisions (mistakes are OK; it s the lack of effort that constitutes failure) B. Disciplinary action will be taken for inappropriate/disruptive behavior. 1. Verbal warning/student-teacher conference 2. Parent contact 3. Counselor referral 4. Dean referral C. PLAGIARISM Plagiarism, the use of another s ideas or words without properly crediting you source is unethical, academically dishonest, and illegal. At many colleges, plagiarism can result in a student being expelled from school. Be certain you know what constitutes plagiarism. It will not be tolerated in this class and will result in an automatic (0) zero on the applicable assignment and a U in Citizenship for the quarter. While the advent of the Internet has made plagiarism easier for students to perpetrate, it has also made it easier for teachers to catch. All outside writing assignments at Coronado High School will be submitted via Turnitin.com, a software program which checks for plagiarism. In addition to a zero tolerance policy on plagiarism, we would like to make it clear that the following policies will prevail in our class: *Students are expected to do their own work. Any evidence of copied work or cheating in any way will result in a (0) zero on that assignment, test, or quiz for all parties involved and an Unsatisfactory Citizenship grade for that quarter. *It is impossible for a teacher to know the subject of a conversation which occurs during a quiz or test; therefore, any talking which occurs during a quiz or a test, whether related to the subject matter or not, will result in a grade of (0) zero for all parties involved. 5
INDEPENDENT READING: Students will be required to obtain and read four texts outside of class. You may choose to utilize a library or to purchase the texts. Cliffs Notes Cliffs Notes (and its clones) do have a place in our world; however, these tools can be used to assist you in forming your own ideas about a piece of literature or to help clarify confusing sections of the text. Never depend on Cliff Notes to do more than help you make sense of confusing plot or character details. Literary criticism and analysis should always come from you. Reading Cliff Notes will not substitute for reading the actual literary work. You are only cheating yourself. SUPPLIES/NOTEBOOK REQUIREMENTS: 3 ring binder A black/white composition notebook Turnitin.com account Flash drive Blue/Black ink pens Colored pens for grading/revising College-ruled loose leaf paper Google Drive account You are required to keep a notebook for English. Your notebook may be checked periodically, and a notebook grade will be earned in the language category. You may choose to use a 3 ring binder exclusively for English class, or you may choose a larger binder and share with one other subject. There are numerous handouts in this class, so we do not recommend sharing a larger binder with more than one additional subject. We have found that the students with organized notebooks earn higher grades than those with a pile of papers tossed into a backpack. Start the year organized and keep organized. Organization is definitely a stepping stone to success in English. I. Students and parents are encouraged to preview all required reading for this course. All texts and supplementary materials are on the Nevada State and Clark County School District approved lists. The English Department at Coronado High School maintains a focus on teaching classics as a preparation for higher education and for life. If any text is deemed objectionable, please notify the instructor immediately and an alternate selection will be assigned. The evaluation of the alternate text will be comparable, but may not be identical. II. Parent / Teacher Contact Making this class a successful and educational experience is our highest priority. If at any time a student has questions or needs extra help, he or she is encouraged to contact us, and we will do our best to accommodate his or her needs. If at any time parents or guardians have questions or concerns, they are encouraged to send an e-mail, as it is the quickest and most effective way to reach us. We will respond within 24 hours of receiving the message. Working as a team, we know that we can make this class a valuable educational experience. Please sign the following sheet that states that you have read and do understand the expectations and procedures of this course. 6
COURSE EXPECTATIONS ACCEPTANCE STATEMENT I have read and understand the expectations required of me in English 10H Pre Advanced Placement as per this Course Expectations Syllabus. I am aware that to successfully complete this course of study, I need to attend class on a regular basis, actively participate in class or small group discussions, complete and turn in assignments, and conduct myself in a respectable and mature fashion while in class. I understand that help is available to me when requested within a reasonable time frame. (Student Signature) (Printed Student Name) (Date) I have reviewed this syllabus with my young adult, and we are aware of its contents. (Parent / Guardian Signature) (Date) PARENT CONTACT INFORMATION Home number Cell phone Work number Email address Does your student have Internet access at home? Is there any other information you wish to share with me? What additional information would you like from me at this time? Are you interested in volunteering in the classroom? If so, please check one or more of the following (I will contact you soon). Stop by during Open House to meet in person and learn more about the course Share your expertise as a guest lecturer in (please state skills and/or careers related to reading, writing, or public speaking that you would be able to share) Participate as a guest panelist during student presentations Help out as a language translator, evaluator, or tutor Other: 7