Mitchell 1 Freshman English Freshman English: 2006-07 Lisa Mitchell Room 205 firstname.lastname@example.org Course Description Through your study of novels, short stories, plays and poetry in English 1-2, you will investigate how cultural influences, empathy, responsibility, and acknowledgement of ambiguity play roles in growing up. You will integrate these themes into writing experiences, concentrating specifically on fiction, memoir, and exposition, while you continue to attend to dynamic word use and accuracy of conventions. Goals 1. Expand knowledge of literary terminology. 2. Increase reading comprehension and writing clarity through language study (vocabulary development, analysis of sentence structure, interpretation of figurative expression). 3. Implement the writing process in expository, imaginative and narratives modes by being patient and particular in revision and by taking advantage of peer response in both partnerships and small groups. 4. Continue to develop analytical skills in essay writing, incorporating with grace the various parts of a five-paragraph essay: thesis statement, support (with text reference), introduction, and conclusion. 5. Consistently participate in class and small-group discussions, using effective listening skills and interacting thoughtfully. 6. Become more organized and responsible for daily work, long-term assignments, assessments, and completion of make-up work. Texts Glencoe Literature: The Reader’s Choice Lake Oswego Secondary English Handbook To Kill a Mockingbird, Harper Lee Night, Elie Wiesel Romeo and Juliet, William Shakespeare Cyrano de Bergerac, Edmond Rostand One of the following: Where the Heart Is, Billie Letts; The Secret Life of Bees, Sue Monk Kidd; Montana 1948, Larry Watson; October Sky, Homer Hickam Independent novels Materials Current class text Composition book Highlighter Post-it notes Loose-leaf paper Dark blue or black ballpoint or fine point roller Planner Behavioral Expectations Be respectful. Be responsible. It will be impossible for you and the class to succeed if you neglect either of these basic expectations. Please pay attention as you are taught classroom protocols for turning in papers, conducting yourself during discussion, and proceeding through project work, computer lab work, and independent in-class work. Tardies You are allowed three tardies without penalty. Per school policy, on the fourth tardy, a referral will be sent to the office. Should you arrive at class more than five minutes late, you will not be admitted until you handle this situation with someone in the office. You already will have been counted as absent. Mitchell 2 Freshman English Attendance In the case of absence, you will have one school day to make up work for each day you are gone, not one class day. If, for example, you are absent class on Monday when an assignment is due, turn it in Tuesday, even though your next class meeting is Wednesday. If you were present on the day a paper, exam, speech, or quiz was announced, you will be expected to comply with the original due date. If you can stay current with work while you are away, please do so. You may e-mail me for an update, and I can send you any electronic documents. Otherwise, perhaps someone can pick up papers from school to give to you. Please allow me ample time to gather materials. My prep period is first period on an A Day and fourth period on a B Day. If you make a request late in the day on an A Day, I will need time to get your work together after school before someone arrives to take it. A test or quiz must be made up within one week. No exceptions. Schedule a time before or after school to take care of this. Late Work After an absence, work turned in that complies with the above guidelines is not late work. Each day an assignment is late, your grade will be penalized 10%. The exception to this is if an assignment would have earned 100%, the highest grade it can earn the next day is 89%. Late work is not “A” work. After one week, the highest grade an assignment can earn is 50%. No assignments will be accepted for a unit that has already closed, even if it has only closed the previous day. Grades Your assignments will be evaluated in a number of ways. Sometimes the average score on a rubric will determine your grade. Other possibilities might be a point total, a holistic grade, a full credit/no credit option, or a percentage. When you receive a computerized grade printout from me, you will only see the letter grade each assignment has earned. Each assignment will be given a weight relative to other assignments we have done during that grading period. If you ask what an assignment is “worth,” I will respond by telling you how much it weighs. Generally, assignments do not weigh more than 3.0 points, and do not weigh less than .25. When you do receive a printout, the grade program will assign you a letter grade and a percentage. It will read percentages as the following letter grades: A = 100%, A = 93%, A- = 90%, B+ = 87%, B = 83% B- = 80%, C+ = 77%, C = 73%, C- = 70%, D+ = 67%, D = 63%, D- = 60%, F =59% and below. Work that is too messy will not be accepted. Please do not turn in dirty, crumpled, or ripped paper. Do not write on the top line or bottom edge of a piece of notebook paper, and do not use the backs of loose paper or composition book pages. Do not tear out the holes of loose leaf paper. Incomplete work will not be graded. You may choose to resubmit it with a late penalty. All work except tests must be in ink, and formal writing pieces must all be typed. You will be asked to re-do an assignment if you have neglected that point. Rewritten work will earn a late grade. (Pencil smears and can be very light. In either situation, reading it can be unnecessarily labor intensive.) Self-Advocacy Please talk to me before an assignment is due if you are struggling with it. Plan to spend extra time in class before or after school so that I can help you. Do not wait until you get home if you have a question about an assignment. Get what you need before you go so that you are feeling confident about completing your homework; it is your responsibility to take care of your academic needs. Teachers are here to offer support, clarification, and further teaching, but if you still don’t get it, you are the one who needs to speak up and ask for help. Neither your parents nor I will be able to tell that you do not understand an assignment unless you are willing to talk about it. Do this before you fall behind instead of after.
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