ENG3 and ENG3H Syllabus

1      Classroom Goals

All students will:

  1. Read multiple works in a variety of genres from American history.
  2. Write multiple well-organized essays in a variety of styles.
  3. Learn to use a higher level vocabulary properly.
  4. Synthesize ideas from a multitude of resources.
  5. Learn study and research skills to complete assignments, quizzes, and tests with confidence.
  6. Demonstrate the ability to work independently.
  7. Demonstrate the ability to work collaboratively while remaining on task.
  8. Learn to self-manage and stay on task with class work and homework.
  9. Complete midterms and final exams with passing scores.

2      Required Materials

All students will bring the following materials to class every day:

  1. SpringBoard book
  2. English III H/R binder (1.5 – 2 inch binder)
  3. Pen or pencil
  4. Green, yellow, and blue highlighters
  5. Ruled paper or notebook
  6. Red pen or pencil

3      Guidelines for Success

  1. Treat others better than you wish to be treated.
  2. Be open to new ideas and perspectives.
  3. Be prepared for class.
  4. Work hard and participate.
  5. Try new things, take risks, and learn from your mistakes.

4      Posted Rules

  1. Stay focused on the task at hand and keep sidebar conversations outside.
  2. Request permission to utilize any electronic devices.
  3. Follow directions the first time they are given.
  4. Always bring pens or pencils, and lined paper.
  5. Late assignments must be turned in within one week of due date, or they will not be accepted. All late work will lose one grade letter (10%).

5      Attention Signal

I will gather the students’ attention by raising my hand and saying, “Bring it in, guys.” I expect all students to respond silently within fifteen seconds of initiation. All students should assist in getting the room quiet.

6      Expectations for Classroom Activities and Transitions

Please see attached titled “CHAMPS for Activities and Transitions.”

7      Grading

  1. Approximately 50 percent of your grade will come from your class participation and how well you follow directions on in-class assignments.
  2. Your written work will contribute to approximately 30 percent of your overall grade.
  3. Binder checks will be worth approximately 20 percent of your grade.
    • This includes portfolio work, reading logs, reader response assignments, and unit vocabulary logs.

8      Encouragement Procedures

  • Three positive interactions for every negative one.
  • Weekly lottery system
  • Proximity and auditory scanning continuously.
  • Positive interaction with all students (non-contingent attention and positive system).
  • Individual conferences with students to talk about what went well.
  • Phone calls and emails home for great behavior, participation, and work.
  • Praise for students who are doing the “right” thing.
  • Opportunities for treats (candy, fun pencils, erasers, etc.)

9      Correction Procedures for Misbehavior

9.1    Early-Stage Correction

  1. Proximity Control
  2. Verbal Reprimand
  3. Family Contact

9.2    Violation Consequences

  1. Change of Seating Assignment
  2. Student Calls Parent/Guardian
  3. Written Warning
  4. Time-Out
  5. Parent/Teacher Conference
  6. Time Owed (minimum)
  7. Detention (maximum)
  8. Referral

10 Beginning and Ending Routines

  1. Students will come in, check the whiteboard for the day’s agenda. They will then gather the materials necessary for instruction per board.
  2. Students will find the day’s bell work, also known as a “Write Away!,” and begin completing the task as soon as they enter the room.
  3. The school policy for tardy students it that students may only enter class with a blue pass from SAO. The student will then be marked as “Tardy Unexcused” unless otherwise stated.
  4. Students who come to class without the necessary materials will be first have a discussion with me regarding why they have not brought the materials they needed for class. Students with repeat behavior will result in family contact, or purchasing materials from our classroom store.
  5. After an absence, students should check Edsby for missing assignments and complete them within one week of due date. Late assignments must be turned in within one week of due date. All late work will lose one letter grade (10%), unless the absence was an excused absence for illness, etc.
  6. At the end of the day, I will ask students to put away their materials, provide homework when necessary, and have each student turn in their assignments.
  7. Students stay in seats until bell rings for dismissal.

11 Procedures for Managing Student Work

  1. As students come to class, they are to check the board for the class agenda for the day. This includes the Write Away!, instruction, independent work, and homework.
  2. Students will turn in any homework assignments upon entering class on the designated due date.
  3. Grade records are kept via Edsby. Attendance is kept via EdConnect.
  4. Feedback will be provided via notes on returned papers within two business days of being turned in.
  5. Writing conferences will be held in groups and 1:1 with every independent writing assignment.
  6. Late and missing assignments must be turned in within one week of due date. Any late work will lose one letter grade (10%) unless the assignment was given or due on a date in which the student had an excused absence.

12 Procedures for Managing Independent Work Periods

  1. I will provide instructions and expectations for the assignment.
  2. I will provide guided practice prior to Independent Work time.
  3. I will utilize timer when necessary to note transition moments.
  4. Proximity and auditory checks will be completed throughout independent work.
  5. If a student has a question, they will “C3B4ME” (Ask three other students his/her questions prior to coming to me for assistance).

13  Request for grade status

Please refrain from requesting grade status during classroom instruction time. If you would like to know what your grade is, please check Edsby or make an appointment to meet with me before or after school 

“I always thought the idea of education was to learn to think for one’s self.”

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