English IV Course Objectives and Policies



Teacher: Ms. Dobbs

Contact: mdobbs2@schools.

Email Contact

To Parents: I check my email daily, and this is the best method of contacting me if you have any questions or concerns or if you would like to schedule a parent/ teacher conference at any time throughout the school year.

To Students: I check my email daily, so if you ever have any questions, please do not hesitate to email me, and I will respond as soon as I can.

I. Grades

Major Grades (weighted 50%)

Include:

• Essays

• Tests

• Projects

• Writer’s Notebook

• Speeches

Within this category, each major assignment can also be weighted. For example, major essays may count twice (2XM), and tests may count once (1XM). Grade weights will vary throughout the school year, and each student will be notified in advance of the grade weights for each assignment and assessment.

Major Grade Late Work Policy:

The student will receive a 30-point deduction for a major assignment turned in one day late unless the student has an excused absence. If a student has a field trip on a particular due date, the major assignment is still due! That student needs to turn it in to his/her teacher before departing on the field trip that day or leave the assignment in the teacher’s mailbox on the first floor. For long-term absences, the student needs to contact the teacher to make arrangements for alternative turn-in times.

The student will receive a zero for an assignment turned in two or more days late, again, unless that student has an excused absence OR that student has made special arrangements with the teacher due to an extenuating circumstance.

An assignment turned in on the due date but after the student’s class period will receive a 10-point deduction. This applies to students who choose to “skip” class in order to complete an assignment and turn it in later in the day. That student has still missed the deadline and will receive the 10-point deduction.

Homework & Quizzes (weighted 25%)

Within this category, grades can also be weighted. Please see this explanation underneath Major Grades. Quizzes will generally be weighted two or three times (2XQ, 3XH) depending upon the quiz, and homework will generally be weighted once (1XH).

Daily Grade Late Work Policy:

No homework or daily work will be accepted late unless there is an extenuating circumstance and that student has made arrangements with his/her teacher. Quizzes can be made up per the make-up work policy posted below.

Class Participation & In-class Work (weighted 25%)

Includes:

• Formal and informal discussions

• Classwork complete in class

Throughout each six weeks, students will have plenty of opportunities to get involved in class discussion. This is an integral part of any English class because discussion is necessary for improving thinking and communication skills. Students are not required to speak a specific number of times throughout the six weeks; the quality of their comments is more important to me than the amount. I will keep a record of student participation in discussion that will account for the quality of each student comment. These will be figured at the end of the six weeks and averaged into the class participation grade each six weeks.

Students will have discussions throughout the year in which I will provide them with discussion questions ahead of time. I give discussion credit for students turning in their written responses to these questions so that every student can be successful in this component of grading.

If a student misses a scheduled discussion, that student will need to turn in their written responses to questions in order to receive discussion credit. If no discussion questions were given out, the student will need to catch up on future discussions.

Making up Tests and Quizzes

If a student misses test or quiz day, that student will need to make contact with his/her teacher on the FIRST day back to class to make arrangements to make up the missed test or quiz. This is the student’s responsibility, and if a student fails to make contact with the teacher, that student could receive a zero for the missed test or quiz. Each student is provided a calendar and will know well in advance of ALL assignments, tests, quizzes, etc. for the ENTIRE six weeks. Therefore, a student will have plenty of notice regarding planned absences and test/ quiz days in order to make arrangements accordingly.

II. Absences

If a student has an excused absence the day an assignment is due, it is the student’s responsibility to indicate to his/her teacher that the assignment is not late and within the guidelines of make-up work. It is the student’s responsibility to turn in make-up work in the homework/ make-up work tray in the classroom.

Students have one school day for every day of excused absence to make up an assignment. These are strict guidelines and will be enforced. For example, if a student misses three days of school and the absences are excused, that student has three school days to make up the missed work. On the day a student returns following an absence, the student must make arrangements to make up any work that was missed. If the student does not make such arrangements, the missed work will receive a grade of zero.

I keep a make-up work log on my teacher page on the Brooklyn Tech website, so every student can access a catalogue of all missed work and directions for every assignment by going to that page. This way, a student who has missed a day of school can catch up easily on his/her own by following the directions posted online.

III. Progress Reports and Six Weeks Grades

Parents and students now have access to the online Skedula grade book that enables parents/ students to view grades at any time. Due to this new technology, it is the parents’ responsibility to check their child’s grades and not the teacher’s responsibility to inform parents of every grade. Please sign up on Skedula and stay informed accordingly in order to assure your child has the best educational experience possible.

Oftentimes in an English class where students are writing essays, major assignments are due soon before the end of the six weeks. Teachers will grade the essays as quickly as possible, but the grading workload is extremely demanding. A teacher may have students’ essays graded right before the end of the six weeks, and therefore, may not have final six weeks grades computed until just before the six weeks ends. This means that a student may have a very different grade on his/her progress report compared to his/her final six weeks average.

IV. Calendars and Teacher Page

A calendar for each six weeks period will be posted on my teacher page, and I will also provide each student with an initial copy of this calendar. Calendars give students an overall view of the assignments for the six weeks, but these calendars are subject to change at any time given teacher discretion. The teacher will notify students in advance of any and all changes.

Class notes and assignments will also be posted on my teacher page, so it is important that students and parents regularly check it for work. Several times throughout the year, teachers will ask students to print off notes or assignments and bring them to class the next day; students must actually do that. It is the student’s responsibility to have required handouts, assignments, notes, and calendars- NO EXCEPTIONS.

V. Supplies

Students need a notebook, paper, pens, highlighters, sticky-notes as needed for class. Students must purchase a college-ruled, 3 Subject Spiral Notebook that they will use as their Writer’s Notebooks for class this year. Students are also asked to bring a box of Kleenex to class. These supplies will be counted as a class participation grade.

VI. Plagiarism

Students will be reminded in class that plagiarism is wrong and is an illegal offense in the real world. Students will also be signing an academic integrity contract in my class after I have reviewed with them the types of plagiarism. If a student chooses to plagiarize an assignment, he/she will receive a 45 for a first time offense and an automatic zero for the second offense with no make-up will be permitted. Parents will be contacted if/when any cases of plagiarism occur throughout the year.

VII. Tutoring

I will be available for tutoring Tuesday through Thursday during 10th period in room 4W18.

VIII. Classroom Rules

Also affecting the class participation grade is contribution to a respectful, positive learning environment.

• Do not interrupt class by coming in late.

• Turn off your cell phone.

• Do not work on assignments on other classes unless your teacher offers you free time to do so.

• Do not carry on private conversations unrelated to class discussions, file your nails, text message, sleep, or engage in any other behavior disrespectful of your classmates and teacher.

• No IPODS, CD players, MP3 Players, game systems, etc. will be permitted in the classroom. If a student is caught with one of these devices, it will be confiscated, and the student will have to come back and pick it up at the end of the school day. Parents will also be notified.

IX. Extra Credit

No extra credit will be offered in this English class. All students are expected to complete the assignments when they are assigned, and students who complete their work accordingly will not need extra credit.

Grade 10 (E3/E4) Curriculum Sophomore Contemporary World Literature

Goals for the Year: The goal for those teaching Tenth Grade English is to develop an appreciation for World (through the 20th century to present) and British Literature through the 19th Century, in our students. By working through World/British Literature chronologically, students should be able to understand the social, cultural and historical context for the works they study and to see these works as developing in a trajectory over time. Possible lines of inquiry of this year-long course are: How does the literature and an understanding of the geography and culture from which it came expand your world view? How can the written word change society? What is the "British literary tradition"? How do these works challenge the traditions? Where do society’s principles and beliefs originate? What is valued in society? How does the past impact the present? How does one determine when social action is appropriate? How can one effectively articulate opinions and perspectives?

In terms of skills, teachers should be preparing students to achieve Mastery on the NYS ELA Regents exam. Skills for the exam include: listening and note-taking, reading and analyzing works of literature from different genres for the development of one unifying idea through authors’ use of literary techniques and choosing works of literature and discussing their use of literary techniques as examples for or against a provided statement. Another skill students will develop is the ability to glean and use information from nonfiction and non-print materials. Teachers of E3 and E4 should also be preparing students for the PSAT/NMSQT and Advanced Placement courses, by focusing on the following lists of reading, writing, grammar, listening and speaking skills.

Goals for the Year:

• to produce a variety of writing products (performance indicators) that meet NYS learning standards

• to develop advanced research skills

• to develop specific skills in oral and visual presentation of information

• to prepare students for the NYS ELA Regents examination (honors and Gateway)

• to develop specific skills in reading texts, reading non-print sources and listening

• to prepare students for the PSAT and SAT

• to prepare students for Advanced Placement English Language and Composition

Goals for Term 1: E3: British Literature

• to read and study important works from the beginnings of British literature through the 19th century in their historical and cultural contexts

• to instill an appreciation of the development of the English language, from Old English to the present

Goals for Term 2: E4: Contemporary World Literature

• to read and study significant works of twentieth and twenty-first century literature from a variety of world cultures in their historical and cultural contexts

• to develop an appreciation of the distinctive literary styles of authors from various world cultures

• to develop an appreciation of the similarities and differences in human concerns in the cultures of the world

Students ARE REQUIRED to be in attendance during the REGENTS' period: January 22 - January 25, 2013.

Gothic Literature

This course is designed to further develop your reading and writing skills in addition to focusing on your oral communication skills. The course will assist you in applying to college and will prepare you for the types of challenges you will face in college, both academic and personal. Gothic Literature will serve as the backdrop for your continued reading and writing practice as well as the inspiration for your various spoken assignments.

Reading: We will be reading various genres of literature throughout the course in an effort to understand the elements that comprise Gothic Literature in its traditional and modern forms. These include but are not limited to novels (Stevenson, Stoker, Meyer), plays (Shakespeare), short stories (Poe, Faulkner, Gilman, Irving, Jackson, Jacobs), and poems (Coolridge, Keats, Poe). You will also be able to choose your reading materials, as approved by the teacher, at various points during the course. Additionally, you will learn how to “read” visual texts.

Signature Form

Please read each policy sheet and sign the corresponding agreement of understanding below. Enter your contact information preferences in the space provided, and detach this page from the packet to return to your child’s English teacher. Thank you.

We have read and understand the terms and conditions of the Brooklyn Technical High School English Course Guidelines.

Parent Signature Date

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Student Signature Date

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Parent contact preferences

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Parent or Guardian Name ___________________________________________________

Student’s Name __________________________________________________________

Phone ______________________________ Alternate phone ______________________

Email __________________________________________________________________

Emailing my child’s grade information is approved ______________________________

Parent Initials

If your child is enrolled in any special services or programs, such as ESL or At-Risk, or if you have any other information regarding your child that his or her teacher should know, please include that information here. This information is for teacher-use only and will be kept private. Thank you.

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