Microsoft Word - Syllabus 2019-2020



Instructor: Dr. Gwen Pauloski East Early College High SchoolGwendolyn.Pauloski@220 North Milby Street, Houston, TX 77003Teacher webpageEECHS Website (713) 847-4809 Instructional PhilosophyMy mission as your English I teacher is to support you in further developing the literacy skills essential for your success as a scholar, productive employee or entrepreneur, and active citizen. We develop our literacy skills as we –read, write, listen, speak, create, observe, and thinksee skills modeled, analyze exemplars, practice together and alone, get precise feedback, and reviseengage together in collaborative discussion, text study, and writingCourse DescriptionThe Pre-AP English I course is an introductory, on-grade-level course that helps prepare scholars with the skills needed to be successful in rigorous academic courses in high school and beyond. The Texas Essential Knowledge and Skills (TEKS) standards shape our course. The English I TEKS encompass knowledge and skills in the areas of discourse, self-sustained reading, vocabulary, comprehension, reader response, literary and rhetorical analysis, composition, and inquiry.Texts take center stage in our classroom, inspiring and preparing us for close, critical reading and analytical writing. We read texts across varied genres, modes, eras, and perspectives. As readers, we learn to observe small details in a text to arrive at a deeper understanding. We also learn to appreciate authors’ subtle craft choices. As writers, we focus on crafting complex sentences, well-organized paragraphs, and focused essays. We develop and leverage four practices as we engage with texts and each other:Read closely:?We read closely and analyze complex literary and informational texts. Value evidence:?We value text evidence and incorporate it effectively in writing and speaking. Notice language choices:?We understand how writers and speakers use specific words and sentences to move the thoughts, emotions, and actions of our readers and listeners.Co-construct meaning: We work together as a community to make sense of texts, practice skills, compose texts, and inquire about topics.Units of Study for English 1BStudents will receive a unit overview at the beginning of each unit with an overview of the major texts, experiences, and assessments they will engage in during the unit.Unit 4:Writing and Reading in a Pandemic (February 1 – April 2)Unit 5:The End of the World as We Know It (April 5 – May 21)Unit 6:Research Project: A Critical Issue (May 24 – June 4)Culminating Assessments, Reflection (June 7 – 11)Course GoalsGoal 1:We will savor choice texts, applying comprehension, response, and analysis strategies to deepen our understanding and enjoyment.Goal 2: We will read closely and analyze a variety of challenging texts across genres, modes, eras, cultures, and points of view.Goal 3:We will engage in the writing process to plan, compose, revise, edit, and publish texts.Goal 4:We will master the art of the sentence.Goal 5:We will co-construct meaning and exchange ideas, perspectives, and strategies.Goal 6:We will synthesize information and perspectives from multiple texts to create new understandings.Goal 7:We will create products (alone and with peers) that demonstrate depth of thought, attention to detail, and scholarly effort and inquiry.Our Learning RoutinesScheduled Teams Meetings. During scheduled Teams meetings, I provide instruction critical for your success in the course. You also work with peers to practice and receive feedback on skills.HUB Lessons. All lessons are provided in the HUB course, Resources section, in numbered, dated folders. The first item in each lesson folder (page or note) provides instructions, due dates, and links to resources. Where possible, a recorded lesson will be posted.OneNote Class Notebook. In your OneNote class notebook, you will make notes, complete graphic organizers, compose, keep track of research, and respond to texts. I will provide handouts and other resources. You should also use the notebook to make notes, create assignment lists—own your learning. Use your laptop. Make sure your notebook is synched, staying logged into to Office 365. Choice Reading. You are expected to devote an hour or more each week to your choice reading as required homework. You are expected to read books that stretch you. Ask for help with book selection as needed. Books are available from our classroom library, school library, MackinVIA, and Houston Public Library. We will respond to and reflect on our reading weekly.Technology Tools and ApplicationsMost of our work requires access to technology and reliable Internet connection. Please check with Mrs. Square or Ms. Rodriguez if your family needs support with Internet access.You will sign on to the Microsoft Office 365 portal to access a host of applications. You will store documents in your OneDrive cloud-based storage. You will use Microsoft Teams for synchronous instruction and teacher contact. We will also use other technical applications to collaborate, communicate, create, and practice skills. You will access texts digitally via the English I My Perspectives textbook, MackinVIA, Actively Learn, NewsELA, Edji, and your OneNote notebooks. Assessment and GradingDiagnostic AssessmentsDiagnostic assessments inform the teacher, student, school, and district of the student’s starting points and progress. These assessments help us know where you need additional support. Diagnostic assessment scores will only be “counted” as a formative assessment when they help your grade. If it appears a student has not maintained scholarly focus during a diagnostic assessment, the student may be asked to retake the assessment during their Office time.Formative Assessments: 60% of your cycle grade (3–20 points each)Formative assessments assess your knowledge and skills during instruction. Formative assessments allow you to practice and apply concepts and skills taught during lessons. They provide feedback to the teacher and student and can be used for improvement. Formative assessments may be individual or group, oral or written.Formative assessments include—Shared Learning tasks Independent Learning assignmentsweekly reading responsesinformal quizzesDeadlines. Shared Learning tasks should be completed during the lesson. Deadlines for all other formative assessments will be indicated in the HUB lesson in which they are assigned. Late Work. To request an extension, send a note in Teams Chat before the deadline. Formative assessments submitted late without an extension will be penalized 20% each school day. Late work will not be accepted more than five school days after the assignment was issued in the HUB except in the case of excused absences. Excused Absences. If you have an excused absence or tardy, you may complete formative assessments by 11:59 pm on the day of our next scheduled class meeting after you return from your absence. Review the HUB lesson; arrange to meet during Office hours or tutorials for additional guidance if needed. A written excuse from your parent or guardian must be provided to the school office no later than three school days after the absence or tardy. Revisions. Formative assessments can be revised within five school days after the grade has been posted. I will not regrade revisions submitted more than five school days after the grade is posted. Please request a regrade in Teams Chat, providing the specific lesson number and assignment name.Summative Assessments: 40% of your cycle grade (20–100 points each)Summative assessments assess your knowledge and skills after instruction. unit exams, selection tests, final examsfinal products and presentationsLate Submission/Revision Policy. Most summative assignments will not be eligible for submission or revision after the deadline without an approved extension. You will be notified in the assignment instructions of these cases. If a student submits a summative assessment after the deadline without an approved extension, they will earn a “0.”Excused Absences. Please inform me in Teams Chat as soon as possible if an excused absence or tardy will cause you to miss a deadline for a summative assessment. If you have an excused absence or tardy, you may complete and submit a summative assessment by 11:59 pm on the day of our next scheduled class meeting after you return from your absence. Review the HUB lesson; arrange to meet during Office hours or tutorials for additional guidance if needed. A written excuse from your parent or guardian must be provided to the school office no later than three school days after the absence or tardy. NOTE: The STAAR English I end-of-course exam (administered April 6) is a summative assessment of your reading and composition skills.Assessment CriteriaI typically explain and model expectations for assignments with live instruction, video, exemplars, and/or rubrics. In general, successful work meets the following criteria:demonstrates mastery of the assessed skill or conceptmeets stated and modeled expectations; follows instructionsshows thoroughness, thoughtfulness, and care. Summative products and presentations will typically be scored with a rubric, which will be provided in the assignment.Academic IntegrityAll scholars are responsible for representing work honestly. Misrepresenting the source of work or ideas is a violation of academic integrity. Representing others’ work or ideas as your own (whether a peer, a text, or other source) is considered plagiarism. Changing a few words does not ensure you have not plagiarized. ALWAYS attribute the sources of your ideas or language. When in doubt, check with me.Assignments that contain plagiarized material will earn a “0” with a “plagiarized” notation in PowerSchool. For studio work assignments, students will be expected to document the source of the plagiarized material and revise for ? credit. There will be no revision opportunity for summative assignments or assessments with plagiarized material. Repeated plagiarism will result in parent contact, PLC conference, and/or administrative referral.Strategies for SuccessEngage and Focus in Class. Participate and engage in all Teams meetings for the full scheduled time. Avoid multitasking and distractions during class. Maintain a scholarly learning mode throughout class (school-appropriate “head shot” profile picture, quick to respond in writing or orally; camera-ready).Pay close attention during direct instruction, viewing the shared screen or other resources as instructed. Make notes as needed.Schedule your learning time throughout the week. As a scholar in a rigorous early college high school, you can expect to engage for nearly 7 hours of class time each school day plus about 30 minutes of homework daily (～ 2 hours each school day). You may need to engage in some weekend hours as well.Submit Completed, High-Quality Work on Time. Read instructions carefully. Follow instructions step by step. Review the HUB lesson as needed. Check with me if unsure. Keep track of ALL your assignments, tasks, and due dates in writing. Set reminders or calendar entries. Check your task lists plete assignments by the deadline OR request an extension BEFORE the deadline.Read your choice book for an hour or more each week in a distraction-free environment. Communicate. Communicate via Teams Chat for requests, questions, and concerns. Send a request for me to regrade or grade late work. Send a Teams Chat when you need to step away from class or cannot attend. Communicate when technology or other issues prevent your learning.Find a peer “accountability partner.” Stay connected with a trusted adult at school.Attend Office hours and tutorials when needed. Stay Informed. Check Teams announcements throughout the day.Check PowerSchool daily for assignment grades and feedback.Check your Outlook email regularly.Visit the East Early College High School website for school updates.Keep Your Technology Working and Safe.Charge your laptop daily. Keep it clean and protected. Do not allow others to use your laptop.Report any hardware or software issue to Kristi Galindo. Pursue the issue until it is resolved.Keep your log-in information secure. If you believe another student is using your log-in, report the concern immediately to your teachers and ask Ms. Galindo for help with changing your log-in.Our Community CodeTo learn together in community, we must feel safe to take risks. In our learning community, we have agreed to the following principles:1 We focus our attention on learning, working hard to gain confidence in our skills.2 We learn with and from each other. We support and help each other with integrity.3 We practice patience, respect, and understanding. We protect each other’s feelings.4 We make room for diverse learning needs.5 We keep a comfortable family environment and have fun when we can.Response to Code ViolationsForumReflectionRestoration*Teacher-student conference via Teams chatVerbal reflectionAppropriate restorative action determined by teacher and student*Teacher-student video conference during Office hours; parent contactWritten reflectionAppropriate restorative action determined by teacher, student, and parent*Parent-teacher-student conference (possibly with additional staff attending)Written reflection and inquiryAppropriate restorative action determined by teacher, other staff in attendance, student, and parent *Administrator referralWritten reflection and inquiryAppropriate restorative action determined by administrator*Where possible and appropriate, any parties wronged by a code violation will have an opportunity to voice their preferences for restorative action. Every effort will be made to protect wronged parties from further harm. ................
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