H. Jenkins



SENIOR ENGLISH COURSE SYLLABUSINSTRUCTOR: Holly JenkinsLOCATION: Dutchtown High School EMAIL: Holly.Jenkins@ ROOM: 122PHONE: 225-621-8250REMIND: text 81010 @dthjenk COURSE DESCRIPTION: This year, English IV will utilize SpringBoard?, a curriculum model developed by CollegeBoard? and designed to meet College and Career Readiness Standards as well as selections from traditional British Literature. The SpringBoard? curriculum utilizes an integrated model of literacy delivered in thematic units that combine reading, writing, speaking, listening, and language skills. When used in conjunction with British Literature, the course curriculum will provide a strong connection between reading and writing while providing grammar and vocabulary instruction in context providing a balanced and vertically aligned system of literacy development that engage students and prepares them for success in a post-secondary setting.LEARNING OUTCOMES: Upon successful completion of this course, the student will be able to: Communicate effectively in written English;Read with comprehension;Reason abstractly and think criticallyLearn independently Utilize library/information resources;Employ a variety of strategies by which to create, shape , and revise a sentence / short paragraph;Determine the purpose of a writing task;Write focused paragraphs with a clearly stated or implied topic;Address a specific audience by adapting content and tone;Write a basic thesis statement;Develop ideas with specific examples, details, illustrations;Write varied, coherent sentences using subordination, coordination, parallelism, and balance;Write in standard edited American English, free from major lapses in usage, mechanics and spelling.ASSESSMENT MEASURES: Minor in-class and out-of-class assignments (to include bell work, homework, and journals) Tests/Quizzes (from literature component, grammar, usage, mechanics, paragraph and essay development) Participation in the writing process including rough drafts, peer editing, conferences, etc. (required) At least FOUR major papers that have undergone significant revising and editing (required) REQUIRED MATERIALS: Loose-leaf paper and/or notebook for notes Composition notebook for journalingBlue/Black pens/Highlighter FLASHDRIVE School-issued laptop MUST be CHARGED brought to class EVERY DAY!REQUIRED TEXTS: SpringBoard? Workbook (Please BOOKMARK this site)ONLINE RESOURCES: Blackboard: Students should log into Blackboard daily to access information on class assignments and due datesSpringBoard website: information and resources associated with the SpringBoard CurriculumThe Little, Brown Handbook Companion Website student research papers and essaysAdditional online grammar practice : The Largest Free Writing Textbook on the Web. Web. 07 May 2011. Format and Documentation Websites: Plagiarism Checker: Online Resources for Literature, Writing, and Grammar Help: SCALE and GRADE CATEGORIES: Grading Scale Grade Categories A = 100 – 93 Homework (?/? x 10 %)Rough Draft (10%)B = 92 – 85 Quizzes/Participation (?/? x 10%)Final Draft (10%)C = 84 – 75 Test 1 (10%)Revision (10%)D = 74 – 67Test 2 (10%)Exam (20%)F = 66 and belowTest 3 or Project (10%)= 100% Students and parents are encouraged to check the PowerSchool website periodically in order to keep track of student academic progress in the course. Please discuss any grading concerns or discrepancies with your instructor immediately. ATTENDANCE and LATE WORK POLICY: To ensure academic success, students should make every effort to attend class each and every day. Please see the Student Handbook for more information regarding the district attendance policy and school procedures for absences. NO make-up work accepted or graded without an EXCUSED absence. Please note that it is the student’s responsibility to keep track of missed assignments. Please meet with me in an APPROPRIATE and TIMELY manner regarding any extenuating circumstance(s) that may occur so that we can work together toward an acceptable solution/alternative. ELECTRONIC DEVICES: The APSB provides the opportunity for students to bring electronic devices to school to use strictly as an educational tool when such use is approved by the classroom teacher. The possession of electronic devices on campus is a privilege. Adherence to these guidelines is essential to maintaining an academic environment and the privilege. Rules of Use: A student may ONLY use an electronic device in a school classroom during an official class session and only then if expressly authorized to do so by the classroom teacher. No other use of an electronic device is permitted on a school campus at any time during the school day. “Use” is defined as having any electronic device in a student’s hands, on their desk, or openly visible without the authorization of the student’s class room teacher. Should a student refuse to relinquish an electronic device, he/she will be referred to the office for willful disobedience and disciplined accordingly.CLASSROOM PROCUDURES and DICIPLINE: Entering the Classroom BE PREPARED FOR CLASS! Take out all class supplies and begin working on your bell activity (ACT prep or journal). No food or drink in class without permission. During ClassAsking questions or participating – please raise your hand and wait to be acknowledged. (I require everyone to participate positively at least five times each week.) Be patient with and respectful of me and your classmates. Pay attention! Refrain from doodling and side conversations. Stay in your seat. Restroom privilege – students are NOT allowed to use the restroom unless it is an emergency. Please do so on your own time. Finishing early – if you finish a classroom assignment early, please work on homework, revise and edit essays, etc. Please stay in your seat, stay awake, and work quietly so your classmates can concentrate.Leaving the ClassroomPick up all trash around your desk and deposit it into the garbage can. Put textbooks/books ON or UNDER the DESK. Do NOT leave them on the floor. Remain seated until I dismiss you. Discipline PlanNo individual student should interfere with the learning environment of other students.High school seniors are expected to behave as responsible and respectful adults and will be treated as such. For a complete list of disciplinary offenses and procedures, please refer to the Student Rights & Responsibilities Discipline Policy Handbook for Ascension Parish.ONLINE COMMUNICATION POLICY: The word “netiquette” is short for “internet etiquette.” You should be aware of the common rules of netiquette for the Web and employ a communication style that follows these guidelines. Blog topics should be treated as serious classroom discussion ONLY. All electronic communication between the student and teacher shall be limited to the sanctioned sources, (i.e., Blackboard accounts) created for students. Any electronic communication through any non-sanctioned means (i.e. texting, Facebook) is prohibited, per district policy manual. ***ESSAY GRADING AND REVISION POLICIES: Being a competent writer is CRITICIAL to your future academic and/or workplace success. No matter your college major and/or future career goals, you will have to communicate through writing. University, community colleges, and MOST vocational schools REQUIRE that you pass at least 1-2 English composition courses with a C or better. Improving your writing skills begins with exercising WRITING AS A PROCESS and REQUIRES that you adhere to all DUE DATES for ROUGH and FINAL DRAFTS as well as REVISIONS. Each step of the writing process WILL BE GRADED as follows: 5 Total Grades For Each Essay2 Homework Grades for Rough and Final Draft (2/? x 10%)1 Final Essay Grade (10%)1 Rough Draft Grade (10%)1 Revision Grade (10%)*Essays are worth more than 30% of your final gradeCOMPLETE ROUGH DRAFTS turned in ON DUE DATE will receive a 100% Homework Grade AND a 100% Participation Grade. Late rough drafts will receive a 0% Homework Grade which CANNOT BE MADE UP. The Participation Grade will be lowered by 20% for EACH DAY LATE and CANNOT BE IMPROVED. COMPLETE FINAL DRAFTS turned in ON DUE DATE will receive a 100% Homework Grade AND the POTENTIAL for a 100% Essay Grade AND will be eligible for a POTENTIAL 100% Revision Grade if the revision is turned in ON DUE DATE. Late final drafts will receive a 0% Homework Grade which CANNOT BE MADE UP. POTENTIAL Essay Grades will be lowered by 20% for EACH DAY LATE and the POTENTIAL for a Revision Grade cannot exceed the late POTENTIAL Essay Grade. ESSAY REVISIONS are NOT MANDATORY, but the Revision Grade is. If you choose NOT to revise your essay, you will receive YOUR CURRENT ESSAY GRADE for your Revision Grade. If you DO choose to revise your essay, you MUST turn in your revision ON THE DUE DATE. Absolutely, NO LATE REVISIONS WILL BE ACCEPTED!! You will receive your original Essay Grade as your Revision Grade. ***Students who fail to turn in rough and final essay drafts will also be assigned to Academic Saturdays to complete their work. *** ALL rough and final essay drafts should be TYPED and PRINTED PRIOR to the beginning of class, unless there are SCHOOLWIDE TECHNICAL DIFFICULTIES. Otherwise, give yourself enough time to access a printer on or off campus. If you are experiencing computer problems, USE OLD-FASHIONED PEN AND PAPER and type it as soon as possible.A NOTE ON PLAGIARISM: Plagiarism, or copying someone else’s work and using it as if it is your own, is an academic crime. In the event that a student willfully plagiarizes from another student or from a published source, the student will receive a 0% Homework Grade, 0% Rough Draft Grade, 0% Essay Grade AND 0% Revision Grade NONE of which can be made up. Plagiarism is a serious offense that I will not tolerate in my classroom. However, it is easily avoided. Just be sure to do your own work and cite all your sources and everything will be fine! CAVEAT RE: Please note the works listed in both this syllabus and course outline are subject to change as the semester progresses.Syllabus Agreement Form I ___________________________ acknowledge that I have received and reviewed the course syllabus for Senior (Print Name)English 2015 – 2016. If I have any questions or concerns, I will contact the instructor for further explanation. ___________________________________________________________________ (Student Signature) (Date) ___________________________________________________________________ (Parent/Guardian Signature) (Date)-----------------------------------------------------------------------------------------------------------------------------------------------Parent/Guardian Contact FormParent/Guardian Name _________________________________________________________Cell #: ___________________ Home #: _______________________ Work #: ______________________Email Address _________________________________________________________________Email Address _________________________________________________________________COMMENTS: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________*Please complete this form and return it to the instructor by Friday, August 14. 2015 – 2016 Suggested Course OutlineTopic 1: SpringBoard Unit 1 / Anglo Saxon Period / Narrative Essay Topic 1 will introduce students to the concepts presented in SpringBoard Unit 1: Perception is Everything where they will explore the ideas of perspective and awareness of personal beliefs and attitudes as well as cultural criticism. Students will examine the society and culture of the Anglo Saxons during the Dark Ages and read excerpts from the epic poem Beowulf working to identify the influence of the Anglo-Saxon within the literature. Topic 1 will also require students to utilize the writing process to complete a descriptive narrative essay in proper MLA format based on personal ic 2: SpringBoard Unit 2 / Middle Ages / Explanatory Essay Topic 2 will introduce students to the concepts presented in SpringBoard Unit 2: The Collective Perspective where they will explore the ideas of Feminist, Marxist, and Archetypal criticism and apply these criticisms to a variety of British literary texts from the Middle Ages including medieval ballads, Geoffrey Chaucer’s The Canterbury Tales, and Sir Gawain and the Green Knight. Topic 2 will require students to utilize the writing process to complete an explanatory essay in proper MLA format to educate an audience on a particular topic. Topic 3: SpringBoard Unit 3 / Renaissance and World Literature / Explanatory Essay with Research Topic 3 will introduce students to the concepts presented in SpringBoard Unit 3: Evolving Perspectives where they will determine the role of literature in the examination of recurring personal and societal issues. Students will read and analyze various examples of Renaissance poetry by authors such as William Shakespeare. They will also read excerpts from Dante’s Inferno as well as other notable pieces of world literature including, but not limited to, The Parable of the Good Samaritan, Zen Parables, Taoist Anecdotes, and The Analects of Confucius. Topic 3 will require students to create an annotated bibliography prior to utilizing the writing process to complete an explanatory essay with research from at least 3 credible outside sources using correct MLA in-text parenthetical citations and a works-cited page. Topic 4: SpringBoard Unit 4 / Age of Reason / Argumentative Essay Topic 4 will introduce students to the concepts presented in SpringBoard Unit 4: Creating Perspectives which examines the media’s role in shaping and constructing understanding and public opinion through media bias, slanting, satire, etc. Students will identify bias in current media and analyze its intended purpose and effect on society. They will examine satire in 18th century Ireland by reading Swift’s Modest Proposal and satire today using The Onion. Students will create their own satire in the media of their choice. Topic 3 will require students to complete an in-class, timed argumentative essay with an opposition that properly integrates select quotes in MLA format. Additional and On-Going Assignments:Diagnostic ACT Test and Essay Summer Reading AssessmentACT English Practice – Graded Bellwork Grammar Practice Writing Workshops and MLA Instruction Journal WritingOutside Research NAME:_______________________________________________________Senior English Personal Portfolio The purpose of this personal portfolio is organize your own ideas, philosophies, accomplishments, experience, skills, learning, interest, etc. so that they are useful to you now and after graduation. You will be given some time in class to work, but you will also have to work independently to complete the assignments. Binders will be checked and graded at the end of each quarter with specific dates TBA. Portfolio grades MAY BE calculated into quarter-exam grades and WILL BE calculated into the FINAL EXAM grade. Anyone who does not have his or her portfolio assignments will be assigned to Saturday academic detention until it is complete. None of the assignments require outside resources and/or help and should not take long to complete. Please note, the questions and suggestions for each assignment are only IDEAS. You do not have to address everything listed, and feel free to add your own ideas. Portfolios should be bound in a small binder or report cover and organized in the order listed below. This page should be the FIRST page in your portfolio.*Complete by the End of Quarter 1 1. Personal Biography – Write a minimum 1 page, DOUBLE-SPACE typed personal bio in MLA format introducing yourself, family, friends, interests, hobbies, likes, dislikes, etc. Be honest, but don’t give away any personal secrets. Just talk briefly about what makes you, you! 2. Personal Philosophy – Complete a minimum 1 page, SINGLE-SPACE typed personal philosophy in MLA format where you explain your most basic beliefs, concepts, and attitudes. Simply asked, What is your approach to living your life? To develop your personal philosophy, try to answer these 6 key questions: 1.) What do you get up each morning wanting to do? 2.) What directs your actions and decisions, especially the impulsive ones? 3.) What gives you a sense of satisfaction at the end of the day? 4.) What feeling is in the core of your soul that you know to be self-evident? 5.) Why are your beliefs important to you? 6.) How does your philosophy measure up to higher standards or ideals? Don’t make it complex!! Keep it simple! *Complete by the end of Quarter 23. Resume – You will create EITHER a PERSONAL RESUME or a WORK RESUME, or both!! Begin by deciding on a resume template OR designing your own. Include your full name, address, phone number, and email address in the heading. For personal resumes, you may want to include your G.P.A., ACT score, extra-curricular activities/athletics, organizations, community service/volunteer, work experience, leadership, awards, special skills, favorite academic subjects, intended college major and why, personal strengths and weaknesses, hobbies, special interests, etc. Personal resumes might be a little longer than 1 page, but make sure to organize your topics clearly. Work resumes, on the other hand, should be no longer than 1 page and include a heading, an objective, education/skills/achievements, experience, service and volunteerism, and goals. 4. Letter of Recommendation Request – Create a generic letter using a business-letter heading and format requesting a letter of recommendation on your behalf for either college admission, a scholarship, or a job. Begin with a salutation (To Whom It May Concern:) and introduce yourself and your purpose. Then, briefly explain why you have selected this person as your reference and request he or she write the letter. Make sure to ask for confirmation and offer to send a copy of your personal resume. Don't forget to say thank you and include a complimentary close and signature. *Complete by the End of Quarter 35. Future Goals – Create a list of at least 5, or more, goals for your future and at least 1 response to failure. Use MLA format for your heading, and create a bulleted list of goals. Under each goal, write a paragraph (at least 8-10 sentences each) explaining why achieving the goal is important to you and what you have to do to make sure you accomplish it. Think not only short-term (5 years from now) but also long-term (25, 35 years from now). Consider your future education goals, career goals, relationship goals, family goals, physical goals, financial goals, social goals, emotional goals, etc. Finally, acknowledge that there is a good possibility you might fall short in achieving one or more of these goals, but create a Personal Response to Failure explaining how you should feel, think, act, work, believe, grow, adjust, say, etc. when life doesn’t work out like you wished. 6. Meaningful Quotations – Identify at least 3, or more, quotes (well-known or not so well-known sayings) that you feel are particularly meaningful and insightful. After the heading in MLA format, create a bulleted list that states the quote and its author when possible. Under each quote, write a paragraph (at least 8-10 sentences long) explaining what it means to you and why you find it so meaningful. *Complete by the End of Quarter 47. Reflection – Write a minimum 1 page, SINGLE-SPACED typed reflection in MLA format that focuses on your educational experience from elementary to high school. Do you feel as though you are prepared to face the challenges of the “real-world” in college, the work force, or in society? Why? Why not? How do you feel about the people – friends, classmates, teachers, etc.—you have met along the way? Did anyone inspire you or change your perception of the world for better or for worse? Explain. What did you learn about yourself? What did you learn about others? If you could get a do-over in school, what would you do differently? What are you grateful for? ................
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