Hamadeh-Accel English 11 Syllabus
2017-2018 11
Accelerated English 11
Syllabus Packet
2017-2018
Note to students and parents—this packet is BIG. There is a lot of information. I decided to put many handouts together because they are important and all together, students might be less likely to lose the information. Also, parents will see a thorough overview of our school year.
We will go over much of this information in class, and it is important that after reviewing information with parents, students put this packet in their binder and bring it back to class. The information in this packet is very important and students will need to refer to it throughout the semester.
Contents:
· Basic Syllabus
· Reading Expectations
· Writing Expectations
· Article of the Week Information
· Parent Signature Page
· A monthly class calendar will also be posted in the classroom.
Accelerated English 11
TITLE OF COURSE
/ Accelerated English 11TEACHER’S NAME
/ Katherine HamadehRoom 118
810.591.5501
Sign up for Remind 101 text reminders by texting @acceleng1 to 81010
What is Accelerated English 11?
/ · Accelerated English 11 is an intense junior level class for highly motivated students.· Accelerated English 11 will build on the skills students gained in English 10 and move at a quicker pace than regular English 11. While continuing to develop reading, writing and discussion skills, students will also prepare for the AP English Test in the senior year and the SAT Test
Who is Ms. Hamadeh? / · Language Arts Teacher, CAHS, 2002-present
· BA, Education, English major, history minor, University of Michigan—Ann Arbor, 2002
· MA, Educational Leadership, Eastern Michigan University, 2006
· Teacher of the Year, Saginaw Valley League, 2014
What are the goals for this class? / This year we will…
· Continue to develop writing skills through writing workshop
· Develop critical reading skills
· Develop critical thinking skills in mediums other than the printed word
· Draw connections between text and real life situations
· Develop grammar and vocabulary skills
· Develop group working skills
· Develop better vocabulary to aid in both writing and in preparation for college entrance tests (AP, SAT)
· Review and perfect MLA style
· Gain an appreciation for the skills and experiences of not only ourselves but those others bring to the classroom
· View ourselves as “readers” and “writers” with our own unique interests, talents and expertise
What do I need for this class? / · A composition book of at least 100 pages
· A three-ring binder (at least 1-inch) with four sections
· A pen, blue or black ink, in class, every day
· A Google account (free-just make sure you have a gmail and know your password)
What should my papers look like? / · Please try to submit work in blue or black ink or typed
· All work should have a heading and include the date.
· Typed work should follow MLA style (see handout in this packet)
What if I’m absent?
What if I’m late? / · For tardies, we will follow the CAHS student code of conduct. If you are consistently tardy, it may be necessary to call home or have a parent conference.
· You will receive 4 hall passes/per semester. These may be used for going to your locker to retrieve an item, using the restroom, etc. You may also use one to excuse a tardy. If you do not have one, you may not leave the classroom.
· Students are responsible for coming in before/after school to find out what they missed when absent.
· Typed essays on which we have worked over a period of time are due on the due date, even if the student is absent. If absent, students may email me their essays as an email attachment or share it with me on Google Docs. If a student is in school, a hard copy of the essay must be turned in.
· If you are absent on a day when work is due, the work must be turned in the day you come back. If work is assigned when you are gone, you have one day for every day you were absent plus one to complete and turn in the work.
· If you missed a test or quiz, you have three days from the time you return to make up that quiz or test. Tests and quizzes must be made up before or after school or during Advisory, if time/schedules/lessons for Advisory allow.
· A test or quiz must be made up in one sitting. For example, you may not take part of a quiz during Advisory then come in after school to finish. The only exception is if you were to take two different parts of the test (example—multiple choice in one sitting, essay in a different sitting).
· Late work will be accepted. However, you will only receive 80 percent credit as long as it is turned in during the assigned marking period. After that, you may turn it in up to the end of the semester and then it is worth 50 percent.
How did I get this grade? / · Students and parents are HIGHLY encouraged to check ParentVue for updates on grades.
· Class grades are cumulative throughout the semester.
· Assessments (tests, quizzes, essays-typed and in-class, Articles of the Week and Socratic Circles) are worth 80 percent of your final grade. Other assignments (journals, some in-class activities, worksheets, etc.) are worth 20 percent of your final grade.
How can I get extra credit? / · Find a grammatical error in everyday life (sign, billboard, mailer, etc.). Either bring it to class or take a picture and email it to Ms. Hamadeh—10 points. You may do this once a semester.
· Signing up for and completing a class job for a semester-10 points. You may do a job once a semester. We will go over class jobs in the first week of school.
· Donate a book to our classroom library. The book must be high school level and mostly school appropriate (No Fifty Shades…). You may donate 2 books/semester for 5 points each.
Plagiarism … Don’t do it / · Plagiarism is “anactorinstanceofusingorcloselyimitatingthe languageandthoughtsofanotherauthorwithoutauthorizationandtherepresentationofthatauthor'sworkas one'sown,asbynotcreditingtheoriginalauthor” (dictionary.com).
· If a student commits plagiarism by the above definition, taking a paper from the internet or another source, copying another student’s work, s/he will fail the assignment without the chance to make up the work. In cases of copying another student’s work, I will investigate the situation and if both students had knowledge of the copying, both may fail the assignment.
· Depending on the situation, plagiarism may result in an office referral.
· Please cite your work. When in doubt, cite it. It is always better to over cite than to risk committing plagiarism.
What about???? / · For specifics on expectations for reading, writing and projects, review the handouts specific to each area
· I know this is a lot of information … and there is even more information to come as we all get to know each other. If you have questions or concerns, please write them on the back of the next sheet (the one that needs your signature and a return to school). I am excited about this year and all we are going to learn and accomplish!
Katherine Hamadeh
Accelerated English 11 Reading Expectations
“The more that you read, the more things you will know. The more that you learn, the more places you'll go.”
―Dr. Seuss,I Can Read With My Eyes Shut!
Why is reading important?
Simply put, we learn to read by reading. Many students enter Accelerated English 11 believing they already know how to read simply because they can decipher words on a page or understand the plot of a story. Reading is much more than that. Reading changes the way you write, the way you think, the way you live. It is the one skill you will use more than anything else when you leave high school, and it doesn’t happen at sparknotes.com. Therefore in this class, reading will have a place of honor, and you will read a lot.
Reading Schedule
Semester 1—Hamlet, Persepolis, at least 2 books by your chosen author, articles of the week
Semester 2—Mini-Unit on Zora Neale Hurston, a novel of your choice by a Black author (Black History Month), A Midsummer Night’s Dream, Lord of the Flies, articles of the week
Reading Expectations
As we are doing a considerable amount of reading this year, you are expected to read a significant amount at home. In addition to reading the articles of the week outside of class, you will need to spend time keeping up with novel/play/short story reading.
Also, every Wednesday will be SSR day in class. We will spend the majority of the hour reading silently, and a portion of the hour may be devoted to reflection on our reading, individually, in whole or in small groups. The expectations for Wednesdays are as follows:
1. You must have a book before the bell rings. If you need to check out a new book (either from the classroom or the media center), this must be done before class. You may not use a pass to go to the media center. The media center is open before school and usually during lunch.
2. Your book may be fiction or nonfiction but may not be a magazine, newspaper, picture book or a book of lists. You may not read textbooks or articles from another class.
3. You may not read your article of the week during this time. That is homework.
4. You may not do homework or read material for another class. Reading time is valuable. It is not study hall.
5. You may read novels related to your end of the semester project (author or theme paper).
6. You may use an e-reader but may not read books from your phone.
7. No headphones/music.
8. You may not talk to or disturb others.
9. You may not read in the hallway.
10. If they are available, you may sit in one of the other chairs as long as your feet are not on top of desks or tables and you are not disturbing others.
11. No passes during this time.
12. Keep track of all books you finish on your reading list (stored in your binder).
13. You will receive 10 points each Wednesday for the following:
a. Having your book before class
b. Being on task, settling down and reading immediately.
c. Being on task throughout the time period—Ms. Hamadeh does not have to ask you to settle down, wake you up, etc.
d. Reaching your weekly reading goal
e. Additionally, there will often be a small closure assignment at the end of the hour.
14. Four times throughout the first marking period, students will present a Book Talk about a book they have read. Approximately 6 students will present on each of these days. More information to follow.
15. We will not have traditional Book Talks in second semester. We will be practicing public speaking and sharing of books though. More information to follow second semester.
Accelerated English 11 Writing Expectations
Why Workshop?
One of the best ways to become a better writer is by reading other writers’ work and talking about writing with writers. This year, you will do so both in whole and small groups.
For each essay we write, you will be working with both me and a group of fellow writers to read, review and edit work. We will be doing this electronically through Google Docs/Drive. Therefore, it is very important to make sure you have a gmail account which you know how to access (look up those passwords).
Sharing your writing with others can be intimidating. It takes a lot of bravery to expose your thoughts to others. Through this process though, you will learn to appreciate and value not only your classmates’ experiences but your own as well.
Workshop Rules
1. What happens in the classroom, stays in the classroom. Do not discuss another writer’s work outside of the classroom.
2. Always post and share your drafts by the given due dates, even if it’s not perfect. If you aren’t sharing your drafts, you miss out on getting valuable feedback, and you miss the chance to grow as a writer and learner.
3. Never mock another writer’s work. We are looking at drafts of each others’ work. Drafts have mistakes. Drafts have elements that don’t make sense. They are works in progress and we are here to help each other out.
4. If there is an incident of someone making fun of another writer’s work and you witness the rude and unfortunate incident, please come to me and let me know. I will talk to that person privately and deal with the situation.
5. Be a positive and respectful member of our writing environment.
6. Do your best.
Writing Schedule
· Semester 1
o Power of Words Essay (150 points—assignment specifics will follow later in the year)
§ Rough draft posted to Google Docs—September 28
§ At least 10 comments posted to drafts of fellow writers—October 3
§ Final copy—October 10
o Hamlet Literary Analysis (170 points plus works cited page—assignment specifics will follow later in the year).
§ Intro/Thesis statement posted to Google Docs-October 26
§ Rough draft posted to Google Docs—October 31