New Smyrna Beach High School

Course Syllabus

Course Title:English 4: Florida College Prep 2017-2018

Instructor’s Information:

Name— Ms. Leonard

Contact Information—

(386) 424-2555

Follow me on Twitter @MsLeonardNSBHS for important class updates

Course Description:

English 4 College Prep serves as a final English language course needed for graduation. Students will incorporate reading and writing study through writing a variety of informative texts using grade-levelwriting craft and through the in-depth reading and analysis of informational texts in order to develop critical reading and writing skills necessary for success in college courses. This course prepares students for successful completion of Florida college English courses.

The content includes, but is not limited to, the following: demonstrating successful reading of argument,

including recognizing bias and supporting details; demonstrating successful reading of fact and opinion, including recognizing inferences and main ideas; demonstrating knowledge of a variety of organizational patterns and their relationships in the comprehension of text, including recognizing purpose and tone of informational reading; demonstrating successful understanding of vocabulary in context and through writing effective sentence structures; effectively implementing patterns of paragraph development; recognizing and solving common sentence development problems; reading and modeling mentor essays; and understanding and using language, grammar, and mechanics effectively.

Course Objectives:

  • Provide an objective summary of a text
  • Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text, including where a text leaves matters uncertain
  • Write informative/explanatory texts to examine and convey complex ideas
  • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to tak, purpose, and audience
  • Initiate and participate effectively in a range of collaborative discussions with diverse partners
  • Draw evidence from literary texts to support analysis, reflection, and research
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
  • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level

Instructional Methods:

Course content will be taught through a variety of methods including, but not limited to: lectures, discussions, groupwork, project-based learning, the use of technology and multimedia sources, modeling, brainstorming, and peer-editing.

Course Materials

•1 Composition Notebook—used throughout the year for Daily Writing warm-ups and remains in class

•1” binder divided into the following sections:

  1. Notes
  2. Vocabulary
  3. Grammar
  4. Assignments

•Notebook paper

•Highlighters and colored pencils will be helpful

•Donations to our classroom are greatly appreciated—we can always use extra notebook paper, pens, paper towels, tissues, and hand sanitizer. 

Course Rules and Procedures*(See PowerPoint presentation and accompanying handout for additional information regarding specific classroom procedures)

  1. Be Prepared

•Complete assignments on time and be ready for discussions/presentations/workshops

•Have all necessary materials with you each day

  1. Be Effective

•Think! Try! Ask Questions!

•Participate, and support other’s participation

  1. Be Respectful

•Raise your hand for permission to talk (unless permission is granted otherwise—for group work, discussions, etc.)

•Place all electronic devices off and place out of sight, remove hats, and finish any food itemsbefore entering the classroom

•Take care of school/teacher property

Class Coursework Policy

-Students who are submitting late work due to absence have one day for each day absent to submit work unless the teacher determines there are extenuating circumstances which necessitate an extension. It will be a best practice for students to make up tests within a school week of the original assigned date unless the teacher determines there are extenuating circumstances which necessitate an extension.

-Late work is not accepted in college and will not be accepted inthis class (with the exception of late work due to absence as listed above).

-Each 9-week grading period, students shall have the opportunity to retake at least one summative assessment. See “Intervention and Remediation” below.

Class Texts (provided by the school)

-Evergreen – A Guide to Writing with Readings

-Voices and Values – A Reader for Writers

-The River Reader, Eleventh Edition

-A Guide to MLA Documentation

-*Various supplementary materials such as news articles, novels, short stories, poems, etc., will also be used

Assessments

Semester 1 / Semester 2
Focus of Instruction: / Informative/Research / Argumentation/Narration
Required Summative Assessments: /
  • Volusia Literacy Test #1–Informative Essay
  • Compare/Contrast Writing
  • Process Writing and Oral Presentation
  • Research Writing
  • Semester 1 Exam
/
  • Volusia Literacy Test #2–Argumentative Essay
  • Cause & Effect Writing
  • Argument Writing
  • Narrative Writing
  • End-of-Course Exam

Formative Assessments (40%):

Various class assignments such as Daily Writings, reflections, reader responses (responding to the text), outlines, graphic organizers, worksheets, etc., are considered formative assessments. In addition to traditional grades, I provide assignment feedback in two ways, explained below.

  1. Quick feedback for minor and formative assignments

4=Above expectations= 100%

3=Meets expectations= 90%

2 = Approaches expectations= 75%

1=Below expectations = 65%

Summative Assessments (60%):

-Traditional assessments (tests, quizzes, essays, etc.) will be offered to assess understanding; however, alternative assessments (projects, speeches, discussions, etc.) will be used at times throughout the unit.

-Vocabulary quizzes will be recorded as summative assignments. Vocabulary lists will range from 8 to 10 words, and they will be comprised of new and challenging words found within the context of what students read in class.

-Extended feedback on written work will be given using six criteria for revision; scores are given using a form like this:

Name: / Comments for revision:
Trait / Weight / Score
(5 – 2) / Points
Ideas & Support / 6 x / = / 30
Organization / 5 x / = / 25
Sentence Flow & Variety / 3 x / = / 15
Voice & Word Choice / 3 x / = / 15
Conventions / 2 x / = / 10
Presentation / 1 x / = / 5
Total Points
/ 100 / Percent

-In addition to this form, district rubrics and the class writing rubric will be used to asses student work.

Intervention and Remediation:

The focus of instruction should be on getting students to achieve their full learning potential.

•When students demonstrate a lack of proficiency on standards they must receive intervention(s), which may lead to assessment retakes or alternative assignments.

•When students demonstrate a lack of mastery on standards they may receive intervention(s) that require them to attend office hours on Tuesday, Wednesday, Thursday and Friday of each week. Office hours take place during the first thirty minutes of the lunch period on the four assigned days listed above.

•Each 9-week grading period, students shall have the opportunity to retake at least one summative assessment. All retakes require that the student attend office hours for intervention assistance on Monday, Tuesday, and Thursday in order to retake a test during office hours on Fridays. Additional retakes shall be determined based upon individual student data.

Grading Practices:

Students and parents need timely and accurate feedback in order to effectively monitor learning progress.

•Best practice: Grade book should be updated weekly (except in the case of extensive assignments or unusual circumstances).

•When a student’s score on a retake is less than the original score, the higher score should be used. Scores should not be averaged.

Letter grades are a reflection of the student’s level of academic achievement on the courses’ performance standards as defined in the high school curriculum guides/maps. The following grade scale shall be used to determine a letter grade and the following quality point system shall be used to determine grade point average and honor roll:

Grade / Grade Range / Quality Points / Description
A / 90-100 / 4.0 / Outstanding Progress (Mastery)
B / 80-89 / 3.0 / Above Average Progress
C / 70-79 / 2.0 / Average Progress (Proficiency)
D / 60-69 / 1.0 / Lowest Acceptable Progress
F / 0-59 / 0.0 / Failure
I / 0.0 / In progress toward grade level proficiency
in skills and concepts

Class Participation:

All students are expected to take an active part in the learning environment of the classroom. This means coming to class on time and being prepared to learn.

Academic Dishonesty:

The Volusia County School Board’s Code of Student Conduct has defined AcademicDishonesty as a level II offense. Academic Dishonesty is defined as “Dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the school district. Such behavior may result in reduction in grades, classroom discipline as determined by the instructor, suspension or expulsion from school and/or school activities including student organization”.

Student Contact Information

English 4 College Prep

2017-2018

Dear Parents/Guardians:

I hope you will take a few minutes and review the course requirements for this year. In addition, if you would please fill out the following information and have your student sign and return the completed form to me. Should you wish to contact me, I can be emailed at . You may also call the front office at (386) 424-2555 and leave a message. Up-to- date grades, assignments, and attendance can be viewed on Pinnacle(VIMS). Contact guidance if you need a log in and password to Pinnacle.

Sincerely,

Ms. Leonard

______

Please return lower half to teacher:

I have read and understand all aspects of the guidelines and procedures for Ms. Leonard’s English class and have shared them with my parents or guardians. I agree to abide by these policies.

Students name (printed): ______Period:______

Student’s signature:______

Parent/Guardian Name(s): ______

Contact Information:Daytime #______

Evening/Cell #______


Email Address:______