Renaissance Academy

2013-2014

Ms. Florisa Osalvo

Room: 305

Course Syllabus

English I

A.COURSE DESCRIPTION:

The English I course allows students to have a practical and meaningful experience in the first year of their high school English subject. The course is divided into four modulesor units with corresponding themes, essential questions and extended texts:

Unit 1 ( Quarter 1) Theme: Identity and Self

Essential Question: What defines an individual?

Extended Text: To Kill A Mockingbird by Harper Lee

Unit 2 ( Quarter 2) Theme: The Power of “I”

Essential Question: How is self-expression a tool for power?

Extended Text: Persepolis by Marjane Satrapi

Unit 3 ( Quarter 3) Theme:Growing Up

Essential Question: How does growing up affect one’s dream?

Extended Text: A Raisin in the Sun by Lorraine Hansberry

Unit 4 ( Quarter 4) Theme:Fate vs. Free Will

Essential Question: Are people governed by fate or free will?

Extended Text: To Be Determined

B.INSTRUCTIONAL PHILOSOPHY:

The following teaching routines are used in each of the modules or units:

Whole group lessons are explicit whole-class lessons in which the teacher explains and models a reading or writing skill or strategy, a literary element, or classroom management routine/procedure. The three methods used most often in a focus lesson are modeling, metacognitive awareness (being aware of how one thinks) and think-alouds.

Small group instruction typically takes place during collaborative, guided, and/or independent practice portion of reading or writing instruction.

Independent practice occurs during the reading and writing instruction. During independent practice students may:

1) read text (either self-selected or teacher recommended) at their independent reading level to practice reading strategies, make meaning, and develop fluency and automaticity

2) respond to the text in meaningful ways through writing, discussing, or other appropriate response

3) work on independent writing assignments (drafting, revising, editing, or publishing)

Collaborative Groups are used throughout the unit lessons.

  1. COURSE STANDARDS:

In each module, students are expected to take a close look at the texts they encounter through the lenses of the following skills rooted in the standards:

Cite evidence: The goal of close, analytic reading is for students to be able to discern and cite evidence from the text to support assertions. In grade 9, students should cite the textual evidence that most strongly supports their analysis when both explicitly explaining the text and making inferences (RL/RI.9.1).

Analyze content: The content of each text should determine which standards (RL/RI.9.2–9 and SL.9.2–3) to target, allowing teachers to focus instruction and ensure that all the standards have been taught by the end of the year.

Study and apply vocabulary: To focus vocabulary instruction on words that students would be encouraged to use in writing and speaking, students should be given 5–10 Tier 2 academic words per week for each text (L.9.4–6). Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’ meaning(s) and use the words effectively when writing and speaking.

Conduct discussions: Students should initiate and engage in a range of collaborative discussions (one-on-one, small group, teacher-led), building on others’ ideas and clearly expressing their own based on evidence. They should relate the current discussion to broader themes or larger ideas, respond thoughtfully to diverse perspectives to ensure a hearing for a full range of positions on an issue, verify or challenge ideas, and resolve contradictions when possible (SL.9.1).

Report findings: Students should orally present claims and supporting evidence clearly, concisely, and logically while ensuring that the development, substance, and style are appropriate to purpose, audience, and task (SL.9.4–6).

  1. COURSE REQUIREMENTS AND GRADING PROCEDURES:
1.Grading Policy

Grades will be calculated in percentages according to the following:

Participation (collaborative discussions) 10%

Class Assignments 20%

Home Assignments 10%

Assessments/Quizzes/Tests 30%

Projects ( Final Writing Tasks) 30%

  1. Required Materials

Each student must have:

Pens (blue or black)

Pencils

1-inch Binder for Notes/Handouts

Composition Notebook for Journal Writing ( will remain in the room)

A positive attitude

3.Class Work, Homework and Major Assignment Policy

a.Class works should be finished and turned in on time. Extended time will be provided as needed.

b.Homework turned in late will receive 50% credit.

c.Properly label all your work with your name, subject, date and period. Papers not properly labeled will be given a grade of zero.

  1. Attendance, Make-up Work Policy, Coach Class Schedule
  1. Students are expected to be on-time to class every day.
  2. A student must have an excused absence in order to make-up for missed assignments.
  3. If you are absent, it is your responsibility to get the work you missed, including class notes. Make-up homework and class work are expected to be complete in a timely fashion.
  4. If an assignment was due on the day that you were absent, you are expected to turn it in on the day you return.
  5. If you are absent for a test or a quiz, you are expected to make arrangements to stay after school the day you return to make-up the quiz. You will have one week to make arrangements to take the test.
  6. If you cut class or walk out of the class without the teacher’s permission, you will receive a zero for any assignments that are completed or that were due that day, including homework, class work, tests and quizzes. No make-up work for students who cut class or walk out of the class without the teacher’s permission.
  7. Coach class schedule: Tuesdays and Thursdays ( 2:20 p.m.- 3:00 p.m.)
E.DISCIPLINE PROCEDURES:
  1. Expected Student Behavior:

Students are encouraged to do their best at all times. To ensure that the classroom has a positive learning environment, the following rules are expected to be followed at all times:

Follow teacher’s instructions.

Come to class on time and be prepared to work.

Enter our classroom quickly and quietly.

Remain in your assigned seat or area.

Raise your hand if you want to speak and wait to be recognized.

Be a team player.

Respect your teachers, classmates and other staff members.

Secure all cellphones, MP3 players, ipods and other electronic devices. Keep them silent and out of sight.

Wait to be dismissed by your teachers or staff members.

Remember the 15-minute rule: No hallway passes will be issued for the first 15 or last 15 minutes of the class period!

Adhere to the school’s discipline policy and the Baltimore City School’s Code of Conduct.

  1. Positive Behaviors:

Students’ positive work efforts and attitudes as well as successes in the classroom are recognized and commended by verbal praise, positive notes or phone calls to parents and occasional healthy treats.

  1. Consequences for Inappropriate Behavior:

If a student chooses to break a rule, the following hierarchy of consequences will be administered:

  1. Verbal Warning
  2. Conference with the Student
  3. Phone Call Home/ Parent-Teacher Conference
  4. Minor Incident Report Completed
  5. Demerits Issued by Administrator with Consequences
  6. Office Referral

***Please return this form to Ms. Osalvo.

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