Welcome to Mrs. Kathi Casey's Land of Language Arts!

 

English IV Course Outline (2015-16)

Instructor/Room/School Phone:  Mrs. Kathi Casey; Room R-7; 909-971-8230 (X-3907)

E-mail/Web Sites:  k.casey@bonita.k12.ca.us; www.sandimashigh.com

 

General Course Description: (Welcome - I’m glad you’re here!)

 English is the “hub” to all other subjects.  How well one reads, writes, listens, and speaks is an accurate indicator of success in other courses of study and life.  English IV is designed to prepare students for future college English courses and the career world by developing knowledge and skills that positively affect their lives and others as they strive to become accomplished lifelong learners.  Diverse opportunities for academic and personal achievement and growth, provided through a broad study of literature, writing modalities, the San Dimas Connection Project graduation requirement, character development (school-to-work focus), and the English language, will develop skills in and enhance an appreciation for reading, writing, speaking, listening, analyzing, organizing, and critically reflecting, all in accordance with Common Core State Standards (CCSS).

English IV Learning Outcomes; A Student will:

• Develop a positive sense of self and his/her significance in the class, school, family, community, and world.
• Develop an awareness of individual academic and career potential as it relates to lifelong learning.
• Read various genres of literature to expand vocabulary, understand literary terms, and understand the personal, cultural, historical, and informative significance of the works as well as the artistry used in creating meanings.
• Write coherent and focused essays/works from all writing domains using writing process techniques to convey a well-defined perspective and tightly reasoned argument and demonstrate awareness of audience and purpose.
• Develop listening and speaking skills by formulating educated opinions about oral communication, delivering focused and coherent presentations that convey clear and distinct perspectives and solid reasoning, and incorporating gestures, tone, and vocabulary tailored to audience and purpose.
• Develop skills for organizing materials and managing time to maximize personal and academic results.
• Develop skills in the learning process by analyzing processes and results throughout each unit and then formulating and implementing improved strategies and techniques to improve desired outcomes.

Expected Schoolwide Learning Results (ESLRs):

Effective Communicators

  Read and listen with understanding

  Write and speak with clarity

  Use technology to access, organize and present information

Accomplished Learners

  Challenge themselves continuously

  Participate in and accept responsibility for learning

  Produce quality independent work

  Solve problems and express ideas creatively 

Responsible Individuals

  Respect all beliefs and cultures

  Demonstrate integrity and ethical behavior

  Create and maintain a plan for the future

  Work to promote causes greater than themselves

  Inspire others to move toward a successful outcome

Course Curriculum/Text: 

• Literature (12) Textbook; Macbeth (text); Feed (provided); Alice in Wonderland (provided); Other literary selections; Debate; Independent and Group Projects/Activities; Various Writing applications; School-to-Work Character Development; Lyric Poetry unit; Grammar/Language/Vocabulary units (provided); Documents/Forms completion practice.
• San Dimas Connection Project (SDCP): A Research Paper/Project will be assigned in each semester. Other SDCP “Best Work” eligible assignments include projects and large activities that will be identified in class and on the grading Rubric throughout the year. Students will prepare for and practice the SDCP Presentation in Quarter 4.

Course “Success Materials”: (highly recommended for success in class)

• DAILY: Pencil w/eraser and black or blue pen; College-ruled Notebook Paper; Composition Book or Notebook with bound notebook paper exclusively for Journaling; 3-ring Notebook or folder exclusively for English.
• OCCASIONAL: Travel (flash; jump; pen; thumb) Drive; Highlighter; Personal Device for researching.

Conduct Expectations/Consequences  (“B-R-U-S-H Up’s”):

Attitude and behavior are directly related to learning success. A safe and positive learning environment consists of: (1) students who understand and follow appropriate behavioral expectations; (2) a teacher who models appropriate behavior and disallows interruptions to the learning process; (3) students and teacher who persistently and consistently BRUSH Up on behaviors that grow us in maturity:

• Be on time and prepared for class (begin JJ bell work upon arrival; bring “Success Materials” every day).
• Respect yourself and others (treat/regard others as you would have others treat/regard you).
• Use class time wisely (stay on task; follow directions; do your best).
• Stay organized (keep materials neat and in place; keep your area clean).
• Help others succeed (do all you can to make this a better place for everyone: class, school, world).

YOU CHOOSE the consequence when YOU CHOOSE the behavior… POSITIVE or NEGATIVE:

• Positive: Staying on track for graduation and your future; earning full/higher academic, citizenship, and participation points; earning extended lunch time; growing in maturity by practicing a disciplined lifestyle.
• Negative: A 5 participation point deduction from the beginning quarterly 100 points for each offense of being (unexcused/unverified) tardy, unprepared, or off-task. Behavioral “reminders” include facial/verbal reminder(s) for minor/1^st offense; Parent Notification (except for tardies); Referral (to Office) with possible 2-day suspension from class; reduced Citizenship Grade on Report Card, which can result in Study Period (Intervention) Per. 5 assignment; dismissal from class/school (determined by Administration).

Academic Honesty: (Per SDHS and BUSD Policy – Outlined in Student Handbook)

• Academic honesty is an expected standard of behavior and critically important character trait.
• Ample opportunities to develop both your collaborative and independent working skills will be provided.
• Work to be completed independently and/or collaboratively will be clearly designated for all assignments.
• Collaborative work: when EVERYONE in the group does his/her equal share of the work for the credit.
• In English, academic dishonesty/cheating is when a student benefits by getting a grade s/he did not earn:
• Collaborative Work: Student did not complete his/her designated portion of the work, but accepts the unearned grade.
• Independent Work: Student copies/plagiarizes and submits someone else’s work/ideas as his/her own.

• We will review the entire policy, discuss honesty expectations, and explain what constitutes plagiarism in class.
• Don’t cheat unless you are willing to accept full consequences for this behavior… without complaining.
• Do you want to be cheated? Of course not… so, don’t cheat yourself or others!
• Bottom Line: Choose well, be honest, and be the best you can be in any given moment.

Pertinent Procedures:

There are procedures for all class and school activities that will be introduced, discussed, and practiced throughout the year as situations arise.  Following are procedures you need to know to begin the year successfully:

Attendance (in accordance with School/District Policies):     

• Follow the Student Handbook for exact procedures (scheduled or unscheduled absences, checking in with office upon return, etc.).  Clear absences within three days or they become truants!
• Missed work may be made up for an absence: check the English IV Agenda/Assignment Book in class for missed class work and homework; get any assignment sheets/Rubrics from me in class or on Aeries/Gradebook; you have one day plus the number of days missed to make up work. Hand all make-up work in only to ME or my Teacher’s Aide PERSONALLY; schedule make up missed tests/quizzes with me; a prolonged absence may qualify for modified make-up requirements.
• All make-up work is your responsibility... remember that it’s easier to keep up than to catch up!
• Request work ahead for scheduled absences; check Aeries for updated information and handouts.

 Assignments/Quizzes/Tests/Projects:

• Objectives and standards will be clearly outlined for all units of study.  Tests will measure mastery of the objectives/standards. Rubrics will outline assignment type (Project, Activity, etc.), directions, objectives, scoring, and submission deadlines/dates.
• Handouts will be available on the Aeries Grade Book to download or print out whenever possible.
• HOMEWORK must be turned in at the beginning of class to earn credit - NO LATE HOMEWORK ACCEPTED FOR CREDIT… no exceptions! If absent, submit homework the day you return.
• JJ Journal is due by the end of the period on collection days. If absent, make up missed entry/entries and submit it as explained in the “Attendance” section under “Pertinent Procedures” on page 2.
• All assignments must be original work to receive credit (copied/plagiarized work = no credit).
• PROJECTS (long-term assignments) are due in class on the due date regardless of attendance for full credit (except for verified extenuating circumstances): 10% of the total points possible will be deducted each day it is late (1 day late = -10%; 2 days late = -20%); each Project will have a final submission deadline date - NO PROJECTS ACCEPTED FOR ANY CREDIT AFTER THE FINAL SUBMISSION DEADLINE DATE.
• ACTIVITIES are due in class on the due date regardless of attendance (except for extenuating verified circumstances) – NO LATE ACTIVITIES ACCEPTED FOR CEDIT.
• All assignments will be headed properly (MLA Format: Name; Class; Period; Date; Assignment Title).
• All assignments must be completed in black or standard blue ink; no pencil except on tests/drafts.

Evaluation: (Check progress often on AERIES/ABI Grade Book)

• All work is weighted equally; Tests, Projects, Activities, and Papers are assigned more points.
• Quarterly: Tests/Projects/Activities/Essays = ~60%; Homework/Quizzes/Classwork/Participation = ~40%.
• Quarters 1 & 3 grades are progress grades that are NOT part of the permanent transcripts.
• Semester grades (Q 1+2 combined and 3+4 combined) are permanent grades and ARE on transcripts.
• Basic Grading Scale: 89.5-100% = A; 79.5-89.4% = B; 69.5-79.4% = C; 59.5-69.4% = D; <59.5% = F.

Entering/Beginning/Ending Class:

• THE BELL DOES NOT BEGIN OR END CLASS: begin upon arrival; leave when dismissed.
• You are considered TARDY if not in the classroom AND ready to begin work when the bell rings. Five (5) points will be deducted from your Participation grade for each unexcused/unverified tardy.
• Walk into class quietly and orderly; be seated; note Agenda, Homework, and Objectives on the board.
• Immediately begin “JOURNAL JOT” bell work (on board).

• Wait for dismissal to leave class; leave your area clean and orderly.

Please contact me about any concerns you have have. I look forward to keeping in regular touch with you, so that together we can give our students the best education possible.