Welcome to 9th Grade English Literature and Composition!
Ms. Ashley Hamlett
hamletta@fulton.k12.ga.us
1) Textbooks and Replacement Prices
· Literature: Timeless Voices, Timeless Themes Gold Level, Prentice Hall $70.00
· Writing and Grammar Gold Level, Prentice Hall (replacement cost $60.00)
· Reader’s Handbook, Great Source Publishers (replacement cost $25.00)
· Supplementary novels (replacement cost: $15.00)
2) Course Description: In 2004 the Georgia Department of Education adopted new Georgia Performance Standards for grades 9-12. Consistent with state curriculum, the Fulton County Schools English language arts curriculum implementation aligns with state standards. The content standards for this course are clustered by strands: Reading and Literature, Reading Across the Curriculum, Conventions, Writing, and Listening/Speaking/Viewing.
Ninth Grade Literature and Composition will continue to build on the reading and language curriculum established in middle school. Throughout this year-long course, students will have opportunities to develop and expand their knowledge of literature and language and demonstrate their mastery level of new learning through performance tasks and assessments. At the completion of this course, students will take the Ninth Grade End-of-Course Test required by state law.
The complete list of all the Performance Standards for the course are available online at http://www.georgiastandards.org/langart.asp under Literature and Composition.
GA. High School Objectives
The following Georgia High School Graduation test objectives are covered in this course:
1) Learns that English operates according to grammatical systems and patterns of usage
2) Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling
3) Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others
4) Learns that words gather meaning from their context and carry connotation
5) Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)
6) Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea, propaganda techniques)
7) Recognizes different purposes and methods of writing; identifies a writer’s point of view and tone
8) Comprehends a variety of written materials
9) Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas
10) Gains insights into human behavior from the study of literature
11) Reads, discusses and analyzes American literature representing diverse backgrounds and traditions*
12) Develops effective ways of telling and writing about literature, using appropriate literary terms
13) Judges literature critically on the basis of personal response and literary quality
14) Develops an understanding of the effect of history on American literature (e.g. literary movements and periods)*
15) Uses the features of print materials appropriately (e.g., table of contents, preface, introduction, titles, and periods)
16) Distinguishes between fact and opinion
17) Comprehends, develops and uses concepts and generalizations
18) Creates hypotheses and predicts outcomes
19) Draws reasonable conclusions from information found in various sources
20) Invents solutions to problems using non-linear thinking techniques (e.g., creating metaphors, construction analogies and models, brainstorming and role-playing)
21) Defends conclusions rationally
22) Tests the validity of an assertion by examining the evidence
23) Understands logical relationships
24) Constructs logical sequences and understands the conclusion to which they lead
25) Detects fallacies in reasoning
*not covered in this course
3) Classroom Management
Students are expected to be prepared for class. This includes: bringing appropriate textbook(s) to class, having necessary writing utensils, and bringing completed assignments. Students are expected to arrive on time to class each day, and behave in a respectful manner towards their teachers and fellow students. Continuous disruptive behavior will result in contact with the parents. Depending on the severity of an offense, detention, office referral, and possible suspension may be necessary.
4) Grading Scheme
Homework/Classwork: 10% A = 90-100
Quizzes: 15% B = 80-89
Tests: 25% C = 70-79
Major Writing/Projects: 25% F = 69 and below
Final Exam: 15%
Participation: 10%
5) Provisions for Improving Grades
a. Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance.
Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester.
b. Teachers will determine when and how students with extenuating circumstances may improve their grades.
c. Recovery Policy
Recovery is available to students with a cumulative grade below 74% after a minimum of two (2) major grades. The maximum grade a student can earn for a recovery activity is 70%. There will be only one recovery opportunity per failed major assignment or test. The individual teacher will determine the means of recovery. THE STUDENT MUST INITIATE THE PROCESS WITHIN FIVE (5) DAYS OF NOTIFICATION OF A FAILING GRADE ON A MAJOR ASSIGNMENT/TEST.
6) Extra Help
I will be available most mornings beginning at 7:45 and most afternoons until 4:00. Students can make an appointment to meet with me for individual help. Students are also free to come by without an appointment, but it is possible that I may have a previously scheduled meeting at that time.
7) Teacher/Parent Communication
I check the above listed email periodically throughout the school day. This is the most efficient way to contact me.
Parent Connect: I encourage all parents to sign up for Parent Connect, a website in which you can view your child’s grades, attendance, discipline, etc. Sign up is available online at http://chattahoocheepc.fultonschools.org.
8) Absences/Make-Up Procedures
STUDENTS will be responsible for making up missed work. Each class has a designated folder containing handouts and instructions for assignments. Students should check this folder and collect these materials the day that they return from an absence. Make up work is to be completed within the same amount of time as the student was absent (i.e. if the student misses two days of class, the work is expected to be turned in two days upon returning). Refer to the CHS Student Handbook for more information. If a student is absent on a test day, the test will be administered during class on the next day he or she is present. If a student is absent prior to an announced test or presentation, but returns on the day of the assessment, the student will be expected to participate. Cases of extended absence will be dealt with on an individual basis.
9) Policies and Procedures
English department plagiarism statement:
Plagiarism is the use of another’s words or ideas and the representation of them as though they are entirely one’s own. Acts of plagiarism might include, but are not limited to:
· USING WORDS OR IDEAS FROM A PUBLISHED SOURCE WITHOUT PROPER DOCUMENTATION (INTENTIONALLY OR UNINTENTIONALLY)
· USING THE WORK OF ANOTHER STUDENT (E.G.COPYING ANOTHER STUDENT’S HOMEWORK, COMPOSITION, OR PROJECT)
· USING EXCESSIVE EDITING SUGGESTIONS OF ANOTHER STUDENT, TEACHER, PARENT, OR PAID EDITOR
Plagiarism on any project or paper will result in a zero for the assignment and an Honor Code Violation. Unless strictly stipulated by the teacher, collaboration on written work is not acceptable. Students who willingly provide other students with access to their work are in violation of the Honor Code.
A NOTE ABOUT WHAT CONSTITUTES “EXCESSIVE EDITING”: Students learn to write well by writing well. Struggling independently through the writing process produces growth (as well as a certain amount of agony), and eventually the student’s own voice. When well meaning parents, siblings, tutors, or others contribute their own ideas, words, phrases, revisions, etc. to students’ writing, student writers miss the opportunity to achieve literary self reliance. So, what is helping, but is NOT excessive editing? The answer is: questioning and cueing. For example—“Is this word strong enough? Interesting enough? Specific enough?” “Can you think of another word that means the same thing?” “Does this sentence seem awkward?” “What exactly do you mean here?” “I don’t understand what you are trying to say; can you say it more clearly?” “This sentence is interesting.” “That is a forceful verb; can you find one as forceful for that other sentence?” These kinds of questions and statements are powerful helpers, yet allow the students to think and write independently. Please help students to achieve their own voices and to develop their writing skills by allowing them to write and revise independently.
10) Materials: Students need to have a composition book (or a spiral notebook) and a 3-ring binder for English class divided into 5 sections:
· Warm-ups/Bell work
· Writing Assignments
· Notes
· Quizzes
· Handouts
Notebook Requirements: Students should keep this syllabus inside their binder. Students can put the binder sections in any order they choose. This binder will be checked for content and organization periodically during the school year as part of the students’ participation grade. Stowing papers inside the cover of your English book is not an acceptable method of organization. It is important that students learn how to organize and manage their work, as this is a life skill.
Please sign, detach, and return this page to Ms. Hamlett.
I have read and understand all of the information outlined in Ms. Hamlett’s syllabus.
Parent Signature_________________________________________Date________________
Student Signature________________________________________Date________________
Video Permission
It is possible that I may show films in class to enrich student understanding of the texts we will be reading and discussing in class. I need parental permission in order for my students to view these films. Occasionally, I may also use music or audiotapes from the school media center. All selections are pertinent to the curriculum and are used solely for enrichment, not as substitutes for reading.
Please indicate by initialing in the blanks below that your child has permission to view the films listed below. Be assured that should you choose not to allow your child to view a film, he or she will be allowed to complete an alternative assignment.
The films I may show in class, if time allows, include but are not limited to:
_____ Fahrenheit 451. MCA Home Video, 1985
_____Romeo and Juliet. 1968. Franco Zeffirelli, dir.
_____Romeo+Juliet. 1996. Baz Luhrmann, dir.
_____O, Brother Where Art Thou? 2000. Joel Coen, dir.
_____The Odyssey. 1997. Hallmark Entertainment
Your signature on this form indicates consent for viewing the above selections. Should it occur that a film I plan to show is not on the above list, I will send home with the student individual permission forms for each film.
Parent Signature:_________________________________________
Child’s Name:__________________________________________
Date:_______________________
Wednesday, October 24, 2007
10th Grade Literature and Composition
Welcome to10th Grade English Literature and Composition!
Ms. Ashley Hamlett Ms. Kitty Clements- Keith
hamletta@fulton.k12.ga.us clements@fulton.k12.ga.us
1) Textbooks and Replacement Prices
· Prentice Hall Timeless Voices, Timeless Themes $70.00
· Prentice Hall Grammar and Writing $60.00
· Supplementary Novels $15.00
2) Course Description
The purpose of this course is to build on the reading and language curriculum established in the ninth grade. Students will be able to develop and expand their knowledge of literature and language and demonstrate their mastery level of new learning though performance tasks and assessments.
In 2004 the Georgia Department of Education adopted new Georgia Performance Standards for grades 9-12. Consistent with state curriculum, the Fulton County Schools English and Language Arts curriculum implementation aligns with these standards. The content standards for this course are clustered by strands: Reading and Literature, Reading Across the Curriculum, Conventions, Writing, and Listening/Speaking/Viewing.
The complete list of all the Performance Standards for the course are available online at http://www.georgiastandards.org/langart.asp under Literature and Composition. All reading selections and writing assignments are designed to address the student learning described in the course description. For a more detailed description of the new Georgia Performance Standards for English Language Arts, you may access www.georgiastandards.org or www.fultonschools.org/fcgps/
GA. High School Objectives
The following Georgia High School Graduation test objectives are covered in this course:
1) Learns that English operates according to grammatical systems and patterns of usage
2) Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling
3) Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others
4) Learns that words gather meaning from their context and carry connotation
5) Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)
6) Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea, propaganda techniques)
7) Recognizes different purposes and methods of writing; identifies a writer’s point of view and tone
8) Comprehends a variety of written materials
9) Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas
10) Gains insights into human behavior from the study of literature
11) Reads, discusses and analyzes American literature representing diverse backgrounds and traditions*
12) Develops effective ways of telling and writing about literature, using appropriate literary terms
13) Judges literature critically on the basis of personal response and literary quality
14) Develops an understanding of the effect of history on American literature (e.g. literary movements and periods)*
15) Uses the features of print materials appropriately (e.g., table of contents, preface, introduction, titles, and periods)
16) Distinguishes between fact and opinion
17) Comprehends, develops and uses concepts and generalizations
18) Creates hypotheses and predicts outcomes
19) Draws reasonable conclusions from information found in various sources
20) Invents solutions to problems using non-linear thinking techniques (e.g., creating metaphors, construction analogies and models, brainstorming and role-playing)
21) Defends conclusions rationally
22) Tests the validity of an assertion by examining the evidence
23) Understands logical relationships
24) Constructs logical sequences and understands the conclusion to which they lead
25) Detects fallacies in reasoning
*not covered in this course
3) Classroom Management
Students are expected to be prepared for class. This includes: bringing appropriate textbook(s) to class, having necessary writing utensils, and bringing completed assignments. Students are expected to arrive on time to class each day, and behave in a respectful manner towards their teachers and fellow students. Continuous disruptive behavior will result in contact with the parents. Depending on the severity of an offense, detention, office referral, and possible suspension may be necessary.
4) Grading Scheme
Homework/Classwork: 10% A = 90-100
Quizzes: 15% B = 80-89
Tests: 25% C = 70-79
Major Writing/Projects: 25% F = 69 and below
Final Exam: 15%
Participation: 10%
5) Provisions for Improving Grades
a. Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance.
Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester.
b. Teachers will determine when and how students with extenuating circumstances may improve their grades.
c. Recovery Policy
Recovery is available to students with a cumulative grade below 74% after a minimum of two (2) major grades. The maximum grade a student can earn for a recovery activity is 70%. There will be only one recovery opportunity per failed major assignment or test. The individual teacher will determine the means of recovery. THE STUDENT MUST INITIATE THE PROCESS WITHIN FIVE (5) DAYS OF NOTIFICATION OF A FAILING GRADE ON A MAJOR ASSIGNMENT/TEST.
6) Extra Help
I will be available most mornings beginning at 7:45 and most afternoons until 4:00. Students can make an appointment to meet with me for individual help. Students are also free to come by without an appointment, but it is possible that I may have a previously scheduled meeting at that time.
7) Teacher/Parent Communication
I check the above listed email periodically throughout the school day. This is the most efficient way to contact me.
Parent Connect: I encourage all parents to sign up for Parent Connect, a website in which you can view your child’s grades, attendance, discipline, etc. Sign up is available online at http://chattahoocheepc.fultonschools.org.
8) Absences/Make-Up Procedures
STUDENTS will be responsible for making up missed work. Each class has a designated folder containing handouts and instructions for assignments. Students should check this folder and collect these materials the day that they return from an absence. Make up work is to be completed within the same amount of time as the student was absent (i.e. if the student misses two days of class, the work is expected to be turned in two days upon returning). Refer to the CHS Student Handbook for more information. If a student is absent on a test day, the test will be administered during class on the next day he or she is present. If a student is absent prior to an announced test or presentation, but returns on the day of the assessment, the student will be expected to participate. Cases of extended absence will be dealt with on an individual basis.
9) Policies and Procedures
English department plagiarism statement:
Plagiarism is the use of another’s words or ideas and the representation of them as though they are entirely one’s own. Acts of plagiarism might include, but are not limited to:
· USING WORDS OR IDEAS FROM A PUBLISHED SOURCE WITHOUT PROPER DOCUMENTATION (INTENTIONALLY OR UNINTENTIONALLY)
· USING THE WORK OF ANOTHER STUDENT (E.G.COPYING ANOTHER STUDENT’S HOMEWORK, COMPOSITION, OR PROJECT)
· USING EXCESSIVE EDITING SUGGESTIONS OF ANOTHER STUDENT, TEACHER, PARENT, OR PAID EDITOR
Plagiarism on any project or paper will result in a zero for the assignment and an Honor Code Violation. Unless strictly stipulated by the teacher, collaboration on written work is not acceptable. Students who willingly provide other students with access to their work are in violation of the Honor Code.
A NOTE ABOUT WHAT CONSTITUTES “EXCESSIVE EDITING”: Students learn to write well by writing well. Struggling independently through the writing process produces growth (as well as a certain amount of agony), and eventually the student’s own voice. When well meaning parents, siblings, tutors, or others contribute their own ideas, words, phrases, revisions, etc. to students’ writing, student writers miss the opportunity to achieve literary self reliance. So, what is helping, but is NOT excessive editing? The answer is: questioning and cueing. For example—“Is this word strong enough? Interesting enough? Specific enough?” “Can you think of another word that means the same thing?” “Does this sentence seem awkward?” “What exactly do you mean here?” “I don’t understand what you are trying to say; can you say it more clearly?” “This sentence is interesting.” “That is a forceful verb; can you find one as forceful for that other sentence?” These kinds of questions and statements are powerful helpers, yet allow the students to think and write independently. Please help students to achieve their own voices and to develop their writing skills by allowing them to write and revise independently.
10) Materials: Students need to have a composition book (or a spiral notebook) and a 3-ring binder for English class divided into 5 sections:
· Warm-ups/Bell work
· Writing Assignments
· Notes
· Quizzes
· Handouts
Notebook Requirements: Students should keep this syllabus inside their binder. Students can put the binder sections in any order they choose. This binder will be checked for content and organization periodically during the school year as part of the students’ participation grade. Stowing papers inside the cover of your English book is not an acceptable method of organization. It is important that students learn how to organize and manage their work, as this is a life skill.
Please sign, detach, and return this page to Ms. Hamlett.
I have read and understand all of the information outlined in Ms. Hamlett’s syllabus.
Parent Signature_________________________________________Date________________
Student Signature________________________________________Date________________
Video Permission
It is possible that I may show films in class to enrich student understanding of the texts we will be reading and discussing in class. I need parental permission in order for my students to view these films. Occasionally, I may also use music or audiotapes from the school media center. All selections are pertinent to the curriculum and are used solely for enrichment, not as substitutes for reading.
Please indicate by initialing in the blanks below that your child has permission to view the films listed below. Be assured that should you choose not to allow your child to view a film, he or she will be allowed to complete an alternative assignment.
The films I may show in class, if time allows, include but are not limited to:
____Labyrinth: PG for mild language (after reading The Stolen Child)
____ Awakenings: PG-13 for some language and mature themes dealing with mental illness
____Lord of the Flies: R for violence and language
____Riding the Rails: NR (excerpts of this documentary to be shown before reading Of Mice and Men)
____Of Mice and Men: PG-13 for mature themes, some language and violence
Your signature on this form indicates consent for viewing the above selections. Should it occur that a film I plan to show is not on the above list, I will send home with the student individual permission forms for each film.
Parent Signature:_______________________________________
Child’s Name:____________________________________
Date:________________________________
Ms. Ashley Hamlett Ms. Kitty Clements- Keith
hamletta@fulton.k12.ga.us clements@fulton.k12.ga.us
1) Textbooks and Replacement Prices
· Prentice Hall Timeless Voices, Timeless Themes $70.00
· Prentice Hall Grammar and Writing $60.00
· Supplementary Novels $15.00
2) Course Description
The purpose of this course is to build on the reading and language curriculum established in the ninth grade. Students will be able to develop and expand their knowledge of literature and language and demonstrate their mastery level of new learning though performance tasks and assessments.
In 2004 the Georgia Department of Education adopted new Georgia Performance Standards for grades 9-12. Consistent with state curriculum, the Fulton County Schools English and Language Arts curriculum implementation aligns with these standards. The content standards for this course are clustered by strands: Reading and Literature, Reading Across the Curriculum, Conventions, Writing, and Listening/Speaking/Viewing.
The complete list of all the Performance Standards for the course are available online at http://www.georgiastandards.org/langart.asp under Literature and Composition. All reading selections and writing assignments are designed to address the student learning described in the course description. For a more detailed description of the new Georgia Performance Standards for English Language Arts, you may access www.georgiastandards.org or www.fultonschools.org/fcgps/
GA. High School Objectives
The following Georgia High School Graduation test objectives are covered in this course:
1) Learns that English operates according to grammatical systems and patterns of usage
2) Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling
3) Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others
4) Learns that words gather meaning from their context and carry connotation
5) Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)
6) Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea, propaganda techniques)
7) Recognizes different purposes and methods of writing; identifies a writer’s point of view and tone
8) Comprehends a variety of written materials
9) Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas
10) Gains insights into human behavior from the study of literature
11) Reads, discusses and analyzes American literature representing diverse backgrounds and traditions*
12) Develops effective ways of telling and writing about literature, using appropriate literary terms
13) Judges literature critically on the basis of personal response and literary quality
14) Develops an understanding of the effect of history on American literature (e.g. literary movements and periods)*
15) Uses the features of print materials appropriately (e.g., table of contents, preface, introduction, titles, and periods)
16) Distinguishes between fact and opinion
17) Comprehends, develops and uses concepts and generalizations
18) Creates hypotheses and predicts outcomes
19) Draws reasonable conclusions from information found in various sources
20) Invents solutions to problems using non-linear thinking techniques (e.g., creating metaphors, construction analogies and models, brainstorming and role-playing)
21) Defends conclusions rationally
22) Tests the validity of an assertion by examining the evidence
23) Understands logical relationships
24) Constructs logical sequences and understands the conclusion to which they lead
25) Detects fallacies in reasoning
*not covered in this course
3) Classroom Management
Students are expected to be prepared for class. This includes: bringing appropriate textbook(s) to class, having necessary writing utensils, and bringing completed assignments. Students are expected to arrive on time to class each day, and behave in a respectful manner towards their teachers and fellow students. Continuous disruptive behavior will result in contact with the parents. Depending on the severity of an offense, detention, office referral, and possible suspension may be necessary.
4) Grading Scheme
Homework/Classwork: 10% A = 90-100
Quizzes: 15% B = 80-89
Tests: 25% C = 70-79
Major Writing/Projects: 25% F = 69 and below
Final Exam: 15%
Participation: 10%
5) Provisions for Improving Grades
a. Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance.
Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester.
b. Teachers will determine when and how students with extenuating circumstances may improve their grades.
c. Recovery Policy
Recovery is available to students with a cumulative grade below 74% after a minimum of two (2) major grades. The maximum grade a student can earn for a recovery activity is 70%. There will be only one recovery opportunity per failed major assignment or test. The individual teacher will determine the means of recovery. THE STUDENT MUST INITIATE THE PROCESS WITHIN FIVE (5) DAYS OF NOTIFICATION OF A FAILING GRADE ON A MAJOR ASSIGNMENT/TEST.
6) Extra Help
I will be available most mornings beginning at 7:45 and most afternoons until 4:00. Students can make an appointment to meet with me for individual help. Students are also free to come by without an appointment, but it is possible that I may have a previously scheduled meeting at that time.
7) Teacher/Parent Communication
I check the above listed email periodically throughout the school day. This is the most efficient way to contact me.
Parent Connect: I encourage all parents to sign up for Parent Connect, a website in which you can view your child’s grades, attendance, discipline, etc. Sign up is available online at http://chattahoocheepc.fultonschools.org.
8) Absences/Make-Up Procedures
STUDENTS will be responsible for making up missed work. Each class has a designated folder containing handouts and instructions for assignments. Students should check this folder and collect these materials the day that they return from an absence. Make up work is to be completed within the same amount of time as the student was absent (i.e. if the student misses two days of class, the work is expected to be turned in two days upon returning). Refer to the CHS Student Handbook for more information. If a student is absent on a test day, the test will be administered during class on the next day he or she is present. If a student is absent prior to an announced test or presentation, but returns on the day of the assessment, the student will be expected to participate. Cases of extended absence will be dealt with on an individual basis.
9) Policies and Procedures
English department plagiarism statement:
Plagiarism is the use of another’s words or ideas and the representation of them as though they are entirely one’s own. Acts of plagiarism might include, but are not limited to:
· USING WORDS OR IDEAS FROM A PUBLISHED SOURCE WITHOUT PROPER DOCUMENTATION (INTENTIONALLY OR UNINTENTIONALLY)
· USING THE WORK OF ANOTHER STUDENT (E.G.COPYING ANOTHER STUDENT’S HOMEWORK, COMPOSITION, OR PROJECT)
· USING EXCESSIVE EDITING SUGGESTIONS OF ANOTHER STUDENT, TEACHER, PARENT, OR PAID EDITOR
Plagiarism on any project or paper will result in a zero for the assignment and an Honor Code Violation. Unless strictly stipulated by the teacher, collaboration on written work is not acceptable. Students who willingly provide other students with access to their work are in violation of the Honor Code.
A NOTE ABOUT WHAT CONSTITUTES “EXCESSIVE EDITING”: Students learn to write well by writing well. Struggling independently through the writing process produces growth (as well as a certain amount of agony), and eventually the student’s own voice. When well meaning parents, siblings, tutors, or others contribute their own ideas, words, phrases, revisions, etc. to students’ writing, student writers miss the opportunity to achieve literary self reliance. So, what is helping, but is NOT excessive editing? The answer is: questioning and cueing. For example—“Is this word strong enough? Interesting enough? Specific enough?” “Can you think of another word that means the same thing?” “Does this sentence seem awkward?” “What exactly do you mean here?” “I don’t understand what you are trying to say; can you say it more clearly?” “This sentence is interesting.” “That is a forceful verb; can you find one as forceful for that other sentence?” These kinds of questions and statements are powerful helpers, yet allow the students to think and write independently. Please help students to achieve their own voices and to develop their writing skills by allowing them to write and revise independently.
10) Materials: Students need to have a composition book (or a spiral notebook) and a 3-ring binder for English class divided into 5 sections:
· Warm-ups/Bell work
· Writing Assignments
· Notes
· Quizzes
· Handouts
Notebook Requirements: Students should keep this syllabus inside their binder. Students can put the binder sections in any order they choose. This binder will be checked for content and organization periodically during the school year as part of the students’ participation grade. Stowing papers inside the cover of your English book is not an acceptable method of organization. It is important that students learn how to organize and manage their work, as this is a life skill.
Please sign, detach, and return this page to Ms. Hamlett.
I have read and understand all of the information outlined in Ms. Hamlett’s syllabus.
Parent Signature_________________________________________Date________________
Student Signature________________________________________Date________________
Video Permission
It is possible that I may show films in class to enrich student understanding of the texts we will be reading and discussing in class. I need parental permission in order for my students to view these films. Occasionally, I may also use music or audiotapes from the school media center. All selections are pertinent to the curriculum and are used solely for enrichment, not as substitutes for reading.
Please indicate by initialing in the blanks below that your child has permission to view the films listed below. Be assured that should you choose not to allow your child to view a film, he or she will be allowed to complete an alternative assignment.
The films I may show in class, if time allows, include but are not limited to:
____Labyrinth: PG for mild language (after reading The Stolen Child)
____ Awakenings: PG-13 for some language and mature themes dealing with mental illness
____Lord of the Flies: R for violence and language
____Riding the Rails: NR (excerpts of this documentary to be shown before reading Of Mice and Men)
____Of Mice and Men: PG-13 for mature themes, some language and violence
Your signature on this form indicates consent for viewing the above selections. Should it occur that a film I plan to show is not on the above list, I will send home with the student individual permission forms for each film.
Parent Signature:_______________________________________
Child’s Name:____________________________________
Date:________________________________
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