San Pasqual Academy English 9 & 10

Course Syllabus Fall 2011

TEACHER: Ms. Natalie Priester PHONE: (619) 244-3755 cell, texts are very welcome WEBPAGE/BLOG: http://bit.ly/mspriester ROOM: Tech 1 EMAIL: npriester@sdcoe.net TEACHERS ASSISTANT: Ms. Raquel Cruz

TEXTBOOKS: Holt Literature & Language Arts: Mastering the California Standards Third and Fourth Courses SUPPLIES: none in class, but internet access will be needed for homework COURSE DESCRIPTION: English 9 and 10 are both paperless-but-not-bookless courses. Students will work toward mastering traditional grade level standards in a nontraditional technology blended classroom. Assignments will be posted and submitted using interactive online tools. They will be completing using combine online and live communication and tools. Whenever possible, work will be assessed through collaborative project-based assessments. In an effort to connect to an authentic global audience and build a positive online reputation, each student will create and maintain a personal blog and publish many products using Web 2.0 and 3.0 tools. Lessons will be designed to help current students pass the California High School Exit Exam on the first try, master grade level standards, overcome and/or build upon previous educational experiences, and become creative, innovative, resourceful, collaborative, and responsible citizens in a modern technological society.

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COURSE OBJECTIVES: Unit Reading Plot & Setting Content Standards Standard California (CA) English 9 & 10 Reading Standard 3.6 Analyze an author's development of time and sequence, including the use of foreshadowing Reading Standard 3.4 Determine characters traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. CA English 9 & 10 Reading Standard 3.9 Explain how voice, persona, and the choice of narrator affect characterization, and the tone, plot, and credibility of a text CA English 9 & 10 Reading Standard 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each CA English 9 & 10 Reading Standard 3.8 Interpret and evaluate the impact of ambiguities and ironies in a text CA English 9 & 10 Reading Standard 3.7 Recognize and understand the significance of various literary devices, including allegory and symbolism and explain their appeal CA English 9 & 10 Writing Standard 1.1 Write biographical or autobiographical narratives or short stories CA English 9 & 10 Writing Standard 2.4 Write persuasive compositions CA English 9 & 10 Language Standard 1.4 Produce legible work that shows accurate spelling CA English 9 & 10 Reading Standard 1.1 Identify and use the literal and figurative meanings of words and understand word derivations CA English 9 & 10 Reading Standard 1.1 Establish a controlling impression and maintain a consistent focus throughout a piece of writing International Society for Technology in Education (ISTE) Standard 1 Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology ISTE Standard 2 Communication & Collaboration Students use digital media and environments to communicate and work collaboratively including at a distance, to support individual learning and contribute to the learning of others ISTE Standard 5 Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior ISTE Standard 6 Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations CA English 9 & 10 Writing Standard 1.8 Design and publish documents using advanced publishing software and graphic programs

Character

Narrator & Voice

Comparing Themes

Irony & Ambiguity Symbolism & Allegory

Writing Narrative Persuasive Essay Spelling Academic Vocabulary

Dragons Den

Technology Integration

TEACHING METHODS AND ORGANIZATION: Monday Vocabulary Reading/Writing Reading/Writing Weekly Routine Tuesday Wednesday Vocabulary Vocabulary Reading/Writing Reading/Writing Reading/Writing Reading/Writing Thursday Spelling Test Reading/Writing Reading/Writing Friday Vocabulary Test Centers Dragons Den
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Warm-up Classwork Homework

Prior to Class

Arrival

Warm-Up

10 Second Sound Off

Classwork

Closing

Daily Routine Students Responsibilities Teachers Responsibilities Complete homework Create assignments and post forms on blog Use the restroom or get a drink Share assignment forms with TA for grading Gather necessary supplies Project warm-up on screen Enter and greet others Remind teachers assistant to supervise classroom Take assigned laptop from cart to desk Greet students in hallway Turn on and or load laptop Visually assess moods of students Move to doghouse area at the back of the room if homework is incomplete Read the blog post of todays Visually assess moods of students assignments Greet and ask students if they completed their homework Begin warm-up activity If homework is incomplete, sit in the Meet with individual students to address doghouse or with the TA and finish it previous days behavior concerns if necessary Submit warm-up form on the blog Put laptop monitor at an acute angle Get students attention using signal (If you can hear me) Turn body to give attention to the teacher Praise and remind students of active listening behaviors Listen to the avatar ask the question Actively listen to each student as he/she Play avatar responds while holding the ball Project sentence starter Participate by answering the question or Pass the ball to the first student sharing your own story when holding Time students as they speak using cell the ball (use the sentence starter if phone necessary) Intervene only if students make inappropriate comments Answer question when passed the ball Listen to teachers introduction Introduce assignment Gather supplies and move seat if Briefly summarize rubric and model necessary steps if necessary Work with peers if asked Direct students to begin assignment and help with logistics Read directions and rubric on blog When not providing direct instruction, Complete assignment this may be wander to help students stay on task, done as a whole class, in groups, with a provide encouragement, answer partner, or independently questions, and ask questions Submit classwork form on the blog Project a timer or simple checklist Go to the classroom library or complete Give time reminders and announce a missing assignment if class has not when to submit form ended Listen to teachers announcements and Wrap up lesson reminders Explain homework assignment Read blog and board to view homework Project real time spreadsheet of assignment competed checkout sheets Complete checkout sheet form on blog Remind TA to supervise laptop check in Return laptop to cart and plug it in Stand in doorway to announce students who have completed checkout sheet Gather personal supplies and give hugs, handshakes, and high Give teacher hug, handshake, or high fives five at the doorway

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Curriculum Overview & Assessments: Units Reading Content Plot & Setting Character Narrator & Voice Comparing Themes Irony & Ambiguity Symbolism & Allegory First Quarter Overview Typical Unit Format 1. Be introduced to content a. Presentation b. Mini project 2. Read stories to practice a. Before you read b. Read c. Comprehension activities d. Content activities 3. Create assessment project to prove understanding 1. Prewriting 2. Drafting 3. Revising 4. Proofreading 5. Publishing 1. Get list of 20 words 2. Practice in centers 3. Study 4. Practice lesson 5. Weekly test 1. Learn 3 words & focus question 2. Practice in English & History classes 3. Weekly paragraph writing assessment 1. Introduction & discussion 2. Reflection Assessment Make a creative project at the end of each unit that demonstrates understanding of content

Writing

Narrative Persuasive Essay

Write a final draft of each essay

Spelling

400 words

Take a traditional test every Thursday, one cumulative midterm, and one cumulative final exam Take a written assessment every Friday, a fill-in-theblanks midterm, and a fillin-the-blanks final exam

Academic Vocabulary

60 words

Cyber Safety Dragons Den Portfolio

Identity Safety Cyberbullying Cyber Predators 21 school-wide 1. Blog post and comments prompts Must contain at grade level work samples of each of the following: Plot & Setting Project Assessment Character Project Assessment Narrator & Voice Project Assessment Comparing Themes Project Assessment Irony & Ambiguity Project Assessment Symbolism & Allegory Project Assessment Narrative Essay Final Draft Persuasive Essay Final Draft Spelling Final Exam Vocabulary Final Exam

Build an online portfolio that is due at the end of the quarter

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GRADING POLICIES: Standard Grading Rubric Score Above Grade Level Generic Standards Expectations are exceeded; work demonstrates thorough understanding of content, correct usage of general writing skills, and extra effort. Expectations are met; work demonstrates understanding of content, usage of general writing skills, and effort Expectations are somewhat met; work demonstrates some understanding of content, some usage of general writing skills, and some effort Expectations are not met; work does not demonstrate understanding of content, mistakes in writing, and little effort Percentage 100% Gradebook Code above

At Grade Level

80%

at

Below Grade Level

65%

below

Far Below Grade Level

50%

farbelow

Type of Assignment Warm-up Classwork Centers Homework Reading Assessment Projects Writing Final Drafts Academic Vocabulary Quizzes Academic Vocabulary Midterm Academic Vocabulary Final Spelling Tests Spelling Midterm Spelling Final Portfolio 1 3 4 2 30 40 6 12 25 4 8 15 600

Grading Points Breakdown Points Per Estimated Total Per Assignment Semester 100 100 20 100 6 2 20 1 1 20 1 1 1

Total Point Value Per Semester 100 300 80 200 180 80 120 12 25 80 8 15 800 2000 Total

Score Above Grade Level

At Grade Level

Below Grade Level

Far Below Grade Level

Behavior Rubric Traits Behavior expectations are almost always met. Benefits are regularly received. Troubleshooting steps are rarely needed and completed with cooperation. Effort is made to help others be safe, responsible, and respectful. Behavior expectations are almost always met. Benefits are regularly received. Troubleshooting steps are occasionally needed and completed with cooperation. Behavior expectations are often always met. Benefits are sometimes received. Troubleshooting steps are occasionally needed and sometimes they are not completed with cooperation. Behavior expectations are regularly not met. Benefits are rarely received. Troubleshooting steps are regularly needed and many times they are not completed with cooperation. Behavior makes it harder for others to be safe, responsible, and respectful.

Grade A

B or C

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ATTENDANCE AND TARDY POLICY: Situation If you are tardy Absence & Tardy Tasks Responsibilities Quietly enter the room & discreetly hand your pass to Ms. Priester if you have one Look around to figure out what the class is doing and get to work on the current assignment When Ms. Priester is not talking to the whole class, explain why you are tardy On your own time, complete missed assignments Complete a Check Out form and remind Ms. Priester why you are leaving Check the blog to complete classwork assignments on your own time Email or text Ms. Priester to explain Complete your homework as if you were still attending class Check the blog and complete your warm-up and classwork from home Check with a peer after class or email Ms. Priester if you need help Submit all assignments online just as if you were in class Email, text, or send a message with a friend to tell Ms. Priester Check the blog and complete your warm-up and classwork from home Check with a peer after class or email Ms. Priester if you need help Submit all assignments online just as if you were in class Understand that you will not be allowed to make up your work Prepare to explain your situation to Ms. Priester when you return to class

1. 2. 3.

If you leave early If you know ahead of time that you will be absent

If you are unexpectedly absent If you are truant

4. 1. 2. 1. 2. 3. 4. 5. 1. 2. 3. 4. 1. 2.

ASSIGNMENT MAKE-UP POLICY: Type of Assignment Warm-ups Classwork Homework Weekly Tests & Assessments Assessments Late Work Rights & Responsibilities Must be submitted before the end of the unit (before the assessment for the unit is due) Will not be accepted after the end of the unit Notify the TA upon completion to make sure it is graded May be submitted for a maximum of At Grade Level after first deadline May be redone before the end of the quarter to improve grade All are due at the end of the quarter, with enough time to be graded and added to portfolio. Notify the Ms. Priester upon completion to make sure it is graded

TUTORING TIME: Extra Help When During Class What to Do Ask a peer Ask an adult Ask to sit with the TA if she is available Sign up for make-up work during centers Come to the classroom if you just need time to work Ask Ms. Priester or the TA if she available Schedule to stay after to receive extra help Remember to tell your house what you are doing Ask a peer Ask an adult Email or text Ms. Priester at a reasonable hour

On Friday During Lunch Immediately After School

During Study Hour & Later

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BEHAVIOR PLAN: Be Safe Keep hands and feet to self Follow adult directions the first time given Ask permission to leave assigned area Keep walkways clear Carry laptops by their bases Use extension cords and move seat when charging Keep textbooks in the baskets when not in use Pay attention Stay in your seat Expectations Be Respectful Listen to the speaker Focus on the assignment Use appropriate voice and words Limit public displays of affection Save snacks for later Tell an adult if a peer forgets to log out Return laptop to the cart and plug it in when finished Be Responsible Arrive on time and prepared Remove headphones when entering room Keep cell phone turned off and out of sight unless being used as a tool Stay on task Clean up after yourself Use your own laptop Immediately report any damages to an adult Attempt to troubleshoot technical difficulties Keep food and drink away from the laptops Try to understand directions Raise your hand to ask permission to interrupt Have on task conversations Do your part of the work Read the directions Try to figure things out on your own Ask a peer or adult for help Log out of accounts when finished Remember usernames and passwords Save your work

Always

Using Supplies

Listening to a Speaker

Working Together

Working Independently

Working Online

Respond to others with respect Ask to take a walk when frustrated Stay aware of what is going in the room Listen for teachers signal of an announcement Use only first names Replace identifying photos with avatars Add only people you know to your networks

Look at the speaker Close laptop monitor to an acute angle Limit side conversations Use inside voices Help others

Work quietly Remove both headphones when speaking to someone Give encouragement and constructive criticisms Use appropriate language and images

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Troubleshooting

Frequent smiles verbal compliments high-fives pats on the back compliments on individual student blog extra classroom privileges stickers and certificates Friday center choices

Benefits Occasional exemplary work or compliments shared through social media positive walk home to share compliment with house parents and social workers positive phone calls or emails to school and residential administrators award at awards assembly

Permanent respect and friendliness from peers supportive relationship teacher increased academic abilities improved social skills positive citizenship grade credit for class

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