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MR. BRIMHALL’S

CLASSROOM RULES and EXPECTATIONS

1. BE PREPARED TO WORK HARD

a)Get to class on time! Be in your seat and silentlywriting the class work and homework posted on the board in your plannerbefore the late bell rings.

10/10 Rule: All students are to be in class the first 10 minutes of every class and the concluding 10 minutes of every class.

b)Be prepared for class. Bring your textbook, pen, paper, agenda, and homework daily.

c)No food, no drinks (no water either), and no gum allowed in the classroom.

d)Use the bathroom before entering the classroom. (DO NOT ASK TO USE THE RESTROOM DURING CLASS INSTRUCTION).

e)Turn off all electronic devices and keep them concealed.No cell phones,iPods, video game systems will be on, used, or charged in class.

(NOTE: If your cell phone rings, beeps, or vibrates in class, it will be confiscated and you will have to get it Thursday after 3:06 when school ends from Mr. Farkas or Mr. Betts).

f)Remove hats, hoods, and sunglasses upon entering the classroom. Also, keep all purses, bags, hats, etcetera on the ground next to your desk. The only things that should be on your desk are the textbook, paper, notebook, and pencil or pen.

g)Complete your assignments. DO YOUR BEST EVERYDAY.

2. BE RESPECTFUL OF ALL PEOPLE AT ALL TIMES

a) Raise your hand if you want to speak.

b) Follow directions. Remain in your seat throughout the entirety of the class unless

instructed to do otherwise. (DO NOT WALK IN FRONT OF THE TEACHER OR

SHARPEN YOUR PENCIL WHILE HE IS SPEAKING).

c)No profanity. No discriminating remarks or behavior designed to hurtothers (no name

calling).

d)Do not touch another person or his/her belongings without his/her permission.

e) Be Honest = No Cheating = No Plagiarism = Do Your Own Work

CHEATING POLICY: If you are caught cheating, you will not receive an “A” in the class for the semester in which you cheated, which means: you copied another person’s work; you plagiarized another person’s writing; you let another person copy your work or writing; you altered answers or grades on your own or another student’s test.

3. FOLLOW THE HAMILTON SCHOOL RULES

Tardy Policy:

  1. First tardy = Warning
  2. Second tardy = Warning
  3. Third tardy = After School Detention
  4. Each tardy after the third tardy is an After School Detention

Discipline Policy:

  1. Teacher acknowledges on task students
  2. Teacher asks student to repeat the task at hand
  3. Verbal Warning
  4. Seat Change
  5. Send to buddy teacher and call or email parents and Mr. Betts to notify them of the behavior issue, and that next time the student is sent out, an after-school detention will be assigned. (This is considered a referral and you will have a conference with Mr. Betts).
  • Any day from this point on, if the same student makes it to the "buddy teacher" stage (step 5), he/ she will be assigned an after-school detention.Suspension may result after the third referral. The teacher will call or email the parentsto notify them, and send home acopy of the After-School Detention Form with the student.
  • If a student receives detention on Monday, Tuesday, or Wednesday, he/ she will serve detention that same week on Friday after school. If a student receives detention Thursday or Friday, he/ she will serve detention the next Monday after school.

You have freedom of choice but not freedom from consequence.

GRADING POLICY:

  • Each assignment will be given a numerical value. For example, a student receives 9 points on an incomplete homework assignment that is worth 10 points. To find the letter grade, divide the grade you earned on the assignment (9 points) by the total number possible to earn on the homework (10 points). 9 divided by 10 equals 0.9 which is 90% and equivalent to an A-.

Tests, Essays, and Quizzes = 70%--80%

Homework and Classwork = 20%--30%

SAMPLE GRADE BOOK ENTRIES:

Category / Assignment Description / Points
  1. TESTS
/ Gatsby TEST / 100
  1. QUIZZES
/ Gatsby Ch. 9 QUIZ / 20
  1. ESSAYS
/ Gatsby ESSAY / 100
  1. Homework/Classwork
/ Gatsby Ch. 7 Questions / 10
  1. Participation
/ Planner #1 / 5
  • Homeworkis to be turned in on the due date assigned and will be accepted at the beginning of class on the day it is due for full credit. If you submit your work late, the highest grade you can earn is a “B.” However, in order to earn a “B” on a late homework assignment it must be of the highest quality and demonstrate that you have successfully mastered and understand the skill you have been asked to perform. In addition, every two weeks I will announce that any late work (homework or major assignment) must be submitted on a particular date for credit. If the work is not turned in on the date stated by the teacher, then the work will not be accepted at all.
  • Planners will be checked every three weeks. If you are absent, it is your responsibility to copy the planner from another student to receive the points.
  • Participation Points: You will lose 5 points each time you are tardy to class or do not bring your textbook/ novel to class when asked to do so. These points cannot be made up.
  • If you are absent the daya major test, essay, writing assignment, group project, or presentation occurs or is due, you have one dayto make up the assignment and receive full credit for it. Choosing not to make up the assignment the day after you return, the highest grade you will be able to earn is a “B.”
  • Also, if you have been given advanced notice of the date of a test, essay, project, presentation, or homework and you are absent the day the assignment is due, you are expected to place the assignment in the teacher’s hands the day you return to school at the beginning of the class period or make arrangements to take the test on your own time.
  • Additionally, if the teacher says that he will not accept a particular assignment late, it will be because advanced notice and an extended period of time has been allotted to complete the assignment. [Examples include, but are not limited to, essays, research papers, projects, and presentations.]
  • Athletes need to ask for assignments before away games or being released early for home games.

11th-12thGRADE COMMON CORE GOALS:

  • READING.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite textual evidence when writing or speaking to support conclusions from the text.

Such texts will include a wide variety of grade level appropriate classics and contemporary literature, such as:

JUNIORS--The Crucible, The Great Gatsby, and The Catcher in the Rye. Additionally, poetry, essays, and short stories written by the following authors will be read: Bradstreet, Poe, Hawthorne, Emerson, Thoreau, Dickinson, Whitman, Twain, Crane, London, Chopin, Hemmingway, Hughes, Eliot, Cummings, Hughes, Williams, Plath, O’Connor, Collins, Bukowski, Alexie, Krakauer, etc.

SENIORS--Beowulf, The Canterbury Tales, Hamlet, and Brave New World. Additionally, poetry, essays, and short stories written by the following authors will be read: Marlowe, Raleigh, Herrick, Marvell, Donne, Milton, Swift, Dante, Pope, Blake, Wordsworth, Coleridge, Shelley, Keats, Byron, Tennyson, Elizabeth & Robert Browning, Arnold, Housman, Dickens, Wilde, Kipling, Lawrence, Eliot, Orwell, Thomas, Yeats , etc.

  • R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  • R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  • R.4 Interpret word s and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
  • R.5 Analyze the structure of texts including how a specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
  • R.7Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text (e.g., recorded or live production of a play or recorded novel or poetry).
  • R.9 Analyze how two or more texts from the eighteenth, nineteenth, and early-twentieth century address similar themes or topics in order to build knowledge or to compare the approaches the author’s take.
  • WRITING.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • W.2 Write informative/explanatory essays to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis or content.
  • W.3 Write narrative essays to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
  • SPEAKING & LISTENING.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partner, building on other’s ideas and expressing their own clearly and persuasively.
  • SL.4 Present information, finding and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
  • LANGUAGE.6 Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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(cut along the dotted line and return to Mr. Brimhall)