English II Syllabus
Bath County High School 2013-2014
We read to know we are not alone.~C.S. Lewis, author of The Chronicles of Narnia
Mrs. R. Thompson Room 114
http://www.bath.kyschools.us.schools.bz/olc/teacher.aspx?s=73
Our mission as a faculty, staff, and parents of Bath County High School is to provide a safe and nurturing environment where all students can achieve success regardless of socioeconomic status, gender, race, or previous academic performance. As a progressive school we will diligently strive to provide the best instructional program possible in order to improve student achievement and instill in each student a lifetime desire to learn. United… we accept the responsibility of educating the future members of our community. ~ BCHS Mission Statement.
Class Objective: To prepare students for Career and College Readiness by addressing the National Common Core of Standards.
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words 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.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
Learn as much as you can while you are young, since life becomes too busy later.~Dana Steward Scott, retired professor of Computer Science, Philosophy, and Mathematical Logic at Carnegie Mellon University.
What students can expect to learn:
Strategies for becoming better readers, writers, and thinkers.
Grammar skills for writing and speaking more effectively.
Skills for performing on the PLAN, Compass, ACT, and On Demand Writing tests.
CLASSROOM PROCEDURES:
1. Students will bring textbooks, paper, homework, and a pencil/pen to class everyday.
2. Students will be in their seats BEFORE the bell rings.
3. Students will begin Bell Work immediately.
4. Students will KEEP Vocabulary Concept Sheets and Class Notes.
5. Students will remain seated in their assigned seats until dismissed by the teacher, regardless of the bell.
6. Students are responsible for getting and turning in completed practice and assessments according to the student Code of Conduct policy. This means students with excused absences will have three days to take care of missed assessments.
7. Students will raise hands and be acknowledged before speaking or answering.
8. Students will do their own formative and summative assessments independently.
9. Students will sharpen pencils, throw away trash, get a Kleenex, etc. at times when it is least disruptive and after permission.
10. Students will raise their hands to get extra help from the teacher at their desks instead of calling out, whistling, or making other noises.
11. Students will not eat or drink in the classroom, as this is school policy.
12. Students will remain awake and alert in class.
13. Students will not write in or damage books or other school / classmate property.
14. Students will receive emergency permission to leave the classroom according to school policy. Leaving the class beyond what is permitted by school policy will result in break detention as stated by school policy
15. Students will respect the teacher, classmates, and themselves. This includes refraining from damaging conversation or comments about other teachers and staff, other students, and the administration. This also includes refraining from using inappropriate language and by following the dress code.
16. When working on computers, phones, or other devices, students may use them only according to lesson directions. Students are not permitted to listen to music, check email or text messages, play games, or navigate anywhere that has nothing to do with the lesson.
17. Students will NEVER use cell phones other than when instructed to do so for the lesson.
Before everything else, getting ready is the secret of success.~Henry Ford, founder of the Ford Motor Company and inventor of the assembly line.
CLASSROOM RULES:
1. Students will follow the rules and guidelines for classroom/school behavior as explained in the student Code of Conduct.
2. Students will not disrupt class or the teaching/learning process with talking, throwing things, asking irrelevant questions, changing the subject, making faces or noises, or other distracting behavior.
3. Students will remain alert and focused and will not sleep, lay their heads on the desk, nor prop themselves on their arms or hands whether asleep or not.
4. Students will not cheat on formative or summative assessments.
5. Students will not fix hair, look in mirrors, or put on make-up during class.
Consequences of Rule Violations:
- Break Detention
- Parent Notification
- Office Referral
- Score of 0 on cheated attempts of formative and summative assessments
While we are free to choose our actions, we are not free to choose the consequences of our actions.~Stephen R. Covey, author of The Habits of Highly Effective People
STANDARDS BASED GRADING
Students’ grades will be determined by the following four weighted categories:
Student Success Skills 10% Explanation in the table below.
Formative Assessments 30% Three attempts.
Summative Assessments 50% Two attempts.
EOC 10% 100 Point Score (State-mandated test)
Student Success SkillsI come to class prepared every day.
I follow all classroom rules and procedures.
I regularly participate in class to maximize my learning.
I satisfactorily complete all practice and reinforcements.
I regularly complete all bell ringers.
“The 0 - 1 - 2 - 2.5 - 3 Grading Scale of SBG”
3 Mastery
Student understands and can do what is asked in the learning target (no gaps in knowledge and skills even if there are a few very minor errors).
2.5 Mastery
After reinforcement(s) and retake(s), the student understands and can do what is asked in the learning target (no gaps in knowledge and skills even if there are a few very minor errors).
2 Developing
Student has some understanding and can do some of what is asked in the learning target (some gaps in knowledge and skills)
1 Beginning
Student has little, if any understanding and can do little of what is asked in the learning target (major gaps in knowledge and skills).
0 No Data
Student has been absent or has provided no data in which to make a decision about their understanding of the learning target. Student may also have been caught cheating on an attempt so that date had to be thrown out.
NO Extra credit or bonus points.
You get what you settle for.~Louise Sawyer in Academy Award-winning movie Thelma and Louise
Dear Students and Parents:
My name is Mrs. Rachelle Thompson, and I will be teaching English II this semester. I have a Master’s Degree in English from Morehead State University and 18 years of teaching experience; however, before all that, I, too, graduated from Bath County High School!
Sophomore year will be a busy one, especially with the changes brought about by Senate Bill 1. This important state legislation eliminated the old accountability system of CATS and the KCCTs (the “old” tests) and put into place the new Unbridled Learning system and K-PREP (the “new” tests). What this means for our English II class in particular is the following:
* Students will take an End of Course Exam in English II at the end of the school year. This test will determine 10 % of each student’s final course grade automatically.
* The End of Course Exam will consist of Multiple Choice questions and Constructed Response questions (like short essay questions).
* Sophomores will take the PLAN test in the fall and an On Demand Writing test in the spring.
Bath County High School has adopted a Standards Based Grading policy to be implemented by all teachers in all classes. My class syllabus contains some basic information on this grading practice along with links for finding out more through our school’s web site. Welcome to my class, and God bless your sophomore year to be your best one yet!
I have read the course syllabus for English II. I know what the rules are for this classroom and understand the consequences for not following rules or procedures. I know what I need to do in order to succeed in this class. I understand that Mrs. Thompson is there to help me, and I need to make sure she knows I need extra help when I need it. I know that at the end of the year, I will take a state end of course exam that will determine 10% of my final grade.
______Student Signature
I have had the opportunity to read Mrs. Thompson’s syllabus for my child’s English II class. I know what the classroom rules and procedures are, and I know what consequences my child will face if he/she does not follow these guidelines. I am aware that at the end of the school year, my child will take a state-mandated End of Course exam that will count as 10% of my child’s final English II grade. I know that Mrs. Thompson has made her school email address and phone number available and has given me a list of best times to call by phone concerning my child’s progress.
______Parent / Guardian Signature
…………………………………………………………………………………………
Detach and keep this information.
To contact Mrs. Rachelle Thompson about ______English II class, email or call 606-674-6325 and ask for Extension #452. To call at a time when I don’t have a class, call between 9:30 and 10:20 am.