Bernie+M

=Freshman English 2010 - 2011= =Mr. McCarthy = = = = Dear Parents, Guardians, and Students: Welcome! I am excited to send out this letter and pass along details about our English class. I specifically use the term “our English class” because this class will be a collaborative learning experience. We—students, teachers, parents, guardians, and community members—will all play an important role in reaching successes in this class. I also believe we will all enjoy the process. The accompanying sheets will provide a general overview of course and classroom details. If you have any questions, do not hesitate to contact me. I have listed my office hours and contact information below and on the first sheet. Please make sure both you and your student read the material and sign the last page. You can return the signed sheet by mail or send it with your student on the first day of school. Again, welcome to Freshman English—this is going to be a fantastic semester! = = = **School Phone: (555) 444-3333 ext. 123 Email: bmccarthy@mypretendhighschool.edu Class Blog: http://bmccarthywi.edublogs.org Class Wiki: http://myenglishworkshop.wikispaces.com**
 * // Mr. McCarthy //**

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=**Freshman English 2010 - 2011 Mr. McCarthy Course Information Letter**=

=__ Contact Information & Office Hours __ = Phone: (555) 444-3333 ext. 123 Email: bmccarthy@mypretendhighschool.edu Class Blog: http:bmccarthywi@edublogs.org Class Wiki: http://myenglishworkshop.wikispaces.com I can be contacted by school phone or email. I will always get a response back to you by the next school day. I am available 30 minutes before and after school on most days. Please check my calendar on the class blog for any days where I will be unavailable at these times. I am also available during the 6th hour of regular schedule. As I use all of these times to prepare class material and review student work, I would appreciate your help in scheduling appointments whenever possible. However, I realize that life is sometimes chaotic and always have an open door policy. Also, please check the class blog for announcements, assignment information, or calendar items that may answer your questions. =__ Course Description __= Students in Freshman English will develop their reading, writing, and communication skills. This course will coordinate studies of language arts, reading of trade books, and writing projects for various purposes. Specific units will cover the writing process, grammar, vocabulary, communication skills, and reading comprehension. Trade books will include To Kill a Mockingbird, Romeo and Juliet, Pay It Forward, American Indian Stories, Raisin in the Sun, and assorted works of poetry. Students will work both independently and collaboratively, while using multiple strategies and completing varied authentic assessments. In addition, students will participate in a service-learning project. The students will involve technologies such as internet research, wiki documents, blog reports, multi-media presentations, iPod interviews, PowerPoint presentations, YouTube and streaming videos, class website, and other appropriate resources. As this class attempts to model the real world, it will include discussion of real-world issues and occasionally seek home and community involvement.

=__ Required Materials __= Students will be expected to bring the following materials to class every day: Text Trade Book: as indicated by the unit 2 Pens – black ink Writing Journal - 1 plain paper Pocket Folder with 3 hole clips – containing 35 sheets of college lined writing paper Student Portfolio – 3 ring binder (1 ½ inch wide) including a yellow letter legal pad in back cover pocket, 4 tabbed dividers labeled (Journal Prompts, Notes, Assignments, Learning Log)

= __Student Portfolio Binder__ = Students will be maintaining a portfolio throughout the course this semester. As described in the Required Materials section, this portfolio will be used for taking notes, storing journal prompt information, collecting assignments, and compiling a learning log. The learning log section will be an area where students record learning that is going on in other content area classes and how it might relate to our English class.

=__Journal__= Students will be maintaining a portfolio throughout the course this semester. Journals should be kept with their learning log. The pocket flap on the inside of the portfolio binder should be a convenient place to store the journal. Students will use the journal to respond to writing prompts and various writing assignments. Individual entries in the journal will not be graded. However, completing the journal prompts is considered part of the student’s participation percentage. Students should remember that while their journal entries will not be graded or published, I will read them on designated turn-in dates. If entries contain indication of student activities that are violent, illegal, or inappropriate I will bring the situation to the attention of the school administration. While journals are intended to be a safe area for students to express themselves and be creative in their writing, it is not private property and is open for review by the teacher. = __Grading Policy__ = The student’s course grade will be determined by combining multiple assessments of varying percentages. Learning for each unit will be assessed by at least one informal assessment (ex: non-graded observation or discussion), one formative assessment (ex: graded worksheet or draft of writing), and two formal summative assessments (ex: graded unit test and/or graded final project). Within each unit, formative assessments will be averaged to reach 45% of the unit grade. Each summative assessment will be worth 25% of the unit grade, giving that area a weight of 50% of the unit grade. Student participation and good classroom citizenship will account for 5% of the unit grade. The semester course will cover 10 units. Final unit scores will be averaged equally to reach the final course grade.
 * ** Grade ** || ** Score Range ** || ** Grade ** || ** Score Range **  ||
 * A+ || 97 – 100 || C+   ||  77 – 79   ||
 * A || 93 – 96 || C   ||  73 – 76   ||
 * A- || 90-92 || C-   ||  70 – 72   ||
 * B+ || 87 – 89 || D+   ||  67 – 69   ||
 * B || 83 – 86 || D   ||  63 – 66   ||
 * B- || 80 - 82 || D-   ||  60 - 62   ||
 * || || F   ||  59 & below   ||

= __Late Work__ = Students are expected to make every effort to plan their work so assignments can be completed as scheduled. Students with excuses absences, as defined by the student handbook, will be allowed to submit late work on the first day they return to school and/or reschedule tests as agreed upon by the teacher without a penalty. All other late work will be accepted, but receive the following deductions. First Offense: 10% mark down; Second Offense: 15% mark down and letter sent home; Third Offense: 20% mark down and requested conference; No late work will be accepted after the third offense and all subsequent assignments will receive a zero.

=__Plagiarism and Cheating__= Plagiarism is stealing the work of another individual. It is a SERIOUS violation of classroom and school policy! Students plagiarizing or cheating on assignments or assessments of any kind will receive a zero for that assignment/assessment, lose their entire participation grade and be referred to the Main Office__.__

=__Attendance and Tardiness__= Students are expected to be in their seats, prepared for class, when the bell rings. Students arriving to class within one minute of the bell will not be marked tardy, but will have a checkmark placed against their participation grade. Students arriving more than 1 minute after the bell will be marked tardy and have a check mark placed against their participation grade. Students receiving 1-2 checkmarks within a semester will lose 2% of their participation grade. Students receiving 3 or more will lose their entire participation grade and be referred to the Main Office__.__ = __Student Participation and Classroom Behavior__ = Learning is an active process and requires student involvement and contribution. Students are expected to participate fully in class activities such as—but not limited to—discussion, questioning, reflection, journaling, and completing assignments. Student participation also involves being a good class citizen. This involves displaying appropriate social interaction skills, respecting people and property, and coming to class prepared. Each unit includes a participation grade equaling 5% of the unit grade. Parents and students should be aware of all rules listed in the school handbook. These rules will be followed in the classroom. As this is a high school class, I believe that students, given the opportunity to prove themselves, will act in a responsible manner. Our classroom is a safe, collaborative learning area. There will be a zero tolerance, no warning policy, regarding any behavior involving bullying, violence, threats, vulgar language, or stealing. Students choosing to exhibit those types of behaviors will be immediately referred to the Main Office. In addition, students disrupting the education process or displaying poor citizenry in this manner will receive a zero in the area of participation for that unit.

=__Bathroom Policy__= Students should take care of bathroom needs before or after class. However, if the situation is deemed urgent by the student, they should ask for permission, and will be allowed to sign out the 1 class bathroom pass. Leaving class takes the student away from the learning activity and limits their ability to participate. Continual or extended time away from class will negatively effect the student’s participation grade and could result in revocation of this privilege. = __Conferences__ = Conferences play an important role in helping us all work together in our classroom. Whenever possible, I would like parents/guardians to bring their student along to all conferences. // Fall Conferences are scheduled for: November 4th 5:30 – 8:00pm // //  November 5th 8:00 am – 1:00pm // Prior to conference dates, your student will be selecting 3 pieces of work from their current grading period to showcase. I will be selecting 1 piece of work. These items will serve as a discussion prompt for all of us towards reviewing the student’s progress, remaining objectives, and ways we can all contribute to the achievement of those objectives. Because of the nature of conference night, we may have to limit our time. If that is necessary, I would like to immediately schedule a follow up meeting within one week. Please bring your calendar along to conference night if you believe you may want an extended discussion of your student’s progress. __-__ __**End of page - Please sign the next page and return to Mr. McCarthy via mail or first day of class. ThankYou!**__

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=__Acknowledgement of Receipt and Agreement__=

This page should be signed and returned to Mr. McCarthy as acknowledgement that you received the Course Information Letter and agree to the policies as stated in the letter.

__**Student Signature**: Date:__ _

Please print:

Parent/Guardian Signature: _ Date: Please print name: _

Daytime phone number where you can be reached:

Evening phone number where you can be reached:

Email where you can receive updates:

__Thank you again for your commitment to your student and our classroom!__
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 * English 9 - Mr. McCarthy**


 * Unit: //To Kill A Mockingbird//**__

At the end of our unit you will be required to write a critical review essay. The assignment format is detailed below. You have three essay prompts to help you focus your reading of this novel. Your essay should cover the issues described in one of the prompts. You may select your own prompt and thesis with prior approval from me. If you decide to use your own prompt for the essay, I will require a written rationale and personal planning meeting before the topic final deadline.
 * __Overview__**

Introduction & Chapters 1-3 Friday, January 23rd Chapter 4 Monday,January 25th Chapters 5-7 Tuesday, January 26th Chapters 8-10 Wednesday, January 27th Chapters 11-13 Thursday, January 28th Chapters 14-16 Friday, January 29th Chapters 17-19 Monday, February 1st Chapters 20-22 Tuesday, February 2nd Chapters 23-25 Wednesday, February 3rd Chapters 26-28 Thursday, February 4th Chapters 29-31 Friday, February 5th Review Monday, February 8th Review & Multi-Media Due Tuesday, February 9th Unit Test Wednesday, February 10th Essay Topic Selected Thursday, February 11th Essay Brainstorming Friday, February 12th Essay Thesis Final Monday, February 15th Draft Due (Self Review) Wednesday, February 17th Draft Due (Peer Review) Thursday, February 18th Draft Due (2 & 1 Highlight) Friday, February 19th Conference & Revision Days Monday-Tuesday, February 22nd & 23rd
 * __Unit Calendar__**
 * Paper Due** **Friday, February 26th**


 * __Assignment Format__**
 * Length**: 3-5 pages on white, 8 1/2 x 11 inch paper, single sided. Hint: Write enough to prove your thesis, but not so much as to become trite, rambling, or tangental.
 * Print**: Times New Roman, 12 point font
 * Spacing**: Double space
 * Paragraphs**: Indent the beginning of paragraphs. Standard tab is 1/2 inch.
 * Header**: Please use a Header indicating your name, class hour, and date.
 * Margins**: Margins should be one inch on all sides.
 * Quotes:** All direct quotes should be cited using MLA style.
 * Warning on quotes**: In writing your paper, be aware of the importance of balancing evidence in the text with your interpretation of the evidence. Too much focus on evidence and continued strings of citations may turn your paper into nothing more than a plot summary. Too little use of evidence and reliance only on interpretation may turn the paper into a vague, unsuppported opinion piece. Find the proper blend for your thesis!

1: Harper Lee filled the novel with many detailed and diverse characters. Select a character you find important and/or interesting. Explain how that character changes--or does not change--through the novel. Address the cause, effect, and relevance of the change. Make sure to support these assertions with evidence from the text.
 * __Essay Prompts__**

2: //**To Kill A Mockingbird**// is set in Maycomb--a small town in Alabama. You are reading the novel in Slinger--a small town in Wisconsin. Compare and contrast details of the story with your life today. How is 1930's Maycomb similar to / different from 2010 Slinger? How are you similar to / different from certain characters in the novel? Make sure to address the human issues of the novel more than the obvious changes in technologies. This prompt is deliberately generous, but will require you to pay special attention and focus during the brainstorming and thesis final stage.

3: Plot involves conflict and resolution. Describe two conflicts within **//To Kill A Mockingbird//**. Identify characters (protagonist / antagonist) involved in each conflict. Do the conflicts intertwine? Do the characters from one conflict play the same / different / any role in the other conflict? How--if at all--are the conflicts resolved? Support your assertions with evidence!