Downloadable Syllabus |
Course Overview
In tenth grade, we will explore various multicultural texts, both informational and literary. By exploring these texts, we will be able to immerse ourselves in cultures we may not have the opportunity to experience on our own. Texts will be the gateway to better understanding ourselves in relation to the world.
In addition to reading, we will also be writing and discussing on a regular basis and in multiple mediums. We will use writing and discussion not only to prove our knowledge but also to dig deeper into the topics being explored.
All coursework assigned will ultimately help us become critical thinkers and expand our previous understanding of literature. In order to accomplish this task, lessons will be aligned with the Common Core Standards in order to share high academic expectations: https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-9-12.aspx
In addition to reading, we will also be writing and discussing on a regular basis and in multiple mediums. We will use writing and discussion not only to prove our knowledge but also to dig deeper into the topics being explored.
All coursework assigned will ultimately help us become critical thinkers and expand our previous understanding of literature. In order to accomplish this task, lessons will be aligned with the Common Core Standards in order to share high academic expectations: https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-9-12.aspx
Course Materials
For this course, you will need to come to class prepared with paper, writing utensils, and your assigned Chromebook every day. In addition, students should have a binder for organizational purposes as well as a journal (composition book, spiral notebook, etc.) for daily writing activities. I expect students to keep up with all written work that is assigned.
Students should bring the assigned reading book if they have taken it home. They should, also, bring in additional texts they are reading for independent reading time.
Students should bring the assigned reading book if they have taken it home. They should, also, bring in additional texts they are reading for independent reading time.
Grades
Formative Assessments - 45% - Any informal work used to monitor progress (graphic organizers, journals, reflections, independent reading chart, etcetera)
Summative Assessments - 35% - Major projects used to synthesize unit learning (writing assessments, presentations, vocabulary tests, etcetera)
Final - 20% - Students will be asked to complete a final at the end of the course that will compound and assess their learning throughout the entire course.
Summative Assessments - 35% - Major projects used to synthesize unit learning (writing assessments, presentations, vocabulary tests, etcetera)
Final - 20% - Students will be asked to complete a final at the end of the course that will compound and assess their learning throughout the entire course.
Classroom Agreements
- Be Respectful – All students and teachers will respect each other in and outside of the classroom. We are all learners working towards a shared goal.
- Be a Communicator – There will be many discussions during the course of this class. Talk. Listen. Ask Questions.
- Be Proactive – This is your time to work on you as a learner. Come in ready to learn. Use your time wisely and fill in the gaps with meaningful tasks.
- Be Open-minded – We will try many different activities in this class. Some will work. Some will not. We are all learning what works best for us as a community of learners.
- Be Prepared – Come into class with all required materials and be in your desk when the bell rings.
General Components
Technology: Students will be using technology on a daily basis in order to explore its use as well as for instructional activities. Students are expected to use their devices appropriately and for academic purposes. When we are not using our laptops, students will be expected to close their screens and give their full attention to the task at hand.
Assigned Reading: Throughout this course, students will read various assigned whole-class novels. It is essential that students keep up with the assigned reading so they can engage in classroom activities. If students do not complete the assigned reading, it will hinder their ability to participate thus affecting their overall grade.
Independent Reading: Independent reading will be expected in addition to assigned reading. Students are expected to seek out their own books to read, and students are expected to read both in class and at home. I will provide time to read in class, but most independent reading will be done at home. Students are free to choose their own appropriately challenging reading materials. We will keep track through documentation and small writing assignments related to reading.
Writing: There will be various writing assignments throughout this course, including but not limited to research, argumentative, and creative pieces. Students will, also, engage in daily journals in order to practice writing on a day-to-day basis as well as expand their writing repertoire. I believe in emergent assessment when grading writing, so a large part of the focus will be on student process and growth rather than the end product.
Group Work: Students will engage in collaborative activities throughout the school year. I will provide ample class time to work on group-based projects. If students do not use their class time purposefully, though, they may have to make additional time to work with their groups. I will provide opportunities for students to meet before and after school as needed.
Homework: I do my best to avoid explicit homework assignments (if coursework is not completed in class, though, students may find an accumulated amount of work to complete elsewhere). Because of this, I expect students to dedicate their ‘homework’ time to reading outside of class. Students should push for thirty minutes to an hour of reading each day. This may be assigned reading time or time for independent reading or a mixture of both. The more we dedicate time to reading, the better readers we become!
Late Work: Late work is generally unacceptable without a reasonable excuse or prior communication. Missing work will be entered into the gradebook as a zero until the assignment is turned in for grading. Points will be deducted for work. After two-weeks, an assignment can no longer be ‘made up,’ meaning the assignment will receive a permanent zero.
Participation: Participation is nonnegotiable and is a must in this class. Without daily participation, students will not gain the full level of engagement this course provides.
Absences: Absences go along with participation. If students miss class, they will not gain the full level of engagement this course provides. This being said, I understand circumstances may arise causing a student to miss a day or two. If this occurs, please communicate appropriately. Sending an email prior to the absence will help all teachers prepare and send needed materials to the student. Additionally, students will need to acquire missing work. Students should come by before or after school in order to pick up needed materials as well as receive further details on missed instruction.
Tardiness: Students are expected to be in class on time. This means that students will be in class and in their desks before the bell rings. As soon as the bell rings, students are expected to start working on their daily journal. If students are tardy, consequences will be taken.
Consequences – (consequences will be used for tardiness as well as for classroom disruptions)
1. Verbal Reminder 4. Detention (lunch or after school)
2. Individual Teacher Conference 5. Disciplinary referral
3. Phone call home
I am super excited about this school year and I can’t wait to build a classroom community with you and your students. If you have any questions or concerns, feel free to contact me! GO JAGS!
Assigned Reading: Throughout this course, students will read various assigned whole-class novels. It is essential that students keep up with the assigned reading so they can engage in classroom activities. If students do not complete the assigned reading, it will hinder their ability to participate thus affecting their overall grade.
Independent Reading: Independent reading will be expected in addition to assigned reading. Students are expected to seek out their own books to read, and students are expected to read both in class and at home. I will provide time to read in class, but most independent reading will be done at home. Students are free to choose their own appropriately challenging reading materials. We will keep track through documentation and small writing assignments related to reading.
Writing: There will be various writing assignments throughout this course, including but not limited to research, argumentative, and creative pieces. Students will, also, engage in daily journals in order to practice writing on a day-to-day basis as well as expand their writing repertoire. I believe in emergent assessment when grading writing, so a large part of the focus will be on student process and growth rather than the end product.
Group Work: Students will engage in collaborative activities throughout the school year. I will provide ample class time to work on group-based projects. If students do not use their class time purposefully, though, they may have to make additional time to work with their groups. I will provide opportunities for students to meet before and after school as needed.
Homework: I do my best to avoid explicit homework assignments (if coursework is not completed in class, though, students may find an accumulated amount of work to complete elsewhere). Because of this, I expect students to dedicate their ‘homework’ time to reading outside of class. Students should push for thirty minutes to an hour of reading each day. This may be assigned reading time or time for independent reading or a mixture of both. The more we dedicate time to reading, the better readers we become!
Late Work: Late work is generally unacceptable without a reasonable excuse or prior communication. Missing work will be entered into the gradebook as a zero until the assignment is turned in for grading. Points will be deducted for work. After two-weeks, an assignment can no longer be ‘made up,’ meaning the assignment will receive a permanent zero.
Participation: Participation is nonnegotiable and is a must in this class. Without daily participation, students will not gain the full level of engagement this course provides.
Absences: Absences go along with participation. If students miss class, they will not gain the full level of engagement this course provides. This being said, I understand circumstances may arise causing a student to miss a day or two. If this occurs, please communicate appropriately. Sending an email prior to the absence will help all teachers prepare and send needed materials to the student. Additionally, students will need to acquire missing work. Students should come by before or after school in order to pick up needed materials as well as receive further details on missed instruction.
Tardiness: Students are expected to be in class on time. This means that students will be in class and in their desks before the bell rings. As soon as the bell rings, students are expected to start working on their daily journal. If students are tardy, consequences will be taken.
Consequences – (consequences will be used for tardiness as well as for classroom disruptions)
1. Verbal Reminder 4. Detention (lunch or after school)
2. Individual Teacher Conference 5. Disciplinary referral
3. Phone call home
I am super excited about this school year and I can’t wait to build a classroom community with you and your students. If you have any questions or concerns, feel free to contact me! GO JAGS!