Required Daily Materials, Class Expectations, Objectives, Classroom Rules and Discipline Procedures

Required Daily Materials:

Textbook(s)  (Text, Vocab, OGT, On-line text)	Loose-leaf Paper (No spirals, please.)
Laptop + Batteries/Power Cord	3-Ring Binder (Lightweight)
Moeller Planner	LRS Sheets (Literary Review Sheets from X-drive- downloaded in class)
Pencils, Erasers, and Pens

Classroom Expectations 

Students are expected to adhere to classroom rules and arrive on time willing to learn.  Homework should be completed and ready to submit at the beginning of class.  Students should bring all materials required for class to avoid time consuming locker trips.  Students should be ready to participate and lend their talents to the English I family atmosphere.  Courtesy, kindness, compassion and acceptance are greatly encouraged.  Dishonorable words and actions outlined in the Moeller 2002-2003 Student Handbook will not be tolerated.  This includes swearing, cheating, lying, stealing, intimidation and intentional disruptions.  

Computer Expectations and Use

Students should bring their fully charged and operational computers to class for daily use.  On-line resources provide students with a multitude of resources at their beck and call.  Computer assignments such as Internet exercises and  PowerPoint projects will be planned on a regular basis.  Students are advised to create an "English I"  folder  on the computer hard drive for assignment storage.  

Fair Warning:  Students are advised to seek computer repairs as soon as problems arise.  Unresolved repairs, if a direct result of student negligence or procrastination, could result in loss of assignment credit (a zero).  Students are required to avoid web surfing, music and gaming distractions during class.  Unauthorized activities cause class-wide disruptions and will result in loss of assignment credit ( 15 to 100 pts.) and disciplinary action for the offender.  "Let's not go there!"

Grades

Homework, quizzes, Internet projects, papers, and tests will be outlined on the Germish web page under English I, using the following guidelines:  

-	Homework, quizzes, Internet projects, papers, and test dates will appear under the Assignments link.
-	Internet projects, projects and papers will be listed under "Assignments" but appear outlined in their entirety under a special link.  For example, - Internet assignments will appear under the link "Internet Assigns" - The Romeo and Juliet paper specifications will be located under a rectangular link button entitled "R&J Paper"

Internet Assignments-  Class may begin with an internet assignment consisting of up to 100 points.  Grades will be assessed on content, accuracy, specific project parameters and participation.  Unauthorized surfers are subject to unconditional zero credit dangers.

Homework*-  Homework checks occur frequently and can range from 5 to 100 points.  Smaller totals are usually calculated weekly before they are entered into the grade book.  Larger assignments usually appear as separate entries.  HINT:  Keep up with homework for "easy" points.  Every point helps the final average.

Quizzes*-  Quizzes will be announced, but students should be prepared for rare pop quizzes.

Projects*-  Project assignments will consist of at least 100 points each.  Written projects will  be assessed on content, accuracy, neatness and adherence to specific project parameters.  Oral presentations will be assessed on content,  preparedness, professionalism, PowerPoint slides and adherence to specific project parameters.  

Tests*-  Tests vary and generally fall between 200 to 300 points.  Questions may include True/False (Students are allowed to add correct info to False statements  for EC), Multiple Choice, Matching, and Essay.  HINT:  Good in-class note taking skills will greatly improve chances for test success.

Papers-  A minimum of ten (10) papers must be written during the year, six (6) with multiple drafts.  Each paper assignment will have a separate Assignments Web Page link for parameters and expectations.  Topics will be discussed multiple times in class both prior to and after being assigned.  HINT:  Take good in-class notes AND print the paper parameters site, checking off each item as you complete it.

Make-up Work-  Students are eligible for make-up work resulting from excused absences.  Within one week of absence, students are responsible for printing out a copy of the web page assignment for the day(s) missed,  setting up an appointment with the instructor (bring web page print out with you), AND submitting late work.  Make-up work not completed within one week will receive an unconditional zero.  HINT:  Pay close attention to deadlines!!

Extra Credit-  Extra Credit is awarded in class on a regular basis.  It can also be planned in advance (after school study sessions) or awarded spontaneously at the discretion of the instructor (exemplary  work and/or outstanding display of character or participation).  Students failing for the quarter are eligible for Extra Credit projects toward a "D," during the last two weeks of the quarter.  HINT:  It is the responsibility of the student to make an appointment with the instructor, to determine EC topic two weeks prior to the end of the quarter.  Students are highly encouraged to avoid the latter option!

*Students are reminded that Mrs. Gallagher is available most days after school until 4:00 to answer questions and help you succeed!  

Using textbooks, the Internet and supplemental materials, English I students will 

Texts and Resources:    

English Writing and Skills, third course, Winterowd and Murray.  Coronado Publishing.

Reflections in Literature, McFarland, et al.  Houghton-Mifflin Publishing.

Vocabulary for the High School Student, Harold Levine, AMSCO Publishing.  Chapters 1, 2, and 4 only.

Vocabulary Workshop Level D, Jerome Shostak, Sadlier-Oxford publishing.  1994.

Buckle Down on Ohio Reading, OGT Book 10.  2001.  Units 1 and 2 only.

General objectives:  

1. Literature and Reading

    

   A.  The short story and the novel.  The student will:

   1. recognize the structure of the plot

   2. summarize the sequence of events accurately

   3. identify common types of conflicts:  man vs. man, man vs. environment, conflicts of values, conflict within the individual

   4. recognize the climax of a story

   5. identify the detail relationships that lead to the climax (cause and effect, spatial order, comparison/contrast)

   6. recognize setting, both time and place

   7. recognize point of view and its effect on a story

   8. identify foreshadowing and flashback

   9. recognize character development

   10. identify protagonist and antagonist

   11. identify and articulate themes in a story

   12. recognize irony and tone

   13. articulate a persona response to a story

   14. apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

   15. answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media

   16. monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text (Physical strategies)

   17.  distinguish between fiction/non-fiction, novel/short story, prose/poetry, and story/play.
       

        B.  Poetry.  The student will:

1. recognize rhyme and rhyme scheme

2. recognize blank and free verse

3. distinguish between rhyme and rhythm

4. recognize meter

5. recognize imagery

6. recognize instances of symbology

7. distinguish between connotation and denotation

8. recognize and explain figurative language:  metaphor, simile, personification

9. recognize irony (dramatic, plot/situational, tone/verbal)

10. recognize and discuss tone

11. recognize alliteration and onomatopoeia

12. (optional concepts) recognize allegory, consonance, narrative, ballad, epic, sonnet, elegy, lyric, and ode (only at instructor discretion)

        C.  Drama.  The student will:

1. understand and distinguish between an act and a scene

2. understand the function of playwrights' stage directions

3. understand Shakespeare's Romeo and Juliet as a play, as an introduction to Shakespeare's art, and as a classical tragedy.

 

        D.  The student will read for to six novels and Romeo and Juliet during the year.  Titles are chosen by the instructor in accordance with the English Department reading list.  

        E.  Students will demonstrate an understanding of the context of cultures other than their own and the common vein of humanity within cultural variety.  Each student will read one multi-cultural play or novel OR three pieces of short fiction or non-fiction AND at least one poem that features cultural variety.  These are minimum requirements.  The words will be accompanied by appropriate discussions and/or activities.

II. Writing skills

A.  Grammar and usage.  The student will be able to:

1. identify simple subjects and simple predicates (including compounds).

2. familiarize with prepositions and prepositional phrases.

3. familiarize with principal parts of verbs.

4. familiarize with action, linking, and helping verbs.

5. identify and create participles.

6. demonstrate correct use of quotation marks and underlining.

7. choose correct forms of troublesome verbs selected by the instructor.

8. edit for correct verb consistency.

9. correctly use past perfect tense.

10. recognize pronouns.

11. identify coordinating conjunctions.

12. familiarize with common usage errors (selected by instructor).

13. identify clauses.

14. distinguish main clauses from subordinate clauses.

15. correctly distinguish among first, second, and third person points of view.

16. understand pronoun reference and demonstrate their ability to correct reference errors through editing.

17. understand pronoun/antecedent agreement and demonstrate their ability to correct agreement errors through editing.

18. demonstrate their understanding of correct subject/verb agreement through tests and demonstrated ability to correct agreement errors through editing.

19. compose complete sentences.

20. distinguish correct sentences from fragments and run-on sentences through testing and editing.

B.  Composition.  

1. Students will write a minimum of ten final drafts of multi-paragraph essays during the year.

2. Each student will complete prewriting activities for composition assignments

   a.    Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

   b.    Determine the usefulness of and apply appropriate prewriting tasks (e.g., background reading, interviews or surveys).

3. Given a prompt which establishes audience and purpose, the student will write a multi-paragraph personal narrative.  Additionally, fiction is encouraged but not required.  In fiction, the student writer will emphasize pacing, suspense, and literary devices.

4. Each student will establish and maintain a clear thesis statement for  informational writing or clear plan for narrative writing.

5. Given a prompt which establishes audience and purpose, the student will write a multi-paragraph critical essay, in which he responds to literature appropriately.

6. Students will be afforded practice and instruction for the tenth grade proficiency test in writing, including practice prompts.

C.  Reading, writing, critical thinking, and response to literature will be integrated as much as is practical.

III.

1. Both the vocabulary textbooks and the vocabulary resources it he literature textbook will be integrated into each instructor's vocabulary program.  Instructors have a choice of texts.

2. the philosophy of the English Department is tht a strong and rich reading program is the bdest vocabulary program.

          The student will:

3. define unknown words through context clues and the author's use of comparison, contrast and cause and effect.

4. analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

5. infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

6. use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary.