MPUSD Secondary Course Syllabus Name of School/Year: Marina High School 2016-2017 Name of Course: English 9 Teacher’s Name: Andrea Maldonado Room Number: 5 Phone Number: (831) 583-2060 extension 3705 Email: [email protected] Website information: http://mpusd.k12.cs.us/marinahighschool/class_pages Preparation Period/teacher availability for extra help or conferences: Monday, Tuesday, Thursday, Friday: On “A” days= Period 1; On “B” days= Period 8 Wednesday: Unavailable due to collaboration schedule. Course description from District approved course outline: English 1 is a course that develops English Language Arts skills in reading, writing, listening and speaking according to the California Common Core State Standards (CCSS). We will be using the Hold Literature and Language Arts program, which aligns with the new Common Core Curriculum for California public schools. This text is available online and is organized around rigorous standards, giving students multiple opportunities for mastery. Students will focus on writing skills by producing multiple writing samples that will be scored to the state standard. They will read, study, and analyze novels, short stories, plays, poems, and various other types of non-fiction text. Prerequisite courses/skills needed for this course: Students need to enter this course with the ability to engage in grade-level English Language Arts work. Key essential standards/skills to be mastered in course:  Reading Literature= includes key ideas & details, craft & structure, integration of ideas, and level of complexity  Reading Informational Text= includes key ideas & details, craft & structure, integration of ideas, and level of complexity  Writing= text types & purposes, research to build and present knowledge, and production & distribution of writing  Speaking and Listening= comprehension, collaboration, and presentation of ideas Assessment/Evaluation methods used in this course:  Reading / vocabulary quizzes and tests  Drafts and revisions of process essays  Various on-demand writing prompts  Oral presentations, formal and informal  Final Exams Major Assignments/Examinations-schedule: 1. Timed essay, short answer, and multiple choice exams on the core novels (Of Mice and Men, Night, Romeo and Juliet, The Odeyssey) 2. Each quarter there will be assessments based on a different type of writing. a. Fall- narrative, Winter- expository, Spring- argumentative, Summer- research 3. Formal Presentations of major writing assignments 4. Final drafts of process essay (1 per quarter).

5. Semester exam= December 6. Final exam= June Curriculum and instructional materials needed for this course: Textbook: Holt Literature and Language Arts Textbook (purple) Required Materials: folder or binder with section for English work, pens, pencils, highlighters, index cards, loose leaf binder paper. Optional Materials: colored pencils, spiral notebook, post-its District Grading Policy: 100-90 A 89-80 B 79-70 C 69-60 D 59-below F Classroom Grading Policy: 35% - Assessments (quiz, test, project, formal speech or presentation, essay, performance task) 50% - Classwork (handouts, notes, daily question, rough draft, informal presentation) 15% - Participation (timely attendance, positive participation, good efforts, extra credit) District Homework Policy: Homework should serve four purposes: to build fluency, foster application, provide spiral review and offer opportunities for extension. In general, the purpose of homework is to apply what students have learned in class, therefore new and unfamiliar skills and concepts should not be required as homework in most classes. Homework counts for no more than 15% of the total academic grade. (BP 6154)

Classroom Homework Policy: Homework is due on the due date assigned and relates to the content discussed in class. Homework is never new content, and is generally work that was not completed in class. Late homework will receive partial credit if completely finished. Incomplete and late homework will not be graded. District Attendance/Make-up work Policy: Students who miss work because of an excused absence shall be given the opportunity to complete all assignments and tests that can be reasonably provided. Students shall receive full credit for work received within a reasonable amount of time. (CF 5113) Students who miss school because of unexcused absences may be given the opportunity to make up missed work for credit. Teachers shall assign make up work as necessary to ensure academic progress, not as a punitive measure. Students who do not complete work shall be given the lowest grade on the scale instead of a zero for non-performance.

Classroom Attendance/Make-up work Policy: Students are expected to be in their seat when the bell rings. If a student is not, they will be sent to the office, marked tarty, and will serve detention within 24 hours. Please try not to be absent; it is easy to fall behind. Make-up work is given to students who missed an assignment. Full credit will be given only when the student has an excused absence. If a student knows they will be absent, it is their duty to inform the teacher as soon as possible and to get the work they missed. If students miss an exam because of absence and do not make arrangements to take the exam, they will receive a “0”. Students have the number of days they were absent to return the completed missing work.

District/School Discipline Policy: While on campus, students will follow all school rules, show respect for all adults, fellow students, and both personal and school property. In addition, students will comply with the established guidelines of the Monterey Peninsula Unified School District student dress code. A progressive discipline process is followed. As students continue violating school rules, consequences for student actions become more severe. Classroom suspension and possible removal from school will result when students engage in infractions that are outlined in Education Code related to Progressive Discipline Grounds For Suspension or Expulsion According to Education Code 48900, (BP# 5144).

Classroom Rules/Expectations and Consequences: 1. Be respectful. 2. Do your work. Students struggling to follow these two expectations will receive redirection from the teacher. If the problem continues a formal “steps process” is initiated. Consequences include phone calls to parent/ guardian, detention, meeting with the Administration, and possible referral. Step 1- warning, move seat Step 2- detention, phone call home Step 3- further meetings, possible referral or removal from the class Other Expectations:  All final drafts of essay must be typed and printed, unless otherwise stated. If you have problems with computer or printer access, then the student must neatly write on binder paper, double spaced and single- sided.  Students must be in their seats at the end of class to be excused to leave. Please do not pack up until instructed.  Grades will be updated every two weeks. Students can view them in the parent portal or in the classroom.  Teacher space is sacred; please do not go into my areas.  First and last name, date, and period must be on the upper right hand corner of all assignments.  Cell phones are not welcome unless otherwise stated. If I see it or hear it, I will take it and the student is responsible for retrieving the phone from room 27.  Please dress appropriately. Inadequate clothing makes others feel uncomfortable. Academic Honesty: Students need to prove to themselves that they can do successful work as a result of their own efforts. Cheating, lying, and/or plagiarizing could result in disciplinary actions and/or implications that may impact the grade for the course. Causes for academic dishonesty are complex and is best addressed by counseling and parental involvement. Teachers will establish a classroom policy consistent with researchbased best practices.

Classroom Policy: Your name is your word. Adults distrust and dislike people who take the ideas of others without giving them credit. If you are not sure if you are plagiarizing, cite to be safe and check with the teacher. Students caught will have a meeting, phone call home, and a permanent F on the assignment. Don’t do it; it’s just not worth it. Please talk to the teacher if you are feeling desperate.

Student Learning Survey Return this portion to your classroom teacher. Please provide some information about your learning needs so I can be sure to support you in having a successful school year in my class. 1. How do you prefer to learn new information? (Read it, write it down, listen to it, watch a demonstration or see a picture, or act it out.)

2. If you need extra help class work, what works best for you?

3. Do you have a computer with internet or access to a computer with internet to do work? 4. Do you have a quiet place to do your homework or study each afternoon or evening? Other information about you that might help me to support you in my class:

I have received a copy of the course syllabus. In addition, I understand the rules/expectations and consequences for the class. Student Name: _____________________________________________ Class Period: ________ Student Signature: ___________________________________________ Date: ______________ Parents/Guardians, How do you prefer to be contacted? Please rank order preferences on the left and fill in contact information on the right: ____ Cell Phone (_____) ___________________ ____ E-mail

________________@___________________

____ Home Phone (_____) ___________________ ____ Other (please indicate) ____________________ Do you prefer correspondence in English or Spanish? Check one. ______ English ______Spanish Parent/Guardian Name: ______________________________________________ Parent/Guardian Signature: ___________________________________________ Revised 8-4-2016