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Shakespeare's club

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syllabus
Rsum
The Pearl

DEPARTMENT OF EDUCATION

Dr. JOSE M. LAZARO SCHOOL

 

 

“SYLLABUS”

Teacher Daixa E. Irizarry

Second Semester 2005 – 2006

(Oral communication, written communication,

reading comprehension and literary appreciation )

 

Class Location:

 

S. 214

Website URL:

 

http://shakespeare-club.tripod.com

Texts and Resources

 

To be announced. 

Learning Competencies

 

Learning Competencies
By the end of English 11, students should be able to demonstrate that they can:

  • Read selected literary texts in a way that is significant to themselves.
  • Participate in discussion by listening thoughtfully to others and presenting their own idea cogently and persuasively,
  • Write sentences of increasing maturity and complexity,
  • Write paragraphs and essays that demonstrate a logical progression of ideas and a clear coherence between ideas,
  • Participate in the process of writing from the inception of ideas to revision,
  • Develop a personal style and voice, varying it according to the needs of the subject and audience, and
  • Incorporate appropriate grammar, spelling, usage, and punctuation in all public work.

 

Goals

 

Our goal is to help you become a better writer, reader, and thinker, and to prepare you for college-level work in English.

Materials

 

1 Class Notebook

1 Journal Notebook

1 dictionary English – Spanish

1 binder (Portfolio): 1 1/2" to 2" three-ring binder (preferably with a cover sleeve and page lifters).  Set of 5-tab page dividers.

Labels: 'Handouts', 'Journal', 'Notes', 'Assignments', 'Quizzes & Tests'.

Grading policy

 

Grades will be based on total points accumulated over the course of the semester according to the following scheme:

A=90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%

Attendance and Course Policies

 

Student handbook; Page 5 – C. Each student is responsible for all material and an assignment presented in class and is expected to maintain regular attendance at all class sessions. Conscientious, thorough, responsible students make better grades that student who makes choices that lead them away from these characteristics. To help students make wise choices for success in English class, these are the policies that apply to high school students in my class:

  • Assignments are due at the beginning of the class period unless otherwise noted in the English class website and/or announced by the teacher in class.
  • Late work is NOT accepted except in VERY unusual circumstances--worked out on individual bases.
  • If a late assignment is accepted (not all late assignments are accepted--see above), the grade penalty will be 10%/day (not including weekends). The only exception to this late penalty policy is if the teacher determines that the work was late due to an excused absence (usually confined only to illness, a death in the immediate family, or a school-sponsored trip. Absences that are NOT considered excused include--but are not limited to--missing class because you slept in, having computer/printer problems, forgetting which class you're supposed to be in at a particular time, running an errand for another teacher, etc.)
  • Daily work, quizzes and tests missed because of unexcused absences or tardiness cannot be made up and will be assigned a score of zero.
  • Students are expected to take all tests when they are scheduled. If for any reason, a student cannot meet this expectation, s/he MUST make re-scheduling arrangements with the teacher PRIOR to the test time. Tests missed without prior arrangements being made receive a grade of zero except in the most unusual circumstances--if the teacher determines that an excusable situation prevented the student from contacting the teacher prior to the test time.

 

  • You must be in class for your work to be accepted. The teacher will NOT accept work turned in by another person for a student with an unexcused absence. If you know you are going to have an excused absence, turn your work in ahead of time or make other arrangements with the teacher PRIOR to your absence.
  • You are expected to have the assignment for the current day upon your first return following any absence (unless you've worked out an arrangement previously). ALL of the assignments are in the English class website so you have 24/7 access to the work required for this class. Go to the English class website to find out what you have missed during an absence and do your homework before you return to class.
  • Work missed because of an excused absence must be made up as promptly as is practical. YOU are to initiate the arrangements the first day you return to class. (Better yet, contact me before or while you are absent so that we can begin arrangements. Of course, all assignments are listed in the English class website--which you can access on your own, 24/7.)
  • Foreseeable excused absences (field trips for other classes, music tours, TS conferences, etc.) do not alter student responsibilities. Make arrangements before you go. Class work must be made up as arranged.
  • Every effort should be made to attend class regularly and on time. There is a direct correlation between attendance and performance. Simply put, the more you miss class the lower your grade will likely be.

Academic Integrity

"Cheating is not tolerated at High School  Students who choose to cheat may expect a variety of consequences, including but not limited to loss of grade, loss of class office or loss of ability to participate in extracurricular activities. Consequences will be at the discretion of the teacher involved, and will be discussed with the student and parent(s).

 

Class Participation Grade

 

 

Class participation makes up 10% of each student's final grade in English 11. This section of the grade is unusual in that everyone starts out with 100%. In each of the other sections of the grade (quizzes & tests, daily work, and journal), students begin with 0%. So, in effect, 10% of the English 11 grade is a gift. Everyone starts with an "A" in class participation.

  • Keeping an "A" in Class Participation
    It's really easy to keep this gift grade by actively contributing to the learning environment of the class. Students who make positive contributions to the class environment:
    • take responsibility for their own success in class,
    • listen attentively,
    • exhibit self-control,
    • respect classmates and teacher,
    • raise their hands when they have a question or want to make a comment,
    • work independently (unless instructed otherwise),
    • do their class work efficiently and carefully,
    • behave safely in the classroom,
    • walk into class quietly when they are late,
    • bring their materials to class for each meeting,
    • take care of bodily needs (drinks, potty, etc.) outside of regular class time so that they can devote the full time to class activities and not disturb others by walking out and back in, and
    • seek to preserve a quiet environment so all class members can listen and concentrate.

Students, who are able to do these things, keep their free gift of an "A" for the class participation section of their grade. This helps to raise their final grade in English.

  • Losing Class Participation Points
    The gift points in the class participation section of the grade are only removed if a student makes a choice to disturb the learning environment of the classroom or hinder his/her own or another student's success. Behaviors that indicate that a student has made such a choice include, but are not limited to:
    • acting disrespectfully to classmates or the teacher,
    • talking out of turn (without raising a hand to be acknowledged),
    • blurting out irrelevant comments,
    • making comments that are off-topic and demonstrate that a student was not paying attention,
    • criticizing, laughing at, or putting down other students,
    • making comments or acting in way that promotes ignorance or stupidity rather than intelligence and competence,
    • poking, prodding, or otherwise disturbing another student,
    • sleeping or otherwise indicating disengagement from classroom activities,
    • walking around the room unnecessarily,
    • leaving classroom without permission from the teacher,
    • behaving in an unsafe manner in the classroom,
    • failing to pay attention and follow directions, and
    • Eating and/or drinking during class time.

Students who choose to behave in ways that disturb the positive learning environment in the classroom will have their class participation points removed, one at a time. These deductions are reflected in portfolio, and are freely available for both students and parents/guardians to check. All reasons for class participation grade reductions are documented and dated by the teacher in case interested parties should wish to discuss them in the future.

Make wise choices, contribute positively to class, and hang on to the free gift of 100% in class participation!!!

ADA (Americans with Disabilities Act)

 

In compliance with the Americans with Disabilities Act, Dr. Jos M. Lzaro High School will make reasonable accommodations to provide equal access for persons with disabilities. If you need an accommodation due to a disability, please make an appointment to discuss this with the teacher outside of class time. 

 

Final Exam

 

Your final exam is indicated in the calendar. You are required to take it on the day specified by the school, no earlier and no later. Other than a medical emergency, I can think of no legitimate reason for taking it earlier. Please make your arrangements so that they will not conflict with your final exam.

 

 

I.                  Reading comprehension

*       Week : January 17 – 20, 2006

      17: Course description

v      Syllabus

v      Portfolio Assessment

v      Materials

v      Calendar

      18: Course description

v      Syllabus

v      Portfolio Assessment

v      Materials

v      Calendar

19: Review the novel: The Pearl

o        Practice exercise: English class web

20: Review the novel: The Pearl

o        Practice exercise: English class web

*       Week:   January 23 - 27, 2006

23: Test #1: The Pearl

      24: Test #1: The Pearl

25: Review the parts of Short Story

o        oral review practice: Teacher handouts (first semester) pages 3 - 19

o        reading a selection: The Chaser – author: John Collier

o        Homework: Complete reading the selection: The Chaser

26: Review the parts of Short Story

o        oral review practice: Teacher handouts (first semester) pages 3 - 19

o        reading a selection: The Chaser – author: John Collier

o        Homework: Complete reading the selection: The Chaser

27: Grammar link: Parts of the Speech: Nouns

o        Quiz: Identify the nouns in a sentence

o        Parts of the Sentence: Simple Subjects and Simple Predicates

*       Week:  January 30 – February 3, 2006

30: Grammar link: Parts of the Speech: Nouns

o        Quiz: Identify the nouns in a sentence

o        Parts of the Sentence: Simple Subjects and Simple Predicates

      31: Exercises: The Chaser, pages 55 – 60

o        Guide questions

o        Oral discussion

o        Analysis

o        Vocabulary Growth

o        Writing

 

1: Exercises: The Chaser, pages 55 – 60

o        Guide questions

o        Oral discussion

o        Analysis

o        Vocabulary Growth

o        Writing

2: Journal #1(25pts) in paragraph format (I'm really tired of . . . . I'm really mad about . . . . I'm really excited about . . . . I'm really satisfied with . . .)

3: Journal #1(25 pts) in paragraph format (I'm really tired of . . . . I'm really mad about . . . . I'm really excited about . . . . I'm really satisfied with . . .)

*       Week: February 6 -10, 2006

6: Reading selection: The Snob – author: Morley Callaghan

o        Homework: Complete reading the selection: The Snob

7: Reading selection: The Snob – author: Morley Callaghan

o        Homework: Complete reading the selection: The Snob

8: Exercises: The Snob, pages 43 - 49

o        Guide questions

o        Oral discussion

o        Analysis

o        Vocabulary Growth

o        Writing

9: Exercises: The Snob, pages 43 - 49

o        Guide questions

o        Oral discussion

o        Analysis

o        Vocabulary Growth

o        Writing

10: Grammar link: Parts of the Speech: Pronouns

o        Quiz: Identify exercises- complete sentences

o        Parts of the Sentence: Complete subjects and complete predicates

*       Week: February 13 – 17, 2006

13: Grammar link: Parts of the Speech: Pronouns

o        Quiz: Identify exercises- complete sentences

o        Parts of the Sentence: Complete subjects and complete predicates

14: Test #2: Basic elements of Short Story

o        Identify in a selection

o        Grammar: Nouns And Pronouns

o        Reading Comprehension

15: Test #2: Basic elements of Short Story

o        Identify in a selection

o        Grammar: Nouns And Pronouns

o        Reading Comprehension

16: Literature: The Great Gatsby

o        Literacy handout (by the teacher)

a.       Identifies an inferred main idea

b.       Paraphrases ideas and sentences

c.       Identifies figures of speech

d.       Identifies relevant details

17: Literature: The Great Gatsby

o        Literacy handout (by the teacher)

a.       Identifies an inferred main idea

b.       Paraphrases ideas and sentences

c.       Identifies figures of speech

d.       Identifies relevant details

*       Week: February 21 – 24, 2006

21: Literature: The Great Gatsby

o        Literacy handout (by the teacher)

a.       Identifies an inferred main idea

b.       Paraphrases ideas and sentences

c.       Identifies figures of speech

d.       Identifies relevant details

22: Literature: The Great Gatsby

o        Literacy handout (by the teacher)

a.       Identifies an inferred main idea

b.       Paraphrases ideas and sentences

c.       Identifies figures of speech

d.       Identifies relevant details

23: Literature: The Great Gatsby

o        Literacy handout (by the teacher)

a.       Identifies an inferred main idea

b.       Paraphrases ideas and sentences

c.       Identifies figures of speech

d.       Identifies relevant details

24: Literature: The Great Gatsby

o        Literacy handout (by the teacher)

a.       Identifies an inferred main idea

b.       Paraphrases ideas and sentences

c.       Identifies figures of speech

d.       Identifies relevant details

                        Homework: Complete reading the selection: The Great Gatsby

*       Week: February 27 – March 3, 2006

      27: Test #3: Comprehension test: The Great Gatsby

      28: Test #3: Comprehension test: The Great Gatsby

        1: Journal #2- Explore: "I control how successful I will be."

        2: Journal #2- Explore: "I control how successful I will be."

        3: Grammar link: Verbs

o        Principal Parts of Verb

       regular and irregular verbs

       tense of verbs

o        Parts of the sentence: compound subject and compound predicates

o        Quiz

*       Week: March 6 – 10, 2006

6: Grammar link: Verbs

o        Principal Parts of Verb

       regular and irregular verbs

       tense of verbs

o        Parts of the sentence: compound subject and compound predicates

o        Quiz

         7: Introduction to Poetry

o        Elements of Poetry

o        Concrete Poem – Special Work (1 grade)

         8: Introduction to Poetry

o        Elements of Poetry

o        Concrete Poem– Special Work (1 grade)

         9: Work period for Portfolio

        10: Work period for Portfolio

*       Week: March 13 - 17, 2006

13: Haiku, Cinquain and Acrostic poems

o        exercises

         14: Haiku, Cinquain and Acrostic poems Elements of Poetry

o        exercises

         15: Poetry – continues

o        Special Project: A Dedication Verse

       Dateline: March 30, 2006

         16: Grammar link: adjectives and adverbs

o        Part of the sentence: order of subject and predicate

o        Quiz

17: Grammar link: adjectives and adverbs

o        Part of the sentence: order of subject and predicate

o        Quiz

                   *SPECIAL ACTIVITIES FOR ENGLISH WEEK

*       Week: March 20 - 24, 2006

20: Poetry - continues

o        Special Project: A Dedication Verse

       Dateline: March 31, 2006

         21: Journal #3- Explore: “What if you were evicted from your home? What if you             were forcibly taken to another country?)...”

         23: Journal #3- Explore: “What if you were evicted from your home? What if you             were forcibly taken to another country?)...”

24: PPAA – Exercises for preparation test

*       Week: March 27 - 31, 2006

*       Homework:  (1) Journals:

         Journal #4- Explore: This weather makes me want to . . . . The most romantic story I know is . . .

*       Home test: #4 Benjamin Franklin’s virtues

27: PPAA – Exercises for preparation test

28: PPAA – Exercises for preparation test

         29: PPAA - Exercises for preparation test

         30: PPAA – Exercises for preparation test

31: PPAA – Exercises for preparation test

*       Week: April 3 - 7, 2006

3: PPAA

4: PPAA

         5: PPAA

         6: PPAA

7: PPAA

*       Week: April 10 - 17, 2006 (No classes)

 

*       Week: April 17 - 21, 2006

        17: No classes.

        18: Theme: I’ve never heard of that!  - Exercises

        19: Theme: I’ve never heard of that!  - Exercises

        20: Theme: Going places – Exercises

        21: Theme: Going places – Exercises

*       Week: April 24 - 28, 2006

24: Grammar link: prepositions, conjunctions and interjections

o        Part of the sentence: complements

25: Grammar link: prepositions, conjunctions and interjections

o        Part of the sentence: complements

        26: Test #5: Grammar and reading

        27: Test #5: Grammar and reading

        28: Portfolio Day

*       Week: May 1 - 5, 2006 (Education week)

*       Week: May 8 - 12, 2006

8: Portfolio Day

9: Review: Capitalization, punctuation, abbreviations, and numbers

        10: Review: Capitalization, punctuation, abbreviations, and numbers

        11: Review for final test

        12: Review for final test

 

*       Final test: To be announced.

*       Journal Notebook: May 12, 2006

*       Portfolio Dateline: May 12, 2006