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Assignments - English IV Honors(Archived)
Syllabus/ writing rubric
Due Date: 8/20/2014
Subject: English IV Honors

 

 

 

COURSE DESCRIPTION: English IV Honors is a chronological study of British literature offered to students who have met the criteria for the honors program and have completed three years of language arts requirements. The curriculum is based on the South Carolina Standards for English Language Arts.

DEVELOPMENTAL GOALS

1.      The students will recognize the importance of an education to each individual.

2.     The students will respect the opinions, properties, and personal spaces of others.

3.     The students will listen to the comments and opinions of others without passing judgment.

4.     The students will recognize the individual differences and uniqueness of others as essential to our world.

5.     The students will make an effort to offer compassion and consideration for the feelings and situations of others.

6.     The students will work independently on assignments and projects.

7.     The students will work cooperatively with others in small or large group activities to obtain a common goal.

8.     The students will function as a leader as well as a follower within a group activity.

9.     The students will follow classroom rules and guidelines to ensure the most productive instructional time possible.

10.   The students will recognize the importance of attendance to, punctuality to, and preparation for class.

11.    The students will stay focused on a task without disrupting others or tolerating disruptions from others.

12.   The students will recognize that accepting responsibility for one’s own actions and comments is a vital part of the maturing process.

13.   The students will develop good character.

STUDENT MATERIALS

A. Texts

B.   Pencils and blue or black ink pens

C. Three ring binder notebook

D. Class folders

     1. kept in filing cabinet

2.   contain all tests, essays, quizzes, etc.

 

ASSESSMENTS

A. Tests/ Projects 35%

B. Quizzes / Homework 30%

C. Essays 35%

     1. content (general rubric used for most essays)

            a. organization

            b. development of ideas

            c. supporting information

     2. mechanics (checklist for points used)

            a. punctuation

            b. spelling

c. sentence structure (ONE FRAGMENT RESULTS IN A FAILING GRADE FOR MECHANICS.)

d. Research paper: The final copy will count as four major grades.

D.    District exam counts 20% of the term grade.

 

Subjective grades are based on the following scale:

A+         =          100

A         =            95

A-         =             93

B+         =             92

B          =             88

B-         =             85

C+         =             84

C          =             80

C-         =             78

D          =             75

D-         =             70

F          =             60

Students will receive incomplete grades at the end of the quarter if they have not completed the classwork or if they have not mastered the objectives.

 

CLASS RULES

ü  Attend class daily and be punctual

ü  Have your ID properly displayed as directed by the teacher

ü  Raise your hand and be recognized by the teacher BEFORE speaking

ü  Remain on-task and engaged in the lesson for the entire period

ü  Have learning materials each day as required by the teacher

ü  Respect the teacher and other persons at ALL TIMES

ü  Respect school property at ALL TIMES (no writing on desks, etc.)

ü  Keep hands, feet, and body parts to yourself

ü  Profane, vulgar, or inappropriate language or gestures are prohibited

ü  Cell phones must be out of sight and turned off at all times

ü  Food and drink items are not to be consumed in the classroom without special permission from the school administrator

ü  Follow the directions of the teacher

Consequences

Ø  Verbal Warning

Ø  Teacher after-school detention and parent notification

Ø  Referral to an administrator

 

Hidden Rules

Class rules are generally easy to understand, but they are often too simple. Teachers often assume students are aware of and follow the hidden rules as well. Hidden rules are implied in the general rules of behavior. So that we have no miscommunications about what I expect of you in my classroom, please learn the follow expectations for each rule.

 

1.      Follow all school policies.

Learn the school policies quickly, especially since you will be held responsible for knowing them. Remember that ignorance is never an excuse for anything.

Pay particular attention to the tardy policy and the policy regarding the dress code at GHS. These will be strictly enforced by all faculty, staff, and administration.

2.     Enter and be seated immediately.

Please do not stand in the hall or the doorway of the classroom at the beginning of class or near the end of the block period. Enter the classroom immediately, gather the materials you will need, and be seated. If you need to sharpen pencils, do so before the bell rings; however, if your lead breaks or becomes dull during class, raise your hand to receive permission to leave your desk. Trash can be placed at the side of your desk until the end of class.

3.    

 

Be prepared to learn at the sound of the bell.

This is an extension of the previous rule. You will know what materials you need—usually a pencil or pen and some paper.

4.     No food, gum, or drink.

Please do not bring food or drinks into the classroom. Clear water bottles are accepted, but they are to be placed on the floor next to your desk. If this becomes problematic, we may have to discontinue this privilege. Candy is not to be sold or bought in the classroom, so please be careful if you are involved in a fundraiser. Chewing gum is very distracting, so please deposit it in the trashcan at the door as you enter.

5.     Be polite and respectful.

This is probably the most important rule of classroom behavior. This is a classroom of students, not a social gathering of friends. Please adhere to the following expectations:

a.     Shouting is never necessary.

b.     Pay attention at all times.

c.     Raise your hand before you speak. This will ensure that everyone hears what you have to say. Also be sure to use an appropriate voice and tone in class.

d.     Please ignore all interruptions to class time (visitors, disrespectful students in the hall, etc.)

e.     When announcements are made, please listen carefully. Announcements may not concern you, but they may concern your neighbor or me. They are generally very important.

f.     Keep areas clean. Do not write on the desks or leave papers or trash on the floor.

g.     Do not throw anything at any time.

h.     Avoid interrupting others.

i.      Stay seated unless given permission otherwise.

j.      Be nice to everyone at all times. Behaviors such as name calling and “trashing” others will not be tolerated.

k.     Accept responsibility for your own actions.

l.      Respect the opinions of others; that way they will respect yours.

 

Restricted areas

My desk, the equipment table, and the area behind them are off limits to students unless permission is given. I will provide an area in the back of the room with supplies and materials for you. The computer at the back of the room is for student use but only with permission. (Sorry-- I don’t have games; remember our purpose here!)

 

 

Emergency leave-of-class

You have several minutes between each class. That is generally more than enough time to get from one class to another. Going to the locker between every class is not necessary or practical, so use your time well. Bathroom passes are not generally issued except in rare cases. (If you have a medical problem, please bring a note from home.) Along the same thought, our school nurse  does not like to see students for minor complaints. A sore finger or throat, a scratch, or a broken fingernail is certainly not an emergency. High fevers, profuse bleeding, and unconsciousness are situations that may call for the medical expertise of a nurse: we do not need to waste her valuable time with petty mishaps. This is a high school, and we have actually caught on to students who create reasons for leaving class.

 

 

 

 

 

 

 

 

NON-INSTRUCTIONAL ROUTINES AND PROCEDURES

1.      As a general rule, remain in your seat from the first bell to the final bell.

2.     All work submitted for grading should be placed in the designated basket.

3.     Grades are personal contracts between teacher and student and should not be discussed with any other student. By the same token, do not ask other students their grades.

4.     As a general rule, bathroom passes are not issued.   Passes to the nurse’s office are issued in cases of profuse bleeding or vomiting as indicated in the Hidden Rules.

5.     All emergency drills will follow school procedures.

8. Make up work is the student’s responsibility. Follow the policy.

9. Late work is also the student’s responsibility.

10. Essays are to follow guidelines for the format.

     a. Use loose-leaf paper only for the rough draft; do not cut the edges of spiral notebook paper.

     b. Write on one side of the paper only.

     c. Prewriting and rough drafts should be stapled to the back of the final copy.

d.    Date and initial all pages.

e.    Use the MLA headings for all papers.

     f. Essays due on an assigned date are due before class begins.

11. Research papers are to follow the MLA guidelines.

 

Late Work

All assignments are to be submitted on time. If an assignment is late, it must be submitted the next day (not the next block) and will receive a ten point penalty for each late day. Papers will not be accepted after that without a written doctor’s excuse.

                                                                                              

From the Student Handbook:

Students will be allowed three school days to make up missed work after excused absences. Students are responsible for contacting teachers for make-up work. No work may be made up until excuses have been submitted to the attendance secretary. Absences of several consecutive days may constitute an extended period of time for students to make-up work. The designated administrator will make decisions concerning such situations.

 

 

Plagiarism

Some of your major assignments will need to be documented. When the final copy is submitted, you will also need to submit copies of the sources you used. Failure to do so will result in a failing assignment. Copies of the sources should be stapled to the back of the papers. The first instance of plagiarism in any form will result in a failing grade. The second incident will result in an administrative referral.

 

       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The “A” paper has a spark of true originality and creativity in delivery. It consistently pursues a strong central purpose across a complex range of ideas, skillfully engages the reader, and shows exceptional insight into the subject. The paper uses textual support accurately, effectively, and variedly. It has few if any mechanical errors; and it has clear organization, smooth transitions, exceptional details, consistent diction and tone, and sophisticated sentence structure. A distinctive style is achieved through skillful and expressive use of vocabulary, phrasing, and sentence formation. Its thesis and evidence are specific and intriguing, not dull and predictable. The main ideas are developed comprehensively and are supported with a variety of logical and detailed examples. The writer provides a framework (viewpoint and focus) for his topic and has a strong sense of audience.

 

The “B” paper is one in which the writer organizes the material into coherent, well-unified paragraphs which have clear topic sentences. The paper consistently pursues a central purpose, holds the interest of the reader, and shows insight into the subject. It shows a strong unifying factor and is effectively organized. The writer does not violate the tone by shifting levels of diction, nor does the writer make serious or numerous mechanical errors. The evidence is fairly detailed, and the sentences are somewhat varied in terms of structure and length. An emerging style is shown through the effective use of vocabulary, phrasing and a variety of sentence patterns and structures. Textual support is used accurately. The thesis, while perhaps not as insightful or original as in an “A” paper, is nevertheless neither dull nor obvious. The framework is evident although not as sharply focused as in an “A” paper, and the sense of audience is weaker.

 

The “C” paper may have problems in content. It seems to connect the writer’s knowledge of the subject. The thesis may need to be narrowed. It usually lacks framework and any sense of audience and usually needs more evidence and detail. The paper may need better transitions both within and between paragraphs, and some paragraphs may need better topic sentences and focus. This kind of paper is sometimes wordy and may have inadequate subordination as well as illogical coordination. Its sentences are often monotonous in terms of structure and length. The paper may shift tone and levels of language, and the writer may only be aware of the audience.

 

The “D” paper often has numerous mechanical errors, including some problems in sentence boundaries (splices, fragments, run-ons), that make the ideas unclear. Usually, it lacks a clear or undeveloped thesis and organization, and/or its language is much too general and dull. The purpose may be inconsistent in communicating to the reader or connecting to the writer’s knowledge of the subject. It offers little or no real evidence to support its points.   Its sentences are wordy and unvaried in length and structure. This kind of paper often shifts levels of language and tone. A “D” paper can, however, be relatively free of mechanical errors but have so many serious problems with content and organization that it seems unfocused and garbled. Ideas are immature and/or undeveloped. Development and conclusions may be illogical. The writer shows no recognition of audience.

 

The “F” paper has no clear thesis or a thesis that is too broad. Frequently, the thesis is a topic sentence. The paper has no clear organization or logical development. It contains few specific details, many mechanical errors, and problems with sentence variety and structure. The sentence flow is usually choppy, or the writer coordinates ideas that do not belong together. Paragraphs lack coherence and unity. Ideas and vocabulary are simplistic, brief, and undeveloped.

 

 

 

 

 

 

Checklist for Mechanics

(Points are deducted for errors)

ERROR                                                                    DEDUCTION

Fragment                                                                                   AUTOMATIC F

Run-on sentence  or comma splice                                                   5 points

Awkward construction                                                                  2-5 points

Expletives                                                                                 3 points

Verb tense                                                                                 2 points

Verb shift                                                                                  3 points

Verb form (principal parts)                                                           3 points

Subject-verb agreement                                                               5 points

Pronoun case                                                                               2-5 points

Pronoun shift                                                                              3 points

Pronoun agreement                                                                       5 points

Misplaced or dangling modifiers                                                     3 points

Incorrect adjective or adverb form                                               3 points

Usage (misused words)                                                                 5 points

Spelling                                                                                     5 points

Comma errors                                                                             3 points

Semicolon errors                                                                         3 points

Colon errors                                                                               3 points

Dashes, parentheses                                                                    2 points

Apostrophes and quotation marks                                                   3 points

Titles                                                                                        5 points