Class Policies Mrs. Mary Ann Sianni

E-mail: masianni@salesianum.org Tele: 654-2495 ext 206

Web site: www.salesianum.org

Classroom Behavior

There should be no need to spell out the acceptable standards of behavior in a high school classroom of academically motivated, mature young men such as you. Suffice it to say that it is the role of the teacher to maintain a classroom atmosphere where students feel respected and respectful enough to express thoughts, develop ideas, and investigate possibilities without fear of mockery or rejection by the teacher or fellow classmates. It is my pledge to you that I will do my best to establish and maintain such an atmosphere. Therefore, there will be no tolerance of distractions such as talking with someone else during class discussion, talking out of turn, or cutting off someone's answers. Also, there should be no unnecessary classroom movement; i.e. bathroom visits, tossing of trash, pencil sharpening or anything else that would cause an interruption.

If there is to be a successful flow of ideas, it is imperative that all students arrive fully prepared with all assignments completed and submitted on time and carrying the necessary materials for class: the text being discussed, class notebook, and a writing implement. There is no acceptable excuse for anything less than this level of preparation.

In addition to the required deportment that I have mentioned, I will enforce regular Salesianum school rules: no gum chewing, adherence to the school dress code, no use of profanity, no trips to lockers, etc.

Make-Up Work

All make-up work missed due to an excused absence must be done at the student’s initiative. Students must come in within one cycle after an absence any day after school or during the G-6 period if they have no other commitments. If a student misses an unannounced reading quiz due to any kind of absence, that missed quiz usually becomes the one that is dropped that quarter. The student does not usually make up these types of oral quizzes unless he comes in at the end of the day it was administered. Failure to make up work within one cycle results in a zero on the assignment.

Grading Policy

I will use the school grading scale to determine the letter grade:

Numerical grades will be determined by averaging grades in the following categories:

· 50% = Tests and Compositions

· 30% = Quizzes ( reading quizzes - unannounced, vocabulary quizzes - announced, some short writing assignments, some group work). If there are a fair number of both types of quizzes, I will divide this category into 15% and 15%.

· 10% = Homework: Everyone starts with a grade of 100 each quarter. You will keep the 100 as long as ALL assignments are handed in ON TIME and well done. 10 points will be deducted for each missed homework and 5 points for late homework assignments which are still of value when late.

· 10% = Class participation. This grade is assigned by the teacher during the course of each quarter based upon behavior toward peers, frequency and quality of classroom responses, demonstrated attitude toward learning, and attention and quality of group work.

Students who earn an A in every quarter will be exempted from the written part of the final assessment.

Final Assessment: The final assessment counts as one fifth of the year's grade. It includes the following components:

Freshmen: in-class exam = 50%;       two journal entries = 15% each;      final project = 20%

British Literature: in-class exam = 50%;     two journal entries = 10% each;    research paper = 30%

AP English: final paper = 40%;      two journal entries = 10% each;     research paper = 40%

Classroom Information:

I keep an active web site at www.salesianum.org with copies of my policies and overall syllabi, current handouts, pertinent assignments and links, my shedule, and - most importantly - a current syllabus that is updated each cycle. CHECK IT OFTEN.

All students must pass English because it is required every year. If a student fails this course, he must attend summer school before he can be readmitted to Salesianum. Students in phase one should be working hard to move to phase two by sophomore year because there is no phase two in the junior year and the numbers are limited for phase one sophomores.

Extra Help

I am available for make-up work or any extra help you may need after school each day in my classroom (A233). I am also usually available before 1st period.

I will observe the school’s policy on academic integrity. There will be NO tolerance of plagiarism. Any acts of plagiarism will ensure the following procedure: a demerit for the student, a zero on the assignment, a phone call home to inform parents or guardians. A second incident will be referred to the Academic Dean.

AP English Language and Composition

This is a college level course that investigates various styles of writing that include but are not limited to descriptive, narrative, comparison – contrast, and expository. The literature for the course will focus on a chronological study of British Literature with occasional essays or handouts that are of value in preparation for the AP test in May.

In addition to the writing analysis and practice, there are many literary and writing terms that the students must master in preparation for the AP test.

There will be writing assignments at least every week so there is no tolerance for assignments that are late since there must be a quick return by the teacher. Students will read chapters in the writing text, Making Sense, do assignments for each of those chapters, and maintain the literary reading schedule for British Literature. Also, students will use the vocabulary program that the rest of the school utilizes, Level G.

Like all juniors, students in this course are required to do a full-length research paper and follow the junior year curriculum for grammar and usage.

Materials Required

Making Sense 2nd edition

A series of paperbacks beginning with Beowulf translated by Seamus Heaney, Grendel, and The Canterbury Tales

Vocabulary Level G

A Pocket Style Manual by Diana Hacker

A three-ring binder for class notes and handouts

A marble tablet for journal writing

CURRICULUM

1^st Quarter

Making Sense Chapters 1-3

Beowulf

Grendel

Vocabulary Units 1-3

Grammar and Usage as assigned

2^nd Quarter

Making Sense Ch’s 4-6

Selections from The Canterbury Tales

A Shakespearean play

16^th century poetry

Vocabulary Units 4-6

Grammar and Usage as assigned

3^rd Quarter

Making Sense Ch’s 7-9

The Research Paper

17^th and 18^th century poetry

“The Importance of Being Earnest” by Oscar Wilde

Vocabulary Units 7-9

Grammar and Usage as assigned

4^th Quarter

Making Sense finished

Preparation for the AP test

A 19^th century novel to be named later

Brave New World by Aldous Huxley

Vocabulary Units 10-12

Grammar and Usage as assigned

British Literature Curriculum Phase 4

This course is a survey of the literature and ideas of the British Isles. Work includes selections from the oldest English literature, Beowulf to modern novels. In addition to the literature itself, there will be an emphasis on the historical periods and the changes in the language coinciding with each period. A strong emphasis will be placed on critical thinking and the evaluation of ideas and values as they are presented in each selection. Very important will be the articulation of ideas through oral discussions and group presentations in class and especially in written form. There will be short and/or long papers each quarter, and there will be a formal research paper. NO ONE PASSES THE JUNIOR YEAR WITHOUT DOING A RESEARCH PAPER.

Materials Required

A series of paperbacks beginning with Beowulf, Grendel, and The Canterbury Tales

Vocabulary Level G

A Pocket Style Manual by Diana Hacker

A three-ring binder for class notes and handouts

A marble tablet

Curriculum

I. The Old English Period

• Beowulf and the characteristics of Old English poetry
• Anglo-Saxon language - its characteristics, some of its evolution, its sound
• This course will also include the modern novel, Grendel , which retells the Beowulf legend from the monster's point of view.

II. The Middle English Period

• Chaucer and a selection from The Canterbury Tales
• The evolution of the language from Old English to Middle English
• (Optional) The Arthurian Legend or other related medieval tales – depending upon time

III. The Renaissance and 17^th century

• William Shakespeare –Othello Shakespearean sonnets
• Italian and English Sonnets and other kinds of poetry
• John Donne selection of poems and other 17^th century poetry

IV. The Age of Reason, Romantics, Victorians

A selection of poems from these periods.

V. 19^th Century

• The Importance of Being Ernest by Oscar Wilde

VI. Modern Novels

• Brave New World
• Remains of the Day

VII. Story Unit

There will be one unit of short, modern writings: modern English and Irish short stories , English Manor House murder mysteries OR both

VIII. Research Paper

Freshman English Phase 1

Welcome to high school! You are embarking upon an exciting adventure that I hope you will find challenging, rewarding, and fun. I hope to help you develop a love for literature and mature in your approach to reading and writing.

This is a survey course of various genres of literature including short stories, mythology, poetry, novels, and drama. A strong emphasis will be placed on critical thinking and the evaluation of ideas and values as they are presented in each selection. Very important will be the articulation of ideas through oral discussions and group presentations in class and in written form. There will be several writing assignments each quarter, beginning with short, directed, focused papers early in the year and building to the five hundred-word theme common in most literature classes. There will be essay tests at the end of most literary units, usually one grammar test or quiz per quarter, regular vocabulary quizzes each quarter, and homework assignments and reading quizzes.

Objectives:

1. To think, write, and speak effectively.

2. To read with greater competency and enjoyment

3. To read and write critically

4. To become conversant with the terminology of literary analysis and to employ the terminology appropriately in class discussions and written assignments.

5. To understand and better appreciate the different qualities of the literary genres.

6. To incorporate good grammar and varied vocabulary into one’s writing and speech.

Materials:

Characters in Conflict, Vocabulary Level D, Grammar for Writing

Paperbacks as assigned, starting with The Catcher in the Rye by J.D. Salinger

A three-ring binder

A marble tablet

CURRICULUM

Literature

Selected short stories from Characters in Conflict
The Catcher in the Rye and additional novels to be named later
Selected poems
A Shakespearean play – Much Ado about Nothing

Selections from The Odyssey and other mythological tales

Montana 1946 or another novel

Grammar

Parts of Speech
Parts of the Sentence

Complements

Capitalization, apostrophes, and correct usage as needed

Writing

A wide variety of short assignments
3 or 4 multi-paragraph assignments
2 short research assignments including annotated bibliographies

Projects

Vocabulary

We will probably complete the Level D book