Dear Parent/Guardian:Welcome to the 2010-2011 school year! My name is Kevin Barbero and I am your student/child's teacher for English-2. This is my fifth year teaching at James Hillhouse High School and my sixth year teaching overall. I'd like to introduce you to elements of the class, as well as other important information. If there is ever a time I can be of assistance to you or your student, please contact me.
Course Goals:
The primary aim of this class is for students to read, analyze, respond to, and enjoy works of literature from around the world and our own nation. In their sophomore year, students will focus on developing or perfecting the skills necessary to be successful on the 2011 CAPT test, which takes place in March. In this class, students will learn to react to, interpret, connect to, and evaluate a short story through timed journal writings. While other parts of the year have different focal points, CAPT success is our first priority. Beyond this, the goal of the course is to expose students to different genres of and to get them to analyze it and respond to it across several modes of writing. At the end of the year, students will have compiled a "Showcase Portfolio" of their best work this year in reading and writing.
Course Description:Our units for this year are as follows, but are subject to change with little notice:
« Beginning of the Year: Initial Community Building and Setting Class Procedures
« Unit 1: The Power of Where We Live: CAPT Success through Reader Response (September-October)
« Unit 2: Non-Fiction: Exploring Teen Issues and Beyond (November-mid December)
« Unit 3: SIFTT-ing through Poetry: Building and Performing Poetry Portfolios (December-January)
« Unit 4: Connecting Black Literature to Our Lives (including Shakespeare's Othello) (February-March)*
o Unit 5: ReTooling for CAPT and Independent Book Chat (February Vacation-1st week of March)
« Unit 6: Of Mice and Men and Philosophical Chairs (April)
o Unit 7: Independent Book Chat and the Book Ad Fair (April-May)
« Unit 8: Cultural Analysis: Beyond Our Borders (May)
« Unit 9: Showcasing Ourselves: Practical Workshops and Portfolio Reflection (June)
Each marking period will also contain one independent reading assignment and vocabulary work.
· There will usually be homework every night. Most of it will independent reading or reading for the next class. Failure to keep up with reading will severely hurt students' chances of doing well in the course.
Objectives:
Objectives are the things you should be able to successfully and independently do after completing the coursework. Students who turn in all assignments and participate fully will be able to do the following.
- (1.1e) Draw conclusions and use evidence to substantiate them by using text heard and read
- (1.1f)/1.2b/1.3/1.12Make and justify inferences and interpretation from explicit and implicit text information
- 1.9 Recognize clues in text (contextual clues, structure, etc.) that aid in making meaning.
- (1.2a) Generate and respond to questions
- (1.2d) Make and support judgments about texts.
- (1.2f)/(2.4d) Discuss, evaluate, and identify themes that cross cultures that underlie texts.
- (1.3c)/1.10 Analyze the meanings of words and phrases in context
- (1.4a)/1.14/(2.1c) Interact with others and explain/respond to their ideas and reactions/accept the validity of others.
- 1.8 Use the structure of narrative, expository, poetic and visual texts to interpret and extend meaning.
- 1.9 Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues and structural analysis.
- (2.2a)Develop and defend multiple responses to literature using individual connections and relevant text references.
- 2.2/(3.1a) Use oral language with clarity, voice, and fluency to communicate a message.
- (2.3a) Discuss and analyze how characters deal the diversity of human experience and conflict.
- 2.4/2.5/3.3 Engage in a process writing, speaking, and/or developing visual texts by generating ideas, drafting, editing, revising, and publishing/presenting.
- 3.1/(3.2c)/(4/3b) Demonstrate proficiency in mechanics and usage by proofreading and editing for organization, elaboration, fluency, clarity, grammar, spelling, punctuation, and capitalization..
- (3.2f) Publish and/or present final products in a myriad of ways including use of arts/technology.
- 4.5 Recognize literary conventions and devices and understand how they convey meaning.
- Write to delight the imagination.
Grading:
Grading for this course is based on student achievement in four areas: Classwork/Daily Writing, Tests/Essays/Final Projects, Homework and Independent Reading, and Attendance/Participation Scores will be based on points and category values. Classwork/Daily Writing, Tests/Final Essays/Final, Homework/Independent Reading, and Attendance/Participation. These values are subject to change based on ability of students in the class.
- Classwork/Daily Writing (40%) includes the following: Warm-ups, Weekly Quote Attack Journals, Root of the Week and Vocabulary Exercises, all rough drafts and workshop activities for essays, poems, memoirs, stories, etc., all worksheets and short responses, journal entries,
- Tests/Final Essays/Projects (30%) includes: all vocabulary and Root Tests (There will be at least six root tests and vocab. tests), Final Essays (late essays will be accepted up to 5 days, but will be -10% each day), Final Memoirs, Final Poetry Portfolios, Final Speeches, PowerPoint Presentations
*Essays can be checked for errors and understanding by sending the teacher an e-mail, but students must have a printed hard copy for credit on the due date.
- Homework/Independent Reading (20%)includes: Root of the Week Sentences or Crosswords, any assignment based on independent reading (reading logs, online blogs, Literature Circle Letters, etc.), Reading at home (at least 20 min./night)
HW/Class Policy and After-School TimeStudents must have their HW done every day. If conditions exist in the home that limit students' ability to do HW, they will need to arrange to stay after school to complete.
Ø Chronic late work is never acceptable. In general, I do not accept late work if students were in class.
Ø Students with unique circumstances may be granted an extension for classwork if they tell me ahead of time and/or in a reasonable manner after some incident occurs
Ø Having to watch siblings at home, after school athletics, or an after school job are not acceptable reasons to not turn in work
Ø Students who miss a HW assignment and turn it in the next morning during before 7:45 a.m. will receive full credit.
Ø Students who fail to turn in HW beyond 7:45 the next morning must serve "After School Time (AST)" from 2:05 p.m-2:45 p.m. Monday-Thursday within three (3) days of the missing assignment. Students who do so will be given 1/2 credit.
Ø Any student who skips or forgets to serve AST within 3 days of the missing HW will lose 1 point off their quarter average, no matter what the reason (babysitting, work, sports, another teacher needed to see me…)
Ø There's a reason it's not called detention. AST is for students to get extra help they need and to be sure they don't fall behind or have their grade drop too low. Half-credit is better than a zero.Ø After school help is available Tues-Thurs from 2-2:45 and by e-mail. All e-mails must be sent by 8 p.m.
Attendance:
Your presence in the classroom is required daily. Missing a class is obviously unavoidable on certain occasions, but habitual absences are not acceptable. You will receive one point for each day you attend class. At the end of the marking period, your attendance grade will be formulated based on your points and the total number of class days (If there were 37 days of class and you were absent 2 times, your attendance grade would be a 35/37, or 95%. Thus, the final gradebook entry for the 1st MP would read "95/100 pts.) If you missed 15 days, it would be a 59).
Ø Since a block period is twice as long as a standard class period, they will be counted as two points. Under the new schedule, Mondays will be worth 1 pt., Tuesdays-Fridays 2 pts.
Ø You are responsible to seek out any missed work from the time you were absent.
Ø Make-up work must be submitted in a reasonable amount of time, equal to the number of consecutive days missed. If you're out 1 day, you have 1 day to bring it. For example, students out Monday return on Tuesday and must turn in work on Wed. Students on a Monday and Tuesday would turn in their work on Friday.Ø Make-up work will not be accepted in a frenzied rush at the end of the marking period.
Ø Make-up work will not be accepted for classes cut.
Ø Students wishing to use the lavatory must use their student agendas as a hall pass. There will be no substitutes.
Ø You will lose one attendance point for every three lavatory passes or instances you go to the bathroom without your agenda book hall pass. I will never deny anyone the right to use the lavatory, but habitual use of it becomes suspect and interferes with learning.
Ø You will lose one attendance point for every two tardies.
Ø Students will not be admitted into class late without a pass past three tardies.
Tardies:
Like attending class every day, being in class on time is a must. Students have four minutes to arrive at class, at which time the late bell will ring and the door will be closed. Per class policy (see above), two tardies=1 point off of the attendance grade. Under the new school policy, students who are 1-5 minutes late will be admitted, but marked as tardy. At three or more tardies, students will be not admitted and sent to the Dean of Discipline and the principal after seven tardies.
Participation:
As a member of this classroom community, you are expected to participate in all in-class activities. Participation consists of the following areas: sharing ideas in class, respect for fellow students, respect for the teacher, being on time, and being prepared for class In order for you to achieve the highest level of learning possible, it is essential that you are an active participant in the activities of the classroom on a daily basis. You will in turn become an active participant in your own education and future. Reading assignments and writing homework is only a small part of the learning experience. Interacting with others in an academic environment is the best way to reinforce and expand your learning.
Ø Class periods are intentionally a specified length of time. Class begins at the sound of the late bell and ends at the sound of the dismissal bell. Ø You are expected to be in your seat, working on the warm-up exercise at the sound of the late bell.
Ø You are expected to be in your seat and attentively participating in the lesson until the dismissal bell.
Ø Substitute teachers will be provided with assignments that count towards your grade.
Ø All students are expected to carry the same weight in the classroom. Do not expect your fellow students to do all the work for you. This is not the way to a real education. Discipline:Students are expected to treat themselves, other students, and the teacher with respect at all times. Students will create a Code of Conduct with each other and the teacher and be expected to follow it, or be subject to disciplinary measures. As a teacher, the rules of the class are very simple. I call them "Mr. B.'s Four Bs:" Be Here. Be on time. Be prepared. Be Respectful. Being prepared means having all materials listed below every day, and not relying on remaining class materials or other students. Being nice means respecting others, the rules of the school, and the rules of the class.
Special Notes:
1. No hats or head coverings allowed. Females will no longer be able to wear headwraps, scarves, or similar head coverings. Students will not be permitted to leave for hat passes or to comb their hair, so come prepared.
2. No cell phones, iPods, mp3 players, or other electronic devices. Students who use them will have one and only one chance to put them away. Second warnings will require students to surrender them to me until the end of the day. Third warnings on (continuous throughout the year) will result in removal to the Dean of Student Discipline.
3. As of this year, After School Time (AST) will be used for academic help only. Students may be assigned detention to be served on a given date for continuous poor behavior after warnings are given; these students will be expected to work silently for one hour. Students who skip or forget about detention (regardless of any after school commitment) will be referred to the Dean of Student Discipline and assigned After School Reflection for at least one hour.
4. Positive reinforcement is of the utmost importance. As a teacher, I strive to reward before punish or correct behavior. There are numerous positive behavior measures, including:
- Positive phone calls/letters home
- Student of the Month awards and privileges
- Extra Credit points
Materials You Will Need Every Day:
Please purchase these materials by the end of the first week in school. Students cannot be successful without them.
Materials:
Ø 3-ring binder (worth a class grade)
Ø Plenty of lined paper
Ø Pencils
Ø Black or Blue Pen (no submissions in any other colors)
Ø A Hi-Liter
Ø White-Out
All other materials will be provided.
Extra Credit:Extra credit is limited, but available through various programs. Students will not be eligible for extra credit simply because they choose to not do the work.
A Final Word:
I love teaching. I love the ability to make a difference in the lives of youth whether or not they are exceptional students or struggling students. I believe every student can succeed. Whether or not success is an A+ or a C-, that's for you to decide. I do not believe in just getting by. A "D" is not successful. If students turn in their work on time and complete all reading assignments, there is never a reason to earn less than 70%. I believe that completely. I will never give up on a student because I believe in the power and potential of our students. If students are not willing to meet my passion for learning or my belief that they can be successful, then they will not succeed unfortunately. I will bend to the point of breaking for students to be successful, to learn, and to enjoy class. At the end of the day, It is up to your student to do the work. Please encourage them and never accept "I don't have HW." There will always be something: reading 20 minutes a night, rechecking old HW, revising past work. Stay on students at home and they'll be better for it! I look forward to working with you and your student. Best of luck!
Yours in education,
Kevin Barbero
860-834-2788 (cell)
Kevin.Barbero@new-haven.k12.ct.us (e-mail)
MARKING PERIOD 1 SYLLABUS
Units Covered this MP:Ø Beginning of the Year Classroom Set-UpØ Unit 1: The Power of Where We Live: CAPT Unit Ø Unit 2: Non-Fiction: Exploring and Speaking the Issues of TeenagersUnit 1Essential Questions:Year-Long: What can we/have we learned from literature about making positive and negative decisions?Ø Unit 1: When one makes negative decisions and faces their consequences, who/what is primarily responsible? Ourselves or our environment?Related Questions:- How does what I've read about a character's/historical person's decisions connect with my life?
- What does it mean to be influenced by your environment?
- What does it mean to be a "scenic" person? What does it mean to be an "agentive" person?
- Who/What is responsible for who I am as a person? Have my own choices lead me to become who I am? Or am I more a "product of my environment?" Is it a combination, neither, or something else?
- When positive and/or negative things happen, what or who is primarily responsible? Me? Others? Where I come from? Some higher power? Is it all of the above, some of the above, or none of the above?
- One's decisions/actions made in the present have both short and long term consequences for the future.
- We are products of our environment, but one must make a conscious choice to be an agent of one's own life, and not a scenic passerby.
- (Year-Long): How can I make a positive impact on the world?
- (Unit 1-3): How do my choices and decisions affect myself and others?
- Non-fiction selections: "A Fable for Tomorrow", "The Woolworth Sit-in That Launched a Movement," Hip Deep Selections, DVD: "Supersize Me"
- James Hillhouse Sentinel
- Mirror on America
- Blair Reader Contemporary American Issues
- Various speeches
- Research is a stepwise process that requires meticulous note taking, planning, and organizing of materials.
- Speaking before a well-educated audience of peers and adults is both a frightening and necessary part of developing one's abilities to face and succeed in the face of healthy risks.
- To be an effective public speaker, one must be well researched, master non verbal communication, and commit to knowing one's audience.
- (1.1e) Draw conclusions and use evidence to substantiate them by using text heard and read
- (1.1f)/1.2b/1.3/1.12Make and justify inferences and interpretation from explicit and implicit text information
- 1.9 Recognize clues in text (contextual clues, structure, etc.) that aid in making meaning.
- (1.2a) Generate and respond to questions
- (1.2d) Make and support judgments about texts.
- (1.2f)/(2.4d) Discuss, evaluate, and identify themes that cross cultures that underlie texts.
- (1.3c)/1.10 Analyze the meanings of words and phrases in context
- (1.4a)/1.14/(2.1c) Interact with others and explain/respond to their ideas and reactions/accept the validity of others.
- 1.8 Use the structure of narrative, expository, poetic and visual texts to interpret and extend meaning.
- 1.9 Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues and structural analysis.
- (2.2a)Develop and defend multiple responses to literature using individual connections and relevant text references.
- 2.2/(3.1a) Use oral language with clarity, voice, and fluency to communicate a message.
- (2.3a) Discuss and analyze how characters deal the diversity of human experience and conflict.
- 2.4/2.5/3.3 Engage in a process writing, speaking, and/or developing visual texts by generating ideas, drafting, editing, revising, and publishing/presenting.
- 3.1/(3.2c)/(4/3b) Demonstrate proficiency in mechanics and usage by proofreading and editing for organization, elaboration, fluency, clarity, grammar, spelling, punctuation, and capitalization..
- (3.2f) Publish and/or present final products in a myriad of ways including use of arts/technology.
- 4.5 Recognize literary conventions and devices and understand how they convey meaning.
- Write to delight the imagination.