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Course Description

Students will study various forms of literature and writing styles. They will be afforded regular opportunities to work in cooperative groups, depending on the nature of the activity. As literature is read and discussed in class, Costa’s and Depth of Knowledge Questioning will be used to provide student- and teacher-created detailed, complex questions that they either individually or as a group grapple with.

Cooperative instruction will allow students to view literature from various perspectives, allowing them to analyze changes over time, making connections with their own lives.

Students will develop semantic (concept) maps for advanced vocabulary related to the reading and will be asked to provide a culminating task, in the form of paragraphs and formal essays, where they will synthesize all that they have learned. Students will learn structures to write a narrative essay in the form of a business letter, an argumentative essay, 2 expository (research) essays, and argumentative speech, as well as regular shorter writing assignments. Throughout the process they will continually reflect on their work and develop a portfolio to highlight their achievements. Finally, a significant portion of the total grade will be based on both in-class and at-home Sustained Silent Reading and the amount of books completed.

English 7AB 2017-2018

El Sereno Middle School

Mrs. Patricia Jáuregui,

MAEd, NBCT

Room B19/B20

Conference: Period 6

pxj4269@lausd.net

2839 N. Eastern Avenue https://www.elserenoms.org

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Values & Expectations/

Classroom Rules

The classroom is a place of learning, and therefore it should be respected.

It is important to support and not interfere with another student’s right to learn.

Therefore:

Hats and hoods should be removed,

Earbuds should be put away,

Bags and backpacks should be placed under the table or the back of your seat,

We will be respectful to each other (including substitute teachers),

We will be in class on time,

We will pass items to each other,

We will keep our names out of a substitute teacher’s negative comment list, (violation of this goes immediately to consequence #1 below)

Food will be eaten outside of class,

We will use the restroom on our own time (except for emergencies),

We will bring our AR books daily for Sustained Silent Reading, and

We will use electronics appropriately in class.

Breach of the above have the following consequences:

1. Official Warning.

2. Student will come in before school, at break, or after school to practice appropriate behavior.

3. Student will stay in class before school, at Lunch, or after school and develop an Action Plan to improve the issue.

4. Parent contact via phone, via e-mail &/or conference with parent, teacher, and counselor to resolve the issue (referral to the dean’s office).

Work Habits Grade:

An “E” will be given when students actively participate in class and give their best effort. This “E” can become a “U” if they get the grade of a “D” or an “F” in their overall grade or are tardy three or more times to class.

Please recognize that there are several activities that are accomplished in class utilizing classroom discussion. These assignments cannot be made up, therefore excessive absences will hurt your child’s grade.

Classroom Materials

(due 9/1/17)

Any other supplies, including textbooks, apart

from those listed above will be provided by me

or by the school as needed.

If, for whatever reason, obtaining these

supplies is not possible, please let me know

as soon as possible and I will get these

supplies for your child.

1½ - 2 inch 3-ring binder

5 dividers

6-10 sheet protectors

college-ruled lined paper

2 pens (blue or black)

2 pencils

1 red pen

1 gluestick

1 highlighter

1 package colored pencils (basic colors only)

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Grading Scale

Course Grading

This course will be graded using Mastery Grading theory, which states that students will earn a grade that is

reflective of their overall level of understanding and mastery in the learning targets assigned. Evidence of

student level of mastery per learning target will be collected from assignments such as essays, quizzes,

cooperative group activities, independent reading (Accelerated Reader), and organization/parent

communication. While all assignments help students develop their mastery of a learning target, not all

assignments count towards a specific score for the grade. Only the assignments used in a summative manner

will determine the level of mastery of a student, as will be assigned by the teacher.

Academic Honesty

Students:

In order to learn, we must be honest.

When using any words or ideas that are

not your own, you must cite your

sources. Otherwise, it is PLAGARISM.

Any assignment deemed as copied

(plagiarized) without giving credit to the

original source or by not being rewritten

in the student’s own words will lose all

credit and will not be allowed to be

made up.

Course Text:

California

Collections

Houghton

Mifflin Harcourt

GRADE DESCRIPTION

A Demonstrated mastery (a score of 4)

in at least 80% of learning targets and

proficiency (a score of 3) in the rest.

B Demonstrated proficiency (a score of

3 or more) in at least 80% of learning

targets and basic (a score of 2 or less)

in the rest.

C Demonstrated proficiency (a score of

3 or more) in at least 50% of learning

targets and basic (a score of 2 or less)

in most of the rest.

D Demonstrated at least a basic ability

(a score of 2) in most of the learning

targets.

FAIL Does not demonstrate at least basic (a

score of 2) in most of the learning

targets.

What is Mastery of a Learning Target?

Students are given multiple opportunities to

demonstrate mastery, and all major assignments,

particularly paragraphs and essays, will be scored using

a 4-point rubric. Students will be allowed to revise these

major assignments up to 3 times to improve the

score.

4-Point

Rubric

Description

4 Mastery The student demonstrates complete &

detailed understanding of the learning

target—80%-100% of available credit.

3 Proficient The student demonstrates considerable

understanding of the learning target—

70%-79% of available credit.

2 Basic The student demonstrates incomplete

understanding of the learning target—

51%-69% of available credit.

1 Novice

Ability

The student demonstrates very little

understanding, or has multiple

misconceptions about the learning target—

50% or less of available credit.

Extra Credit I occasionally offer opportunities for extra credit. The most consistent form is part of the required 30 minutes of daily reading at home. If the student reads for 1 hour, he/she can write a two-paragraph summary of what he read as well as filling-out the standard reading log entry.

This extra journal needs to also be signed by the parent or guardian. In turning this in, I will double his/her reading credit for that day.

Other opportunities will also be offered over the course of the semester.

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Major Assignments

Learning

Target

Percentage of

Overall Grade Description

1, 2,

3 70% Paragraphs & Essays

(Various paragraph types, plus 1 Narrative, 1 Argumentative, 2 Expository [Research] &

1 Argumentative Speech)

4 10% Classroom/Cooperative Activities (Kagan activities and daily closing journals)

5, 7 10% Independent Reading/SSR (including 80% of Individualized AR Point Goal)

5, 6 5% Literary & Vocabulary Analysis (at least 80% score on quizzes)

8, 9 5% Organization (Binder Checks) & Parent Communication (Signed Agendas)

Learning Targets CC SS ELA

Alignment

1 Text Types and Purposes (Paragraph and Essay Writing): I will be able to write and publish

narrative, expository (research), and argumentative paragraphs and essays with at least 80% accuracy.

W 7.1 - 7.10 RL 7.1

2 Conventions and Grammar (Sentence Structure, Spelling, Grammar, Word Choice): I can write with

advanced sentence structures, correct punctuation for proper flow (especially comma use), choose

language that expresses ideas precisely and concisely, recognize and eliminate wordiness and

redundancy, and spell words correctly in paragraphs and essays with at least 80% accuracy.

LS 7.1 - 7.3

3 Preparing and Presentation of Knowledge and Ideas: I will be able to successfully present my

research to the class, using an A/V (via various multimedia options) to highlight important points, displaying

appropriate eye contact, volume, and body language with at least 80% success on the speech rubric.

LS 7.4 - 7.6

4 Active and Significant Participation in Comprehensive Collaborative Discussion: I will be able to

actively and with command participate in collaborative discussions and activities with my classmates,

including coming to the discussion prepared and following rules for collegial discussions with at least 80%

frequency.

LS 7.1 - 7.3

5 Reading/Literary Element Analysis, including Informational Texts: I will be able to demonstrate my

understanding of texts read in class, including identifying central theme, summarizing, analyzing various

point-of-views, analyzing element interactions, and inference with at least 80% accuracy.

RL 7.2 - 7.7 RL 7.9 RL 7.10 RI 7.2 - 7.10

6 Vocabulary Acquisition and Use: I will learn and be able to use specialized vocabulary via context

and with specialized reference materials (dictionaries, glossaries, thesauruses), and understand figurative

and literal language, including nuance and word relationships, with at least 80% accuracy.

LS 7.4 - 7.6

7 Independent Reading: I will demonstrate myself to be an active independent reader, reading at least

2 hours per week of a novel/chapter book of my choosing but which falls within my ZPD range, at least 80%

of the time and earning at least 80% of my Accelerated Reader point goals (based on my individual reading

level).

RL 7.2 - 7.7 RL 7.9 RL 7.10 RI 7.2 - 7.10

8 Organization: Because my binder and my portfolio hold evidence of my work, I will keep them

organized with at least 80% accuracy and always have them ready for review when requested by my

teacher or my parent/guardian.

CSTP* 5.2 6.4

9 Parent Communication: Because it is critical to keep my parent/guardian aware of what I do in class

and what my homework is, I will daily have my agenda filled out completely and signed by my

parent/guardian with at least 80% frequency.

CSTP* 6.4

*California Standards for the Teaching Profession

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Your Commitment

Together we can make a difference in our children’s lives. I respectfully ask for your support and assistance in achieving our final goal of full mastery of state standards for your child.

Together we can accomplish this.

**Please note**

It is very important for me to communicate regularly with the families of my students. The best way to contact me is via e-mail. Please note my e-mail address for regular correspondence. If not, I can also contact you at your leisure via telephone or schedule a meeting during my conference period.

Please indicate that you have received this syllabus by your signature below:

_________________________________ ________________ Period: _______

Student’s Signature Date

___________________________ ___________________________________ ________

Parent or Guardian’s Signature Parent or Guardian’s Name (please print) Date

_________________________________________ ______________________

**Parent or Guardian’s e-mail address** Contact phone #

Please detach and return to Mrs. Jáuregui, by: Friday, 8/25/17

English 7AB Syllabus Signature Form 2017-2018