COURSE DESCRIPTION: English II and English II Honors students continue to build on their understanding of informational texts and fiction by applying the skills acquired in English I.The course combines rigorous instruction with engaging, interactive strategies and self-reflection to prepare students for post-secondary academic success. The Honors course includes extended and complex writing components, both timed and untimed, frequent analysis of literary and non-fiction texts, and a rigorous independent reading requirement designed to prepare students for success in Advanced Placement English Language and Literature.

PRIMARY & SECONDARY TEXTS/RESOURCES (etc)Collections Literature Book (only in-class)

Quarter OneAnimal Farm by George Orwell Quarter TwoMacbeth by William Shakespeare Quarter Three

Into the Wild by John Krakauer

Quarter FourThe Color of Water by James McBride

REQUIRED SUPPLIES: 1) Blue or Black Ink Pens and No. 2 Pencils 2) A 1 ½ to 2 inch 3 -ring Binder3) 5 dividers to separate the 5 sections (English Toolkit, Reader’s Workshop, Writer’s Workshop,

Word Study, Assessments)4) Plenty of loose-leaf paper5) Highlighters 6) Flash Drive

CLASSROOM EXPECTATIONS:1) Respect- Students will demonstrate respect for other students and the teacher by using

appropriate language, being prepared for class, following directions, adhering to all school and district policies, and by keeping an open mind when learning about different cultures, traditions, beliefs and life styles. This is a safe learning environment, which means we don’t have to agree, but we do have to respect the fact that everyone is entitled to (and allowed to speak) his or her own opinion.

2) Be Prepared-Always come to class prepared. This means coming into class and being seated when the bell rings, having your materials in class and completing all work on time . In addition, your presence in the classroom is essential to your success. Tardiness and unexcused absences will have an adverse effect on your grade.

3) Take ownership of your education-Take personal responsibility for your learning: set goals, evaluate personal progress towards those goals, adhere to high standards and revise your performance when needed. This is your education – get everything you can out of it!

STUDENT INTEGRITY AND DECORUM:All students are here to learn and make adequate progress toward meeting the course standards. Students are expected to be active participants in the learning process and uphold the academic integrity policy. Students are also expected to maintain a certain level of behavior. Since disruptive behavior is a disservice to the learning process, those students engaging in such behavior will be dealt with according to teacher, school, and county policies. (Extreme circumstances may warrant an immediate referral.) 1. verbal warning from the teacher 3. parent conference 2. written warning/parent notification 4. referral to the Assistant Principal/parent notificationHOMEWORK AND ASSIGNMENT POLICIES: Assignments will be listed on a calendar posted at the end of each day on my class

Norr i sPhone Number: 266-1200 (ext. 2117)

Email Address: norrisk@duvalschools.org

Web Address: Bmshnorrisk.weebly.com

Room Number: Norris: 117

BMSH 10th English II and Honors

All of the books listed will be provided by the school, but students are welcome to obtain their own copy to write in.

website (bmshnorrisk.weebly.com)

Students should keep track of assignments in their binders as well as through the Focus Copying, cheating, and/or plagiarizing are grounds for failing the assignment and disciplinary

action, per the DCPS Student Code of Conduct. (More on this on the plagiarism contract included in this syllabus)

All assigned work is required. In the event of an absence, a student has the same number of days to turn in work as were missed without penalty, unless the assignment was given ahead of time. Late work will be penalized at a rate of 10% off per day. After 1 week, the highest a student may score is a 50% on the assignment. Since work is assigned to help the student master a skill, it must be completed, even if it is late. In the case of an excused absence, students are responsible for making up all missed work and for any class notes given during their absence within two days for every day absent. Students should plan to speak to the teacher after school upon return and/or utilize information posted on the class website at bmshnorrisk.weebly.com.

GRADES:Grades in this class are weighted by category. Each quarter students will receive grades for assignments that assess their progress in writing, reading, speaking and listening. (Grades are updated weekly, as appropriate to the curriculum.) A+ = 100%-90% B = 80%-89% C = 70%-79% D = 60%-69% F = 0%-59%

30-40% 30-40% 25-40% 10-20%READING

ASSESSMENTSWRITING

ASSESSMENTSPROJECTS/

PRESENTATIONSCLASSWORK/HOMEWORK

FEEDBACK TIMING:Assignments and assessments will be graded and the results communicated within three class meetings following the date on which the assignment is turned in or the assessment is given. If an assignment is turned in after the assigned due date, the grade and results will be communicated as soon as possible after the date of submission. Students’ grades will be updated in FOCUS on a weekly basis, as appropriate to the current curriculum. Students and parents should be active in checking for updates every week with the understanding that some weeks will have more grades than others, according to our curriculum and school schedules. Progress reports will be given each quarter, and if the grade is below a C, that report is considered to be a scholarship warning.

TUTORING, SAFETY NETS, AND CONTACT INFORMATION: Tutoring is available in room 117 on Tuesdays from 2:00-5:15 and Thursdays from 2:00-3:30 pm. Other after school dates may be available upon request and with advance notice. NOTE: The activity bus does not arrive until 5:15, so (on Thursdays) you will need a ride at 3:30 or you will be escorted to the Safe Room to wait for the activity bus.

SAFETY NETS include such activities as in-class remediation and enrichment through small group work and rotations, assignment recovery (request process necessary), revising essays that do not meet the standard, and tutoring. BECAUSE THERE IS NO GRADE RECOVERY after each quarter this year, students will be expected to take full advantage of all safety nets offered to assist them in meeting the standards and objectives being taught.

Parents and students may also CONTACT ME by emailing questions to norrisk@duvalschools.org. To leave a voice mail message, please call 266-1200, ext. 2117. Email contacts will be returned within a few hours each day, but it may take up to 48 hours to return a phone call, as my schedule is not always predictable. Emailing will always get a faster response, since I can check that from my phone wherever I am.

Special Note:It is my intention to provide my students with a rigorous course designed to prepare them for any level of course work they choose to take in the future. It is also my intention to prepare students, to the best of my ability, for the Florida State Writing and Reading Assessments theymust take (and pass) in the spring. Therefore, it is imperative students put in the commitmentand effort to work on reading and writing outside of class. Students who come to class without the work previously assigned will be unable to complete the day’s assignments. Parents/Guardians should consistently check bmshnorrisk.weebly.com to make sure students are caught up with all assignments and responsibilities. If there are any questions, please email or call me immediately.COURSE OBJECTIVES:

Quarter One establish the main idea or essential message in text recognize advanced textual clues and use these cues to determine the meanings of unfamiliar words use prefixes, suffixes, and root words, to comprehend text Identify how writers use words from other languages to enhance their works analyze and evaluate critical information from text features as well as understand how these features contribute to

meaning apply understanding of advanced word/phrase relationships and their meanings in a wide array of reading contexts. analyze the multiple purposes for writing in a variety of text. interpret the author’s use of literary works. analyze the author’s use of literary elements. evaluate the author’s use of descriptive and figurative language as well the impact each has on meaning. analyze the cumulative impact of word choices on meaning. cite strong and thorough textual evidence of what the text says implicitly as well as explicitly.

Quarter Two Recognize advanced textual cues and use these cues to determine the meanings of words with multiple meanings

in context Identify cause-and-effect relationships how to compare and contrast elements in texts evaluate similarities and differences in multiple texts Explain how text features aid understanding and contribute to the overall quality of a work use a variety of techniques to draw conclusions from multiple texts and demonstrate correct use of standardized

citations analyze advanced word/phrase relationships and their meanings in the context of reading a wide variety of texts. analyze the development of details over the course of a text. apply strategies such as inferring, paraphrasing, and summarizing to discover central ideas and themes. compare advanced themes across multiple texts. explain how text features aid understanding and contribute to the overall quality of a work. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking

advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization

that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and

limitations of both in a manner that anticipates the audience’s knowledge level and concerns. use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing. provide a concluding statement or section that follows from and supports the argument presented.

Quarter Three analyze, interpret and evaluate the author’s use of language to impact meaning in a variety of texts and to evoke

the reader’s emotions use prefixes, suffixes, and root words, to comprehend text and identify how writers use words from other languages

to enhance their works analyze and evaluate critical information from text features as well as understand how these features contribute to

meaning apply their understanding of advanced word/phrase relationships and their meanings in a wide array of reading

contexts. analyze multiple purposes for writing in a variety of nonfiction text. analyze text features for relevance and determine how they aid understanding. interpret information from multiple sources to draw conclusions.

Quarter Four recognize advanced textual clues and use these cues to determine the meanings of unfamiliar words

identify cause-and-effect relationships analyze and explain how text structures and features impact meaning in text evaluate similarities and differences in multiple texts analyze an author’s use of literary elements to attain higher meaning in a work of literature. analyze an author’s use of figurative and descriptive language in a work of literature explain common idioms, mythological and literary allusions when encountered in text, and what they symbolize in

the current work. determine which multiple meaning is intended by an author when several meanings are possible. analyze and evaluate text features and the information that they add to a text.

Plagiarism Contract

Plagiarism can be defined as submitting another person’s ideas, words, images or data without giving that person credit or proper acknowledgement. Plagiarism, a form of academic dishonesty, is tantamount to stealing and will not be tolerated. In order to clarify what constitutes plagiarism, you should be aware that you have committed plagiarism when you:

use phrases, quotes or ideas not your own; i.e. “cut and paste” use ideas, phrases, or quotes from another student’s work at more than 3 words in a row paraphrase the work of another even though you may have changed the wording or syntax; use facts or data not considered common knowledge; submit a paper written for another class (academic dishonesty); submit a paper from an essay service or agency even though you may have paid for it

(these papers are usually of low quality, so you probably did not get your money’s worth); submit a paper by another person even though he or she may have given you permission to

use it.

You should also note that plagiarism not only encompasses written work, but also computer data, research, musical scores, video programs, and visual arts.

Plagiarism is a serious issue, especially in an academic environment. Teachers must be able to rely on the integrity of a student’s work in order to maintain a climate for successful learning. Plagiarism reflects on character; therefore, you should diligently avoid inadvertent plagiarism. When you are unsure if acknowledgement is needed, ask your teacher. The penalties for blatant plagiarism include loss of all credit for the assignment with no opportunity to resubmit. This may significantly lower your final grade. Furthermore, plagiarism, a form of cheating, can result in suspension according to the Duval County Public Schools Code of Conduct, as it is a Class 2 Offense. We will discuss methods for avoiding plagiarism as the school year progresses.

Syllabus

I have read and understand the class syllabus and policies for the English II or English II Honors class. If I have any questions or concerns, I know that I can contact Mrs. Norris using the above information.

Print Your Name:______________________________ Student’s Signature: __________________________________

Parent/Guardian’s Name(s):_____________________________________________________________

Parent/Guardian’s Signature:________________________________________________ Date:__________________

Home Phone: ___________________Cell Phone_____________________ Work Phone _______________________

Parent/Guardian’s Email (PLEASE print clearly): ____________________________________________________________________________________________________

Student Email (PLEASE print clearly): ____________________________________________________________________________________________________

** Email addresses are necessary for regular contact. I will contact both students and parents with updates of what is going on both in class and at school, and you will be left out if I don’t have the correct information.

Plagiarism Contract

I, _________________________________________(please print), am aware of the seriousness of plagiarism and will not intentionally use or submit someone else’s work without acknowledgement. Furthermore, I will not misrepresent someone else’s work as my own.

Signature______________________________________________________ Date___________________

I have read the contract and understand the consequences of plagiarism.

Parent/Guardian_______________________________________________ Date________________

Video Permission for Projects

Student Name _____________________________________________________________

I am the parent/legal guardian of the child named above.

I DO give permission for my child to appear on a video recording and for it to be published online, without the student’s name attached, for educational purposes.

____ I DO give permission for my child to appear on a video recording, but only used for in-school purposes.

I DO NOT give permission for my child to appear on the video recording. My student will only be able to film or participate in the projects in other ways.

________ ________________________ Parent Signature Date