Gabriel A. Jimenez gajimenez@email.arizona.

edu
Classroom M312 (520) 225-5000
African American Literature

I created this course expectancy sheet to familiarize the students in my African American
Literature courses with the classroom environment once I took over as lead teacher for the
second semester of my student teaching internship. The expectancy sheet is similar to the
course syllabus the students received at the beginning of the school year. I included an
overview of the content, grading scheme, and classroom policies. In addition, I outlined what
I personally expect from the students, and incorporated a list of both positive and negative
consequences for their behavior. I attached a letter reintroducing myself to parents and
guardians along with the expectancy sheet as an effort to encourage open communications
with families and build rapport with students.
InTASC Standards: (3) - a, c, f, k, n, p, q.
(10) – c, d, m, o.

Senior Class Expectancy Sheet

3rd Quarter Unit Reading
 Always Outnumbered, Always Outnumbered by Walter Mosley
 “The Blues Detective: A Study of African American Detective Fiction” by Stephen
Soitos
 “The Socratic Method” by Sver Bikerts
 Assorted Poems
 Assorted Short Stories & Informational Text

4th Quarter Unit Reading

 “Naturalism in American Literature” by Donna Campbell
 “Realism in American Literature, 1860-1890” by Donna Campbell
 “How Bigger’ Was Born” by Richard Wright’s
 “Black Boys and Native Sons” by Irving Howe’s
 Assorted Poems
 Assorted Short Stories & Informational Text

Mr. Jimenez’s Expectations

 Treat others and ourselves with respect.
 Take responsibility for our work and learning.
 Be seated in your seat before the bell.
  Always be ready to push yourselves to deliver your best work.
Positive Behavior
Behavior that adds to what is being instructed in the classroom will be reinforced. This
includes asking questions, assisting others in the classroom, arriving on time, etc. We will
follow the school policy of rewarding Badger Bucks to students who complete the tasks
mentioned above as well as completing their work. Badger Bucks may be redeemable for
items, which include late passes, snacks, early-out-to-lunch passes and more.
Negative Behavior
Behavior that disrupts the learning environment or not following school rules will be
discouraged and redirected immediately. The penalties for the above include:
 1st offense – Verbal warning
 2nd offense – Phone call or email to parent or guardian (Also, possible conference).
 3rd offense – Referral to the Assistant Principal
Attendance
Attendance is critical to academic success. When a student is absent:
 Absence must be excused within 48 hours of absence (phne call to attendance office
or a note).
 Students needs to see Mr. Jimenez ASAP before or after class to get missed work.
This is a student responsibility.
 Work collected on the day a student is absent is due on the day of the return.
 Students must arrange for make-up work in a timely manner (i.e. within 48 hours of
return to class).
 For long-term assignments, an absence does not necessarily extend the due date for
the absent student.
 Students will have a reasonable time (1 for 1 day absence, 1 day for make-up, etc.) to
turn in work.
 After the 10th unexcused absence: The student may not receive credit due to excessive
unexcused absences, pending appeal.
Lateness
Class begins immediately when the final bell rings. Students are expected to be seated and
working on bell work as class begins. Repeated tardiness will result in school-prescribed
disciplinary consequences.
Grade Improvement:
If a student receives a grade that is not satisfactory, there are options:
 If you think the grade is incorrect, review the rubric and the assignment, then meet
with Mr. Jimenez to receive clarification on the points earned/lost. IF the grade has
been calculated in error – I’ll be happy to fix it. However, if after the discussion we
agree that points should be added, I’ll correct it. The critical factor is to have a
conversation.
  If the grade is accurate, but you want a better grade, then re-do the assignment.
Students are strongly encouraged to meet with Mr. Jimenez to see what needs to be
fixed before working on the assignment again. Exceptions to this option are:
o If the work is incomplete, then it cannot be completed after grading for a
better grade; you can only fix what was already submitted.
o Exams, tests, and quizzes cannot be re-taken.
 Keep all assignments that are passed back. There may be times where an assignment
is not properly recorded in the grade book. If this happens, then simply show me the
assignment and it will be promptly corrected.

Grading Policy
Vocabulary This category includes weekly sentences and 15%
vocabulary quizzes.
Written Includes research projects, essays, literary 25%
Assignments responses, journals, and other tasks.
Exams Includes tests, quizzes, presentations, projects, 50%
and quarterly or unit assessments.
Participation Actively participate during class discussions 10%
and be on time. Be attentive!

90-100% = A 60-69% = D
80-89% = B below 60% = F
70-79% = C

Tips for success

In order to have a positive and successful academic year, follow the following tips:
 Arrive early to class and choose a spot you’ll be able to focus in.
 When I or another classmate are speaking, pay attention rather than just sit idly.
 Ask questions if something is confusing (we can also talk one-on-one if that is more
comfortable).
 Do not procrastinate any assignment!
 Do NOT plagiarize under any circumstance. Plagiarism is a serious offense and any
violations will adhere to the school’s policy.
 Have fun while learning and everything will be alright.
Dear Parents,

My name is Gabriel Jimenez, and I am Mr. Rivera’s teacher candidate for the school year. I
am enrolled in Teach Arizona, a Master of Education degree program offered at the
University of Arizona intended to give student teachers like myself the opportunity to obtain
experience through real-world training. The goal of the program is to become well-prepared,
expertly trained high school or middle school teachers.
I spent the majority of the first quarter at Sahuaro High School but relocated to Tucson High
Magnet School due to its proximity to my home. My inclusion into the classroom should not
deteriorate the atmosphere that Mr. Rivera has already established, but rather compliment it. I
am here as an extra resource for your child.
To further elaborate on how the program works, I will be observing Mr. Rivera’s first and
second period classes during the fall semester while slowly “phasing-in” into the classroom.
As the weeks go by, I will be handling more responsibilities in the classroom such as grading
assignments, teaching small segments of the lessons, and among others. Eventually, in the
spring semester, I will become the lead teacher in first and second-period. However, Mr.
Rivera will be with me through every step.
My primary goal is not to be of nuisance to your child or yourself, but rather to be an asset to
your child’s development. I hope it can be an asset to my professional development as well.
In closing, I would like to express the importance of keeping the lines of communication
between the parents and teacher(s). Positive and productive communication is imperative to
your child’s success.
If you have any questions or concerns during the school year, please don’t hesitate to contact
me at gajimenez@email.arizona.edu
I look forward to collaborating with your son/daughter in ensuring a successful and positive
academic outcome for them.

Sincerely,

Gabriel A Jimenez
Teacher Candidate