Student Name

Date

Fall 2010 Information Packet

English 7 with Mr. Barker Room 258
Mr. Barkers email is rbarker@archer.org Feel free to email me with any questions you and/or your parent may have about class and I will get back to you as soon as possible and always within 24 hours.
Dear Students, We will read through part or all of this packet in class together. At home, please read through and review this entire packet with your parent or guardian. After you have reviewed the materials together, please tear off this front cover and return it to me with both of your names and signatures included below. Signatures are due Friday

September 3rd. This is your first homework assignment.

If you have questions about anything at all, I am here to help you, so please ask! I have reviewed the Fall 2010 Information Packet with my parent/guardian and pledge to do my best to meet these class requirements and guidelines. Student Name_________________________________________________________________ Student Signature_____________________________________________________________ I have reviewed the Fall 2010 Information Packet with my child and pledge to do my best to support her in her efforts to meet these class requirements and guidelines. Parent/Guardian Name________________________________________________________________ Parent/Guardian Signature_____________________________________________________________

WHAT CAN I EXPECT IN THIS CLASS?

AT-A-GLANCE
Before reading the syllabus, here is a quick sketch of what to expect in 7th grade English with Mr. Barker this year: y y y y y y y y y y y y y y Reading every night is not merely homework, it is an expectation and all class work will flow from a commitment to developing this habit. This class will involve a lot of reading and writing. This class will spend a lot of time working on media literacy and creating digital portfolios of student work on the web. The class website will be an important key for both students and parents to stay informed and connected with class activities. Students will be creating their own unique websites and completing projects for digital publication. There will usually be one quiz or test every week. There will usually be one writing assignment due every week. Writing portfolios will include a students best efforts, as determined by her and the teacher. Grades will be based on a mix of quizzes, tests, projects, and class contributions which include both discussions and homework assignments. Some major themes our class culture will reflect on this year are: empathy, media literacy, individuality, and point of view. There will be an emphasis on thinking skills and how to process and express language effectively. Vocabulary, particularly the learning of new vocabulary, will be an emphasis. Fairness, respect, dignity, hard work, creativity, self-expression, and honor will be modeled, practiced, and nurtured. Fun!

SYLLABUS
Note: There will be places where hyperlinks are included to access additional materials. You are encouraged to go to the class website, ARCHER ENGLISH 7 in order to access this information. You can access the website through the main Archer website with your Archer username and password. Please let me know if you have any trouble at all finding our class page. COURSE: English, 7 INSTRUCTOR: Robert C. Barker ROOM: 258 OFFICE HOURS: 3:00-4:00 pm M-F and by appointment CONTACT: rbarker@archer.org or by school phone A. COURSE DESCRIPTION This class will be based on the novel. Why? Because the novel gives us story. And story gives us a springboard for all of our subjects of study in English class. Figurative language, grammar, poetry, vocabulary, persuasion, essay writing, civics, character, media literacy... there are no limits to the novel's ability to bridge these topics. The novel will be the hub of our learning wheel. All other content will be spokes on this wheel. Short stories, informational articles, digital media, and many other forms will be explored as part of this journey. For example, if we are reading The Hunger Games, we might also read a short story that has a post-apocalyptic future as its setting. And we might read a magazine article explaining class issues among the haves and have-nots and the caste system in India. We might read some political poetry written from the perspective of a revolutionary, since in essence, the main character Katniss is a rebel. Readings in support of all of the class novels will be selected with these kinds of connections in mind. In this way, we will build background knowledge (and vocabulary) cumulatively as we go, with the novel as our leverage. B. COURSE OBJECTIVES Overarching
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To master the habits of mind of effective readers To master the habits of mind of effective writers To master the habits of mind of effective speakers To master the habits of mind of effective listeners To develop and master critical thinking skills To build background knowledge through both wide and narrow reading To develop a deep understanding of how social media and digital literacy operate and how we identify our place in the information age 3

y y

To master code-switching (academic language vs. other forms) To explore multiple genres of literature and writing and make sophisticated and personal connections to the material Essential Learning Targets

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To master the craft elements of narrative, expository, and persuasive writing To master the writing process, with an emphasis on revision To increase vocabulary through systematic practice To understand and utilize knowledge of grammatical sentence structure, word origins, roots, and affixes in order to increase comprehension of texts To understand and use context clues in order to focus comprehension To master effective listening and note taking To grow communication skills through intensive writing practice and formal speaking

y y y

C. COURSE TOPICS Course topics will include, but not be limited to: READING How do we show understanding? The habits of mind of an effective reader The Seven Plot Steps and Story Telling The Function of Setting Character Traits Revealed Subtext and Foreshadowing Figurative Language Sentence Diagrams Active and Passive Voice Context Clues and Vocabulary Point of View and Perspective Cultural Influence Craft elements of the novel and short story Craft elements of the poem Craft elements of journalism Craft elements of persuasion Critical Media Literacy (Understanding all messages are Constructed Messages) Internet Research (assessing credibility)

WRITING How do we show understanding? All writing is persuasive Narrative, Expository, Persuasion, Response to Literature Mastering the sentence Mastering the paragraph Mastering the 5-step writing process Mastering the essay Mastering the research report Poetic forms (haiku, open verse, sonnets, song lyrics) Mastering the elements creative writing (short stories) Biography and Autobiography Structures: -Compare/Contrast -Problem/Solution -Chronological/Sequential Craft Elements: -Assertion, Claim, Thesis -Attention Grabbers, Hooks -Support, Evidence, Example, Explanation -Transitions -Voice/Tone -Rhyme, Rhythm, Repetition SPEAKING & LISTENING Elements of effective communication Demonstrating understanding through speech Speech craft Social cues All media is made of constructed messages with an agenda and audience in mind Developing critical thinking skills in relation to media messages Podcasting Radio Plays Interviewing Documentary Making D. TENTATIVE SCHEDULE This schedule operates as an outline only and opportunities to dig deeper or instances in which it makes sense to "jump" to another section will be honored and explored in class so that learning can be organic and authentic as well as systematic.

September - Overarching topics of study

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The habits of mind for effective Readers How to show understanding The habits of mind for effective Writers Entering story through character All writing is persuasive

Culminating assignment: Character Sketch October - Overarching topics of study

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Sentence Diagramming What is procedural knowledge? Figurative language Entering story through setting Developing arguments

Culminating assignment: Persuasive Essay with Research

November and December - Overarching topics of study

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Craft of poetry What are patterns? Comparing and contrasting/cause and effect/other structures Entering story through plot Storyboarding/The 5-step writing process

Culminating assignment: Podcast

E. GRADES Information on the grading system and policy are located later in this packet. F. NECESSARY MATERIALS/TEXTS FOR CLASS 1 - spiral notebook for note taking in class 1 - spiral notebook for Writer's Journal 2 - working pencils 2 - working pens 1 - working eraser 1 - flash drive to save digital class work G. EXPECTATIONS/DECORUM This class will operate on principles over rules. The principles will be our guide in all class matters. For more information, see the BEHAVIOR section in this packet. H. Some thoughts on intellectual honesty and plagiarism We live in a digital age and access to information makes it very easy to copy the work of others (intentionally or unintentionally). The Archer School For Girls prides itself on being a place of intellectual honesty. When you sign your name to your work, that means it is your work. During the course of the year, we will have an ongoing dialogue about how to properly give credit for sources we use in helping us create written work. When you are confused about whether or not you need to cite a source, it is your responsibility to make the right choice. More guidelines for how to avoid plagiarism (which we define here as stealing), please continue to check our class website for help. MLA guidelines for citations will be posted soon. For now, please read these web pages to learn more about what plagiarism is, how citations work, and how to correctly attribute sources in your writing: Intellectual Honesty I. FAQ - Frequently Asked Questions As students and parents ask me questions, I will post them on our class website with answers. In this way, we will have a living, running dialogue to add clarity to everything we do. Please feel free to email me with any questions or concerns at rbarker@archer.og.

CYBER SAFETY
Student Cyber Safety Pledge Please read these statements with your parent. If you can pledge to keep all of these promises, please print this list and sign it. Please also have your parent sign and date it and turn it in to Mr. Barker. If you have questions or confusion about anything, please come see me for some answers. While using the computer and Internet as part of this class, I pledge that: 1. I will never give away my user name, password, last name, e-mail address, IM, phone number, home address or any other personal information. I will only use my first name. 2. I will not link to my other personal blogs, MySpace, Facebook, or any other personal website or social network. I will not give information out via my website in this class for people to access me online through any other social network or email.

3. I understand that I am representing myself, my family, and my school when I post anything online. I will not do anything to dishonor myself, my family, or my school.

4. I will not plagiarize. The work I publish digitally will be my original work and if I use information from other sources, those sources will be cited and given credit.

5. I will never cause emotional or psychological harm to another student through bullying, threatening, or use of inappropriate comments.

6. I will surf the net while I am doing serious class work with Mr. Barker. I understand that if I choose to disrespect class time in this way, there will be a conference with my parents at which we will discuss the possible end of computer privileges for a period of time.

7. I will do my best to contribute to class and be helpful to my classmates when they are struggling with a computer concept with which I am very familiar. In other words, if I know how to do something and the person next to me does not, I will always be willing to support her.

Student Name_____________________________________________________ Student Signature___________________________________________________ Parent/guardian Name_______________________________________________ Parent/guardian Signature_____________________________________________

CLASS BEHAVIOR
Class Behavior Expectations This class will operate on principles over rules. The principles will be our guide in all class matters. PRINCIPLES Be Nice, Work Hard This simple directive is a fantastic recipe for success and we will aspire to it in all class activities. Pride of Ownership Personal pride in one's work is essential. Effort shows and should not be reserved or put forth only in convenient situations. We will aspire to have pride of ownership in all of our work for this class. Dignity Dignity is defined as the ability to remain calm and mature, even in difficult or frustrating situations. We will aspire to nurture and maintain this trait in all of our interactions. Home Field Advantage In this class, we will strive to give each other the home field advantage. Every class is on our home court. We will feel support and encouragement from each other, in the same way a team feels support and encouragement from their fans when they play a game at home. When we are in Room 258, we are on our home court. Have Fun, But Finish! We will strive to have joy and laughter be an integral part of all of our work, but never at the expense of finishing the job at hand. So we will have fun, AND we will finish! ONE RULE If the class behavioral expectation could be summed up in a rule, it would only be one: You may do anything you like in this class, as long as it doesn't cause a problem for you, me, or anyone else. Common sense and situational context will dictate the consequences for breaking this rule, as will the code of conduct established by The Archer School for Girls, as outlined in its contract.

INTELLECTUAL HONESTY
What is Plagiarism? Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense: According to the Merriam-Webster Online Dictionary, to "plagiarize" means
y y y y

to steal and pass off (the ideas or words of another) as one's own to use (another's production) without crediting the source to commit literary theft to present as new and original an idea or product derived from an existing source.

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward. But can words and ideas really be stolen? According to U.S. law, the answer is yes. The expression of original ideas is considered intellectual property, and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some way (such as a book or a computer file). All of the following are considered plagiarism:
y y y y y y

turning in someone else's work as your own copying words or ideas from someone else without giving credit failing to put a quotation in quotation marks giving incorrect information about the source of a quotation changing words but copying the sentence structure of a source without giving credit copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not (see our section on "fair use" rules)

Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material has been borrowed, and providing your audience with the information necessary to find that source, is usually enough to prevent plagiarism. Students, part of class this year will be learning how to cite sources. That means we will learn how to use quotations, footnotes, endnotes, and bibliography citations in order to properly give credit to information we use in our papers that is not original.To sum it all up: this class, the English Department and The Archer School For Girls is committed to intellectual honesty and your work is expected to be your own. We will be using the MLA Style Guide to help us in this effort.

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GRADES
HOW AM I GOING TO BE GRADED? This is a list of skills all the English teachers at Archer will use to analyze student work over time. For each of these skills, students will be assessed before each report card as having not yet met expectations met expectations exceeded expectations Here are the SKILLS: 1. Student completes homework with care and is prepared for discussion 2. Student contributes to class activities in a focused, productive manner 3. Student completes projects and presentations with care 4. Student crafts direct, arguable theses 5. Student organizes writing logically 6. Student supports arguments with effective textual support and analysis 7. Student uses effective diction, sentence structures and transitions 8. Student reads actively and understand nuance 9. Student grasps and employs grammatical concepts 10. Student masters new vocabulary 11. Student meets deadlines

The grading policy will be as follows:

Category Writing Portfolio Frequency usually one entry per week Weight 25% Notes -best work selected -specific rubrics for each writing assignment weighted questions specific rubrics for each project full credit only for work turned in on time

Quizzes & Tests Projects Class Discussions & Homework

usually once per week once per month (approximately) no set schedule

25% 25% 25%

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Participation Rubric
Excellent (A) means that the student - Participates regularly, listens thoughtfully, and shares strong insights - Questions/comments are critically based and textually specific - Uses specifics and makes thoughtful connections in her comments - Never dominates knows how to listen to others and build on their insights - Builds consensus in discussions through her comments and presence - Is a productive, diplomatic group member who helps everyone to have a voice - Always prepared and in her seat at the beginning of class; never tardy Good (B) means that the student - Participates occasionally and listens thoughtfully - Questions/comments are focused and remain true to the topic - Uses specifics and makes connections in some comments - Usually listens to others and takes notes; may occasionally dominate or drift off - Is a productive group member who may occasionally dominate or remain passive - Usually prepared and in her seat at the beginning of class - rarely needs to go to locker and/or tardy Room for Improvement (C) means that the student - Participates occasionally, but generally only when prompted by the teacher - Questions/comments often veer from subject or demonstrate inattention - Rarely uses specifics or makes connections in comments - Frequently dominates classroom or- sits passively during discussions; rarely take notes - Seems reluctant to collaborate or participate in group work and/or sometimes distracts group members or limits the groups productivity - Must be prompted to focus or to refrain from side conversations at times - Sometimes unprepared; occasionally needs to go to locker and/or is tardy to class Requires immediate attention (D/F) means that the student - Rarely participates in discussions - Needs to develop listening skills; does not take notes in class and seems tuned out - Frequently disrupts and/or distracts class - Has difficulty being a productive group member; often disrupts or distracts peers, refuses to participate, or fails to complete her part of the task - Frequently must be prompted to focus in class, get out notes, bring homework, or refrain from side conversations - Almost always unprepared; frequently needs to go to locker and/or is tardy to class

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CLOSING
To All, Thank you dear students, parents and guardians for taking the time to review all of these materials. I'm very excited to begin a year of adventurous learning and literary exploration! As indicated throughout, my job is to help you. I take my job very seriously. If you need help, clarification, or the answer to a pressing question, please contact me. I'm looking forward to partnering with you to accomplish our good and great goals. Sincerely,

Mr. Barker rbarker@archer.org Room 258

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