APPEDIX C Semi-Detailed Lesson Plan in Grade V About Plants (Lecture method) Day1 I.

Objectives: At the end of the lesson the pupils are expected to: 1. introduce oneself 2.answer the pre-test questionnaire. 3.explain the importance of plants to people and animals. II.Subject Matter: A. Topic:Introduction on Plants B. References:Science and Health V book C. Time allotment:1 hour D. Values:Introducing oneself E. Materials:Pre-test Questionnaire, chalk, posters, charts III.Teaching strategies: A. Pre-assessment a. Prayer b.Checking of attendance c.Introducing one selves d.Introducing the concept of study e.Administer the pre-test f.Administer the perception B. Motivation: Asking questions: a.What are the things you see in your garden? b.Are plants importances in our lives? c.What do you think will happen to our lives if there will no plants at all? C. Lesson Proper: a.Discuss little background on plants and what it is. b.Discuss its importance to our lies and in animals.

D. Generalization: Review what a plant is and its importance to people and animals. I V. Assignment: Read in advance about the part of the plants on your Science and Health V textbook.

Day 2 I.Objectives: At the end of the lesson the pupils are expected to: a.enumerate the parts of the plants b.identify each part of the plants with each function. IISubject Matter: A. Topic:Parts of the Plants B. Reference:Science and Health V. Book C. Time allotment:1 hour D. Science Ideas: Roots are the underground portion of the plant. Stem is the stalk of the plant which support the fruit, flower and leaf of a plant. Leaves are the lateral photosynthetic appendage of the stem of a plant. D. Materials:Chalk, posters, charts E. Value:Giving importance on each part of the plants. II.Teaching strategies: A. Pre-assessment a. prayer b.checking of attendance c.checking of assignment d.review of the previous lesson B. Motivation: Present a drawing of a plant on the board and let them identify the different part of the plant. C. Lesson Proper: a.Discuss the different part of the plants.

b.Give the functions of each part. D. Generalization:

III.Evaluation: Multiple choice: Encircle the letter of the correct answer. 1.These are the underground portion of a plant, which absorb, obtain or store nourishment and provides support. a. leaves b. Roots c. Stem d. Flower

2. This is the stalk of the plant which support the fruit, flower or leaf. a. leaves b. Root c. Stem d. Flower

3. These are the lateral photosynthetic appendage of a plant. a. leaves b. Root c. Stem d. flower

4.

A______ has a reproductive reproduce its a. leavesb. rootc. stemd. flower

system

that

enables own

the

plants

to kind.

5. Which is not a function of roots? a. they anchor the plant to the ground b. they absorb water with dissolve nutrients from the soil c. they distribute water and food to various part of the plant d. they collect and store food and water from the soil

6. A part of the plant that are designed to capture sunlight which the plant uses to make food through a process called photosynthesis. a. Leaves b. Roots c. Stem d. fruit

7. It provides covering for seeds and it can be fleshy like an apple or hard like a nut. a. Stem b. Roots c. Fruit d. leaves

8.If we put oil to the leaves of the plants, the plants may a. grow healthy b. produce flower c. turn into yellowish colord. become fleshy

9. These are the tiny openings of the leaves. a. leaves b. Root c. Stem d. flower

10. It is the sites in most plants where respiration, transpiration, and guttation take place. a. leaves b. flower c. roots d. stem

V. Assignment: Research on the Plants Needs in order to grow and live and write it on your science notebook.

Day 3 I.Objectives: At the end of the lesson the pupils are expected to: 1.explain plant needs in order to grow and live. 2. define photosynthesis

II.Subject Matter: A. Topic:Plant needs B. Reference Science and health V book C. Time allotment:1 hour D. Value:Giving importance of plants E Materials:Chalk, posters, charts F. Science Ideas: a.Plant needs air, water, and sunlight in order to grow. b.It also needs nutrients from the soil.

III.Teaching strategies A. Pre-Assessment a. Prayer b. checking of attendance c. checking of assignment d. review on the previous lesson B. Motivation:Present a drawing of a plant on the board and ask a follow-up questions. a.Where do you find plants? b.What do plants needs in order to survive? To grow? C. Lesson Proper: a. Discuss a little about photosynthesis. b. Discuss plant needs in order for it to grow. D. Generalization: a. Review on photosynthesis and the plant needs in order to grow. IV.Evaluation: Multiple choice: Encircle he letter of the correct answer. 1. What do you call the process of food-making in plants? a. photosynthesis b. Photosynthetic c. photographic d. food processing 2. Which part of the plant is known to be the site of photosynthesis? a. roots b. Stem c. Leaves d. flower 3. It induces the plants in cell division. Without this the plant flower and roots could not form. Also it helps root growth and protects the plant from diseases. a. nitrogen b. Phosphorus c. Potassium d. none of these 4. The plants need the following in order to live except. a. oil b. Air c.Sunlight

d. nutrients

5. The green pigment in plants which trap energy from the sun. a. chlorineb. chlorophyllc. CFCsd. carbon dioxide. 6. Green plants take in_________ from air and use it during photosynthesis. a. carbon dioxide b. CFCs c. hydrogen d. oxygen 7. Plants use______to carry nutrients from the roots to he leaves and food from the leaves back down to the roots. a. sunlight b. Water c. Air d. soil 8. The______ provides the energy needed by the plants to manufacture food. a. flashlight b. Sun c. Moon d. comet

9. Which of the following is not a/an important plant nutrient? a. nitrogen b. Potassium c. Sodium d. phosphorus 10. Needed for the making of chlorophyll. a. potassium b. Nitrogen c. Chlorine

d. phosphorus

Read pp. 105-109 on your Science and Health textbook, Classifying Plants. Day 4 I. Objectives: At the end of the lesson, the pupils are expected to: 1. classify plants 2. describe plants with each characteristic. 3. differentiate flowering from non-flowering plants. II. Subject Matter A. Topic:Classifying Plants B. Reference:Science and Health V book C. Time allotment:1 hour D. Value:Knowing how to classify plants E. Materials:Chalk, posters, charts F. Science Ideas: a.Plants may be grouped into flowering and non-flowering plants. b.Flowering plants form flowers while non-flowering ones produce spores. I V.Teaching strategies: A. Pre-Assessment: a. prayer b. checking of attendance c. checking of assignments d. review of the previous lessons. B.Motivation: a. Present different kinds of plants (flowering and non-flowering plant). b. Ask the pupils how it differs. c. Call a pupil to describe some characteristics of the plants presented. C. Lesson Proper: a. Discuss on how plants can be classified. b. Discuss the two classifications of plants (flowering plant and nonflowering plant).

D. Generalization: a.Summarize the topic and call a pupil to recap the topic discussed and then follow-up his answer. V.Evaluation: Multiple choice: Encircle the letter of the correct answer. 1.Flowering plants form______. a. grass b. Cones

c. Flowers

d. spores

2.Non-flowering plants produce_______. a. spores b. Flowers c. Fruits

d. seeds

3.Flowering plants have efficient______system for carrying food and water. a. seeding b. vascular or transport c. Flowering d. tubing 4.Pine trees belong to the_______plants because they produce cones. a. flower-bearing b. fruit-bearing c. cone-bearingd. seed-bearing 5.This plant bears flowers too and produce dull colored flowers that lack scent. Their seeds are carried by the wind. a. Grass b. fruit trees c. Gumamela d. Ferns 6.The tubes carry nutrients and water to the plant. a. Vascular b. Endosperm c. Tubular 7.These are examples of natural pollinators except a. birds b. Bees c. Man d. Butterfly 8.It is a term used to refer to flowering plants. a. Angiosperms b. Gymnosperms

d. Phloem

c. Dicotyledons,

d. Monocotyledon

9.A fern plant produce________ in order to reproduce. a. flower b. Fruit c. Spores 10.A corn is an example of a. monocot b. Dicot

d. seed

c. Gymnosperms

d. angiosperms

English Banana.com Test Your Speaking & Listening Skills The Story of a Music Group For more fun tests, quizzes and games log onto www.englishbanana.com now! This worksheet can be photocopied and used without charge English Banana.com Part 2: A Made-Up Group SS repeat the process as above, but this time imagining their own group (from any genre). 1. SS work in small groups of 3-4 students, or in pairs. 2. Imagine a music group from any genre. Answer the following questions: 1. name 2. genre 3.members and instruments 4.title and year of their biggest hit 5. years active 3. All small groups feed back to main group. 4. Think about the history of your group in terms of three distinct stages: Stage 1: STARTING OUT (initial period) Stage 2: SUCCESS? (middle period) Stage 3: SPLIT? (end period, or period to date did they split up, or keep going?) See below for potential discussion starting points. 5. SS draw a timeline to show the three stages (as above) in terms of the level of success (commercial, artistic, etc.) of their group. 6. Each group gives a presentation to the whole group. They talk about the three stages of the groups history and draw their timelines on the board. Each student should talk about one of the stages. Dont let one student do all the talking! 7. Error correction feedback. The teacher discusses errors on the board with the SS. SS write notes, where necessary. Extension activities: 1.Write lyrics to a hit song by your group 2.Write a list of album track titles, or album names 3.Rehearse and perform a track 4.Write a fan letter or email/message from a fan of your group 5.Devise a music video and (if possible) record it! 6.One person interviews members of the group 7.Improvise role play scenes, e.g. getting together, signing a record deal, splitting up, etc.

8.Discuss question forms using the prompt cards, e.g. How did the group get together? http://www.scribd.com/doc/5679118/Lesson-Plan-Reading-Race http://www.scribd.com/doc/28766175/The-Story-of-a-Music-Group-Lesson-Plan http://www.scribd.com/doc/21628140/Multi-Grade-Semi-Detailed-Lesson-Plan kuya ung site jan mo tgnan hirap idownload eh. :D

Long O Words Lesson Plan

Continuation of The Dream Eater Lesson Plan Level: Pre-School/Kindergarten/Grade One Subject: Long O Words Story: The Dream Eater I. Objectives: A. Basic 1. To match pictures with long O sounds. 2. To rearrange letters to form long O words. 3. To complete phrases using the appropriate long O words. B. Average 1. To complete phrases using the appropriate long O words. 2. To complete sentences using the appropriate long O words. 3. To answer comprehension questions about previously read sentences. C. Fast 1. To complete sentences using the appropriate long O words. 2. To answer comprehension questions about previously read sentences. 3. To answer comprehension questions about previously read story. II. Subject Matter: A. Basic - mastery of long O words with CVC and CVCV pattern B. Average - mastery of long O words with CVCV and CCVCV pattern C. Fast - mastery of long O words with CVCV/CCVCV pattern III. Procedure: A. Basic 1. Oral Work: Picture Puzzle The students will be divided into 2 groups. After the signal, a member will form a picture puzzle and choose the correct word that matches the picture puzzle. The first member who reads the word out loud, will get a point for their group. The members will take turns in completing the puzzles until everyone has participated. The group with the most number of points at the end of the game wins.

Picture Puzzle: doe, bone, nose, toe, cone, rose

2. Seat Work 1: Form That Word!

There are ten envelopes, each containing pictures and letters. The students will rearrange the letters to form the word that matches the pictures. They will make a sentence using the formed word and write it on their worksheets. Words: doe, bone, nose, pole, mole, toe, cone rose, hose, hoe

3. Seat Work 2: Dragon Claws There are 5 dragon feet with movable claws posted on one side of the room. There are incomplete sentences written on the dragon feet. The choices are written on the dragon claws. The students will choose the correct word that will complete the sentences. a. He is the (sole, mole) owner of the car. b. Her (mole, pole) is right beside her nose. c. Drink milk to have strong (bones, notes). d. Use the (hose, nose) to water the roses. e. Slow down in the school (zone, tone).

B. Average 1. Oral Work: Boardgame The students will be divided into two groups. There will be a board game with different colored steps. After rolling the dice, the students will pick a colored card that corresponds with the color they "landed on." Written on each colored card is an incomplete phrase. The students will choose the correct word that will complete the phrase and read it out loud, the first that will cross the finish line wins. Phrases: a._____ for the best (joke, hope) b._____ a vase (wrote, broke) c.make a _____ (joke, cope) d. _____ a poem (phone, wrote) e. used the _____ (phone, Rome)

2. Seatwork 1: Bamboo Leaves There will be 5 bamboos with movable leaves on one corner of the room. Written on each bamboo is an incomplete phrase. The choices are written on the bamboo leaves. The students will write the completed phrase on their worksheets. a. crack a (joke, robe, cope) b. (broke, hope, cope) a promise c. talk on the (phone, rope, Rome) d. (Rome, rope, role) in Europe e. (poke, cope, hope) in the eye

3. Seatwork 2: Baku Heads

There will be 4 baku heads posted on one side of the room. The mouth of each head can be opened. Written on the tongue of each baku is a sentence followed by a comprehensive question. The students will write their answers in phrases on their worksheets. a. The pope lives in Rome. Where does the pope live? b. You should not lose your hope. What should you not lose? c. He bought a new phone yesterday. What did he buy yesterday? d. He used a rope to tie the dog. What did he use to tie the dog?

C. Fast 1. Oral Work: Search the Aliens The students will be divided into 2 groups. After the signal, the students will search the aliens to find the word that will complete the sentence. The first member who reads the completed sentence will get a point for their group. a. _____ the door. (close) b. When there is ____ there is fire. (smoke) c. The church has a ____. (dome) d. He____ a rope yesterday. (stole) e. The____is rough. (stone)

2. Seat Work 1: Yukio Heads There will be 5 Yukio heads posted on one side of the room. Each head can be opened to reveal 2 sentences followed by comprehension questions. The students will write their answers in complete sentences on their worksheets. a. The candidate spoke to the people. What did the candidate do? He wanted them to vote for him. What did he want the people to do? b. He chose the wrong answers. What did he do? The room was filled with smoke. What was the room filled with?

3. Seat Work: Dragon Scales There will be a dragon with removable scales posted on one side of the room. There will be a poem (My World by C.J. Heck) followed by comprehension questions. The students will write their answers on their worksheets.

Adjective Lesson Plan

Continuation of The Dream Eater Lesson Plan Level: Kindergarten, Grade 1, Grade 2 Subject: Adjectives/Descriptive Words Story: The Dream Eater I. Objectives: A. To identify words that describe people, places and things in sentences. B. To give examples of sentences with descriptive words. II. Materials: sentence charts, food cut-outs, worksheets III. Procedure: A. Presentation I have here some sentences from the story. Lets read them one by one.

1. Yukio is very helpful. 2. He lives in a peaceful village. 3. He saw a strange creature. B. Discussion 1. Look at sentence number 1, who is very helpful? (underline nouns) Look at sentence number 2, where does Yukio live? Look at sentence number 3, what did Yukio see? 2. Look at the underlined words. What kind of boy is Yukio? (encircle adjectives) What kind of village does he live in? What kind of creature did he see? What kind of words do they describe? What do you think these words are calle if they describe people, places and things? 3. I have some more examples here. Who can tell me the descriptive words? Which words do they describe? Sentences: 1. The book is heavy. 2. He lives in a big city. 3. She is very kind.

C. Assimilation Sally Goes to Market The class will be divided into two groups. There will be food cut-outs with sentences written on the back. After the signal and type of food to look for is given, a member of each group will pick up the basket, get the food and write the desriptive word on the board. The first member who writes the correct word will get a point for their group. The group with the most number of points at the end of the game wins. Sentences: 1. The pie is delicious. 2. The room is clean. 3. She is an intelligent girl. 4. The class is very quiet. 5. He is a nice person. 6. She has curly hair. 7. The house is very big. 8. The bag is expensive. 9. He owns a shiny mirror. 10. His sister is pretty. IV. Evaluation Encircle the descriptive words in the sentences. Underline the words that they describe. 1. He carried a heavy stone yesterday. 2. She likes to eat sweet fruits. 3. Do not eat if your hands are dirty. 4. The monster is very strong. 5. He gave her colorful pillows. 6. The spider has long legs. 7. She baked a round cake. 8. Her son is very lazy. 9. The selfish boy does not have friends. 10. There is a tiny button on the dress. Lesson Plan for The Dream Eater Long O Words Lesson Plan The Dream Eater Videos at 9:14 AM 0 comments Labels: Adjective, Descriptive Words, English, Grade One, Grade Two, Grammar And Oral Language Development, Kindergarten, Pre-school

Tuesday, November 10, 2009

Semi-Detailed Lesson Plan For The Dream Eater

Level: Pre-School/Kindergarten/Grade 1 Subject: Reading I. Objectives: A. To learn the value of helping others in need. B. To learn the value of gratitude. C. To describe Yukio through a character profile. D. To describe the baku through a character profile. E. To write a conversation between Yukio and the baku. F. To make a chart comparing everybody's dreams. G. To make an award for Yukio and the baku. H. To appreciate the illustrator's beautiful drawings. II. Selection: The Dream Eater by Christian Garrison Illustrated by Diane Goode (Macmillan Publishing Company, 1978) III. Materials: book, flashcards for unlocking of difficulties, activity posters, writing and coloring materials, timer IV. Procedure: A. Pre-reading 1. Unlocking of Difficulties a. bamboo - This is a drawing of a bamboo plant. What can you say about this plant? Compare its parts with other plants. b. tender shoots - The farmer planted the tender shoots of bamboo yesterday. What do we mean by tender shoots? How long does it take for plants to grow? c. nightmare - After watching a horror movie, I had a nightmare. In my nightmare, I was being chased by monsters. What does nightmare mean? What kind of dream did I have? d. bandits - The policemen are looking for bandits who stole a lot of money. What do you think bandits mean? What is another word for bandits? e. terrible - I heard a terrible news last week. A lot of people died because of the storm? What do you think terrible means? What kind of news did I hear? f. strange - The strange plant has violet leaves. What does strange mean? Do plants usually have violet leaves? 2. Motivation Question: What kind of dreams do you have when you sleep at night?

3. Motive Question: Let's find out in the story what kind of dreams the villagers have. B. Reading What do you think Yukio and the baku will do? (page 10) III. Post-Reading A. Engagement Activities 1. Character Profile - the group should be able to describe Yukio's characteristics. 2. Character Profile - the group should be able to describe the baku's characteristics. 3. Speech Bubble - the group should be able to write the conversation between Yukio and the baku. 4. Chart - the group should be able to make a "Before And After" chart about the villagers' dreams. 5. Award - the group should be able to make an award for the baku and Yukio. B. Discussions: 1. Where did the story happen? 2. What is the name of the little boy in the story? 3. What kind of dreams is he having? 4. Who else are having nightmares? 5. What did they tell Yukio? 6. What did Yukio feel? 7. What happened when Yukio went to the river? 8. What did he see? 9. What happened to the baku? 10. What did Yukio do? 11. If you were Yukio would you do the same thing? Why? 12. How did the baku feel after being helped by Yukio? 13. What did the baku say to Yukio? 14. What did Yukio want the baku to do? 15. When they crossed the river bridge, what did the baku do? 16. If you were the baku, would you do the same thing? Why? 17. How do you think the villagers felt when their nightmares disappeared? 18. Why is it important to help others who are in need? 19. When you help others, how do you feel afterwards? 20. When somebody helps you, what should you do?

English 103 Syllabus

ENG 103: Syllabus Jamie Mellen Required Materials

Alfano, Christine, and Alyssa OBrien. Envision: Writing and Researching Arguments. McBride, James. The Color of Water. Freshman Connections Common Reader. ENG 103.047 only: Ethernet cable to connect your laptop to the internet. Wireless internet does not always work in the basement, so you will need one. Computer memory storage device. Thumb drive or other high MB storage device recommended. Alternatively, you can set up an ilocker account, which will allow you to save material electronically (you must have online access to access it). If you are comfortable with technology, you can probably figure out how to set up an account yourself: go to http://www.bsu.edu/web/ucs/student/ and click on the link to "set up an ilocker account." If you still have trouble, you can visit the helpdesk. Microsoft Office (Word). You MUST compose and save your work in Word, so that you can work on it during workshops in the classrooms. If you don't have it, download and install MS Office 2007 here. If you have problems or need help visit the Computer Showcase located in RB134B or the Helpdesk. Course Description ENG 103 introduces students to the fundamentals of rhetoric; to the elements, strategies, and conventions common to persuasion; to the use of those elements, strategies, and conventions in the construction of their own persuasive visual and verbal texts. Course Goals At the completion of ENG 103, students will be able to achieve the following goals:

Understand that persuasionboth visual and verbalis integral to reading and composing. Understand how persuasive visual and verbal texts are composed for different audiences and different purposes. Develop effective strategies of invention, drafting, and revision for different rhetorical situations and individual composing styles. Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness. Integrate primary and secondary research as appropriate to the rhetorical situation. Develop strategies for becoming more critical and careful readers of both their own and others texts.

Demonstrate a professional attitude towards their writing by focusing on the need for appropriate format, syntax, punctuation, and spelling. Take responsibility for their own progress. Develop the ability to work well with others on composing tasks. Course Philosophy This course is designed to explore rhetoric as persuasion. Through assignments and research building on your own previous writing experiences, you will learn to identify and incorporate rhetorical elements, strategies, and conventions in your own texts, both visual and verbal. Throughout the semester, we will explore the power of language and the possibilities of using rhetoric not only to make meaning, but also to shape the world around you. Emphasizing critical thinking skills as a necessity to survival, we will examine the various discourses in which you already participate and work to develop skills for clear communication of ideas both at the university and as well as in the world outside. I hope that you will leave the class with the understanding that writing advances intellectual inquiry and other aspects of personal development. GradingAssignments and Percent of Final Grade

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Journals 15% Class participation 15% Timed Writings 10% Writing Projects 60% Four projects at 15% each Project grade includes all drafts and one-page reflection *** Please remember, you must earn a C to pass this class. By Writing Program policy, I must record a final grade of C- or lower for students who fail to demonstrate satisfactory writing skills by the end of the semester. This means that you will have to retake the course. Assignments Journal

Rationale: Writing is a complex and multi-layered process that includes thinking before you write, writing to find out what you think, reflecting on your ongoing experience, and revising to make your ideas more clear, focused, and rhetorically effective. These journal entries will act as a place for you to reflect on your writing topics and experiences this semester. Topics and due dates for the journal entries are posted on the course schedule. Journals should be posted online onBlackboard Discussion Board. If you can't get Blackboard to work, print the journal out and turn it in. Assignment: Journal assignments should be at least one double-spaced page in length (250 words). While you should feel free to write in whatever direction your muse leads, I'll be looking for two general components: 1) detailed, concrete observations and 2) reflection and/or analysis of those observations. Class Participation Rationale: Learning to write does not best occur in a lecture hall situation. I will assign readings, group work, and other activities this semester with the goal of bringing everything

we do back around for class discussion. We will examine your own writing and that of others as we explore what makes for effective writing and rhetorical persuasion. Assignments: This grade includes in-class activities, homework, quizzes, and blackboard participation. Most activities and assignments will be worth from 10 to 20 points; drafts of writing projects and your conference will be worth 50 points. (There is no maximum number of points for the semester points just work in the overall percentage. You can track your progress on webgradebook.) Timed Writings Rationale: Timed writings are a reality for all BSU students, from in-class essays to the Writing Competency Exam. Well discuss rhetorical strategies and assessments in class. Assignment: You will complete five in-class timed writings throughout the semester. Writing Projects Rationale: To showcase what youve learned about analyzing and utilizing rhetoric as persuasion, you will be completing four major Writing Projects. Assignment: Most projects will go through three drafts: Draft 1: This is to be a complete draft which you will bring to class for peer evaluation. Draft 2: This is the draft I will review and hand back to you with my comments. This draft will be accompanied by a one-page (250 word) Journal Reflection to me, discussing your progress on the project with me: what you liked about your paper, what you think needs work, and what you would like for me to notice. This is the place to ask for my help. Draft 3: This is the final draft you will submit for a grade. You can find specifics on the Writing Projects page. Attendance This is not a lecture class where you can get notes from someone else. Much of the inclass work is collaborative, and you must be physically and mentally present with completed work to benefit. Graded in-class assignments cannot be made up (with the exception of Timed Writings). You are allowed six absences, which is the equivalent of two weeks of class. Each absence after that will result in a letter grade deduction. Remember that a C- in this class is not a passing grade. Please budget your absences; if you have a poor pattern of attendance, I probably wont be moved to make allowances if you have problems later in the semester. Late Assignments The reality of being a writer is meeting deadlines. I expect you to turn your work in on time. I may be convinced to take a late essay, but rarely. Generally late papers will be penalized a letter grade per day. Let me know in advance about problems, and try not to have too many problems. Classroom Courtesy / Participation I expect all students to actively participate in class discussions, group writing workshops, and individual conferences. Feel free to offer your opinions, but please treat yourself, your fellow students, and me with the courtesy called for in a university setting. Also, to prevent disruptions in class, turn off all cell phones and pagers before class starts. Academic Dishonesty / Plagiarism The intentional or unintentional use of anothers writing without giving proper credit or any

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credit is theft. You are here to learn to voice your own ideas; claiming someone elses undermines your education. If you are found guilty of intentional plagiarism you may fail that assignment and possibly the course. Other consequences, depending on the situation, include a 4-8 hour ethics tutorial or mandatory revision of the assignment. If you are in doubt or confused about proper citation, please ask! Cell Phones I hate that I have to have a policy here, but Ive found its necessary, so heres where I ask you to be courteous to me and to your classmates. I wont be answering my phone or texting during class because I respect my students and the classroom environment, and I expect the same from everybody in the room. To prevent disruptions in class, turn off all cell phones before class starts. Repeat offenses with cell phones, including texting during class, will result in consequences for your grade. Depending on the degree and frequency of offences, I may ask you 1) to take your calls outside and give you an absence for the day, or 2) dock your class participation grade by a letter grade or more. Please, use class time as a chance to set aside personal issues. Computer Etiquette Because we're sitting in a classroom with computers, checking your email, IM, facebook, or other sites can be a great temptation. Once class starts, you must resist it! It's a distraction to you, because you can't actively participate if you are only half aware of class activities; to your classmates, who can see your screen; and to me, because I can hear your mouse clicking while I and/or your classmates are speaking. If you think about it, it's also disrespectful to both your classmates and to me - rhetorically speaking, this behavior says that this class is not worth your time or energy. Using labs at Ball State is a privilege that can be revoked due to misuse. If you regularly visit other websites while in class, you may lose your computer privileges for the day. If you continue to visit other sites, I may ask you to go check your email or facebook elsewhere and give you an absence for the day. If such behavior continues all semester, you will fail in your class participation grade, meaning that you can receive no higher than a B in this class. Special Accommodations If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.