DolanSyllabus

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LANGUAGE ARTS II

COURSE SYLLABUS

Goals & Expectations:. You have a right to an education, and a duty to learn! Be in

our assigned seat and ready to work when the bell rings.Please note that bringing all required materials to every class is

art of being ready to work! If you need to sharpen your pencil,do it before class starts, not afterwards. There is a difference

etween my class and free-time: Know and observe thatdifference.

I. Follow directions the first time they are given. If you do not

understand or need further assistance to complete assignedrojects, please let me know immediately so that I may provide

ccommodations.II. Treat everyone and their property respectfully. Listen

when someone is speaking. My job is to help prepare youucceed in life, and work is part of that. In your career you will

have to work with many co-workers, and though you do notlways have to like them, you do have to respect them and theirroperty.

V. Do not ask to go to the bathroom, library, get something you

orgot in another class, etc. as a means of avoiding classroomwork. There are breaks provided between classes to use theacilities, and I expect that students will make use of them athat time, and come to my class ready to learn!

V. Follow school-wide and district-wide rules.

Daily Classroom Procedures:Expect the following routine, as we fulfill goals, expectations,and learning objectives:

I. Enter the classroom calmly and quietly. Sit in your assign

seat, and be ready to work when the bell rings. Do not run inthe last minute yelling, and disturbing others who are makinsincere effort to learn!

II. Have assignments out and ready to turn in. Have required

materials out and in ready-to-use condition when the bell rinIf you need to sharpen your pencil, do it before the bell rings.

is not my fault if you do not bring required materials to class,and does not constitute an emergency on my part.

III. Begin working immediately. Work will be up and ready t

go when you enter class, and we will be working bell-to-bell.When you enter this class, you are on my time, and my time inot free-time. Copy objectives, assignments, and homeworkactivities into agenda every day at the beginning of class. Wonot completed in class is assigned, in addition to any otherhomework to be completed.

IV. Questions, discussions, and commentary will be restricted

to those that relate to classroom activities and objectives.

V.Acts of bullying and harassment demonstrate a lack of

intelligence, class, and character. Since all of my students arintelligent, classy, characters, there will be zero tolerance for

bullying and harassment in my classroom. It is not cute, funnor excusable to boost yourself up at the expense of anotherperson. Bullying and harassment are prohibited by state lawF.S. 1006.147. Bullying means systematically and chronicallyinflicting physical hurt or psychological distress on one or mostudents. Harassment means any threatening, insulting, ordehumanizing gesture, use of data or computer software, or

written, verbal or physical conduct directed against a studenor school employee.

Required Materials:

College Ruled Filler Notebook Paper with (holes in tack)

College Ruled Composition Notebook

School Binder with Section for Language Arts

One Two-Pocket Portfolio with Prong Fasteners for Notebook

Pencil and Pencil Eraser

Blue or Black Ink Pens (No Other Colors!)

All Aboard!Welcome to the 2010-2011 school year! This year we will be navigating through eight units, guided by Manatee County's

Language Arts Core Curriculum. Following the map, we will embark on a journey of critical thinking as we explore the theme ofidentity. Our quest will involve research, reading, writing, viewing, listening, and speaking. As captain of this voyage towardsunderstanding, I welcome you aboard the USS Identity! I look forward to getting to know each student in my crew, and helping

you all to succeed!

Learning is an adventure! It requires that we take risks and venture out into the unknown! We will push past boundaries,overcome barriers, and conquer new territory! Lifelong learning is a perpetual quest for meaning and significance! We will

venture beyond the limits of the familiar, to islands of inquiry where there are no easy answers, seeking knowledge to define,shape, and reaffirm who we are as individuals, and as a community.

All hands on deck! We are a team! Nobody gets marooned! Sure, we might hit some storms, and travel through some roughterrain, but we will all get through this as a crew! There is no excuse for being pulled under by waves of ignorance, and drownin

in incomprehension! Look to your captain and crew members for help, and be ready and willing to help others! Lets makewaves!

2010-2011 School Year Seventh Gra

Mrs. Alexandra R. Dolan

Email: [email protected] Phone: 941.721.2260Website:www.alexandradolan.com Classroom: 2-225
http://www.alexandradolan.com/http://www.alexandradolan.com/mailto:[email protected]:[email protected]


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The expectations are that studentswill follow all rules and procedures asoutlined. I want students to try their hardest,challenge themselves, and always put forththeir best effort! Your grade in this class is areflection of your cumulative performance on

various types of activities, assignments, andhomework. Rubrics for assignments will beprovided, and learning objectives will beclearly stated. Feedback on assignments will align

with the degree to which expectations forperformance of stated learning objectivesand goals have been met. Grades will beroutinely updated on Pinnacle, and it is your

responsibility to keep yourself informed.Questions and concerns about grades andfulfillment of learning and performanceobjectives must be discussed before or afterclass, as class time must be devoted tolearning. Assignments, including homework areassigned to reinforce learning objectives, orto gather additional information. If you do not finish classroom work in thetime allotted, it is homework! When I do notfinish work at school, I bring it home to finishit, and I expect students to do the same. It is imperative that students complete allassignments both in the classroom and athome. I do not assign busy-work, because our timeon Earth is too short and too valuable to

waste doing something that does not matterand does not really provide us with anopportunity to learn anything. If you believe that what I assign is not anauthentic assessment of what you arelearning, please feel free to articulatelydiscuss alternative assessments prior to theassignments due date in a well-reasonedmanner that evidences critical thinking andexemplary conduct, either before or afterclass, not during. Whining and complainingdo not constitute a well-reasoned manner.Students must propose an alternative in

writing that clearly demonstrates authenticlearning, critical thinking, and fulfills thesame learning objectives and goals as theoriginal assignment. In life, and in myclassroom, there is no way to take the easy

way out and succeed.

LATE WORK PROCEDURES:

I will not provide extensions or alternativeassignments after a due date if I have notdiscussed alternatives in a well-reasonedmanner before the deadline. You will be graded on work that is turnedin! I expect you to turn it in on time, in itsentirety, and completed to the best of yourabilities and efforts! If you are absent it is your responsibility tofind and complete missing work. I do realize that life happens andexigencies occur. Therefore, throughout the

year, I will provide each student with five latedays. Note, that these are late days. Fivetotal. I reserve the right to place limitationson the kind and quality of assignment to

which these late days apply. Someassignments may be excluded from

consideration for late work, and thoseinstances will be clearly articulated andcommunicated. This is not a free pass!

You must still turn in work to receive agrade other than a zero! You can use them up on one assignmentturned in five days late, or fiveassignments turned in one day late, orany other combination not to exceed fivelate days total. Time granted for make-up work fordocumented, excused absences does notcount against your late days. The SchoolDistrict of Manatee County's policy is thatif you are absent, you have one day for

each day absent to turn in your work. Undocumented, unexcused absences willnot be granted the same consideration. If you do not use all of your late days, I

will grant you five extra credit points perlate day remaining at the end of thequarter. The total value of this extracredit is not to exceed 5% of the totalgrade for the quarter. After you have used your five late days,I will accept late work, but I will deduct 5percentage points from your grade foreach day late. Parents: Please feel free to contact meregarding homework or other projectsassigned to your student. Your feedbackand input can make all the difference in

your childs experience of this class. Iwelcome your opinions and input, and

look forward to keeping the lines ofcommunication open.NOTEBOOK REQUIREMENTS:

All students are required to keep a bindercontaining assignments and workcompleted. Binders will be periodicallyexamined and graded. Examinations may

be announced or unannounced. Periodicgrading on the kind and quality of workcompleted will also be performed, and willcount as a test grade. Notebooks should

begin with the syllabus, followed by thetable of contents, which will be provided

by Mrs. Dolan for every unit. Notebookswill be organized according to the formatspecified in the table of contents. Studentis responsible for writing down all bell

work and jump starts, and includingthem in order in the binder. Returnedgraded assignments must also beincluded, and arranged in order specified

by the table of contents. Missing work,or work that is not organized accordingto the stated specifications will result ina lower grade.

Adherence to these policies willensure that we have a happy, positiveand successful school year! Mrs. Dolan reserves the right tomodify goals and expectations, and

procedures in order to sustain a safe,

positive learning environment for allstudents.

Assignments & Grading Procedures: Manatee County GradinScale:

A 90-100%B Portal ParkC DowntownD Music ShopF The AquariumAssignment % Weights:

25% Tests & Quizzes25% Unit Performan Assessments20% Classwork/ Homework20% Journals/Essays10% Word Study

Statement ofAccountability:

We, both a student in Mrs.Dolan's Language Arts Class,and a legal parent/guardian,have read the Course Syllausfor Seventh Grade LanguageArts and understand thisdocument's contents

completely.

Student Signature

Date

Parent Signature

Date

The signed Course

Syllabus shall remain in

the front of the student's

binder notebook

throughout the course of

the year for your

reference.


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Overall Theme:

Identity

Unit 1: What happens when

everything doesnt fit perfectly?

Key Concepts:

1. Our ideas for the future grow fromour understanding of who we are.2. Prior knowledge and a preview oftext can help us predict an authorspurpose.3. Goals help us stay focused on ourdesires and ambitions.4. Friendly letters and email informallycommunicate personal ideas andinformation.

Key Resources:

Selected fiction, non-fiction, and poetryfrom Elements of Literature

Unit 2: How do I reveal my identity to

others?

Key Concepts:1. Writers use actions, thoughts, andspeech to reveal character.2. Descriptive language establishesmood and communicates tone.3. Figurative language creates layers ofmeaning.4. Imagery can convey a range ofhuman emotions and ideas.

Key Resource:

Paths to Peace: People Who Changed theWorld

Unit 3: Can I stay true to myself while

being a member of a group?

Key Concepts:

1. The need to belong motivatescharacters into action and inaction.2. The search for community caninfluence personal identity.3. The growth of fictional charactersand their relationships reflectsimportant life lessons.4. Narratives allow us to explore boththe familiar and the unfamiliar.

Key Resources:


Unit 4: How do society andenvironment affect my identity?

Key Concepts:

1. Literary characters introduce us to

different communities.2. Societal and environmentalpressures can create internal conflict.3. A societys values can challenge our

beliefs.4. Individuals are ultimatelyresponsible for their choices andactions.5. Exploring our influences can help usunderstand our identity.

Key Resource:

The Giver

Unit 5: How do the choices I make

impact my identity?

Key Concepts:

1. Previous experiences can help usmake decisions.2. Our personal motivations sometimesconflict with what we know is right.3. We are responsible for the choices wemake and the consequences that resultfrom them.4. The decisions we make can reveal our

values and teach us important lessons.

Key Resource:

The Watsons Go to Birmingham

Unit 6: What would it feel like to walkin someone elses shoes?

Key Concepts:

1. Stereotypes can make fictionalcharacters more or less believable.2. Motifs in a work of literature canhelp readers understand the authorsmessage.3. Stories from different cultures mayshare common messages.4. Making connections to the text canhelp us better understand the theme.

Key Resources:


Unit 7: What can cause my concept of

identity to change?

Key Concepts:

1. Past experiences can influence theway we react to challenges.2. Characters may change as a result ofthe challenges they must face.3. A dynamic character can be both a

victim and a cause of change.4. Reflecting upon where weve beenand where we are now can help us see

where were going.

Key Resources:

Literature CirclesThe True Confessions of Charlotte DoyleFace on the Milk CartonDont Look Behind YouThe Skin Im InTouching Spirit BearEsperanza Rising

Unit 8: How does personal growth

prepare me to become a responsible,

active member of society?

Key Concepts:

1. Writers select genre and structure toachieve a particular effect.2. Expectations can help define ourlives.3. Our experiences can influence theperception we have of our role in

society.4. By organizing essential ideas fromresearch into presentation, studentscan enlighten others and inspirefurther inquiry.

Key Resource:

The Outsiders

THIS YEAR: QUARTER BY QUARTERFirst Quarter: Unit 1, Unit II, Unit III (Part A)

Second Quarter: Unit III (Part B), Unit IV

Third Quarter: Unit V, Unit VI

Fourth Quarter: Unit VII, Unit VIII

IDENTITY: CORE QUESTIONS

Where do I belong? What shapes identity?

Documents

DolanSyllabus