Everett High School
English 201 (.5 credits)
Ms. Melanya Materne
mmaterne@everettsd.org
(425) 385-4522
Office Hours: 7-7:30 AM Mon-Fri, 2:05-2:35 PM Mon-Thurs., or by appt.
Website: http://www.everettsd.org/ehs-mmaterne
Course Description
This English course is designed to improve students’ skills in the areas of understanding literature and producing
effective writing. We will focus on a variety of world literature including novels, short stories, and poems.
Students will focus on but not be limited to the following:
 Interpreting world literature by focusing on how culture and community influence identity and perspective
 Using close reading strategies to read longer, more complex texts
 Writing with attention to textual evidence and organizational patterns
 Using more varied grammatical structures
 Developing argumentative writing skills
Course Materials
 Textbooks (purchased by school, kept in class):
o SpringBoard English Language Arts Grade 10 Common Core Edition 2014 ©
o Sadlier’s Vocabulary Workshop (Common Core Enriched Edition, Level E)
 Required Texts:
o One work of world literature that complements SpringBoard themes
 5-section notebook (Accel brand recommended, but you may divide a composition book with tabs)
 Planner
 3-ring binder
 Tabs for organizing binder
 School supplies: loose-leaf, college-ruled paper, several pencils and/or pens (dark ink only), several
highlighters, and sticky notes for annotating texts
 Online access to course materials: https://springboard.collegeboard.org/SB/login.action
Course Objectives
 Reading
o Read and analyze a variety of literary and informational text for key ideas and details, craft and
structure, and integration of knowledge and ideas
o Comprehend, analyze and synthesize complex literature
 Writing
o Create a variety of texts of multiple lengths for various purposes, including argumentative and
informative
o Research to build and present knowledge
o Fine tune style, fluency, cohesion and voice
 Speaking and Listening
o Initiate, participate in, and evaluate a diverse range of collaborative discussions
o Effectively present knowledge and ideas
Course Topics
 Unit 1: Cultural Conversations
o Essential question:
 How do cultural experiences shape, impact, or influence our identity and perceptions?
o Learning goals:
 To analyze how culture affects identity and perspectives
 To practice effective speaking and listening skills that build capacity for collaboration
and communication
 To analyze the concept of voice in reading and writing
 To analyze and apply syntactic structures in writing
o End-of-unit assessment: a representation of your cultural identity
o Estimated timeline: 45 days
 Unit 2: Cultural Perspectives
o Essential questions:
 What issues resonate across cultures, and how are arguments developed in response?
 How do we synthesize multiple sources of information into a cohesive argument?
o Learning goals:
 To recognize the role that culture plays in defining ourselves as individuals
 To examine perspectives of justice across cultures and over time
 To understand and apply the elements of an argument
 To develop an argument on an issue for a specific audience, using an effective genre
o End-of-unit assessment: an argumentative research essay on a cross-cultural issue
o Estimated timeline: 45 days
 Vocabulary
o You will have a list of twenty words every two weeks and you will need to complete daily
activities using those words.
o At the end of the second week, you will be tested on all 20 words.
o You will need to know the definition of each word, how it is used in a sentence, synonyms
and antonyms.
Classroom Expectations/Behavior Management Plan
The purpose of the Behavior Management Plan is to foster a safe, positive environment for learning by
teaching the practice of self-discipline, citizenship skills, and social skills.
1. Be present and be on time
 I take attendance when the bell rings. If you are not in your seat by the time the bell rings, you
will be marked as tardy. Frequent unexcused absences and/or tardies will result in detention.
Being present also means remaining in your seat and engaged in learning until I excuse you,
not until the bell rings.
2. Be respectful
 Treat others how you would like to be treated. Bullying behavior and/or hateful speech will
result in detention. Frequent side-conversations, “blurting,” and otherwise interruptive
behavior will also result in detention.
 Keep desk area and classroom environment clean and safe by returning classroom supplies
and cleaning up after yourself.
3. Be prepared and turn in your work on time
 Arrive well-rested and ready to learn with all needed materials, including homework in hard
copy. Be organized, so you can locate your work.
4. Participate actively in your own learning
 Share opinions, ask questions, and take risks.
 Put away potential distractions.
5. Take responsibility for your own learning
 Turn in all assignments on time and seek to make up missed work ASAP.
 File all assignments in binder until the end of the grading period and back up all digital files.
 Help yourself to classroom supplies.
 When individual concerns arise, talk to me as soon as possible, so we can work out a plan of
action for keeping your learning on track.
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Stepping out during class: generally, you should try to avoid missing valuable instructional time by
using the restroom or going to your locker during passing period, but if you absolutely need to step
out during class…
1. Choose an appropriate moment, such as independent work time, not a moment when the
teacher is giving directions to the class or you are supposed to be helping your group.
2. Wait for anyone who already left to get back; only one person will be allowed out at a time.
3. Sign yourself out on the clipboard at the self-serve station and grab the hall pass.
4. Hurry back!
5. Sign yourself back in.
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Technology: to have the best environment for learning, personal electronic devices (PED) need to be
put away and on silent unless you have the teacher’s permission to use them for learning purposes. If
you continue using your PED after I give you one warning, I reserve the right to lock it away until the
end of the period.
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Dress code: as per school policy…
o Clothing must maintain appropriate coverage at all times: walking, sitting, standing, bending,
climbing stairs, etc.
o Upper body clothing must fully cover stomach, back, chest, and all undergarments.
o Lower body clothing must be longer than mid-thigh and fully cover undergarments. Excessive
“sagging” is not permitted.
o Non-permitted clothing includes, but is not limited to: face-coverings, masks, bandanas, and
clothing with inappropriate words or imagery, e.g., sexual references, profanity, gang symbols,
weapons, or references to drugs, alcohol, tobacco, etc.
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Food and drink: bottled beverages (read: no cans or lids) and snacks (read: not meals) will be
allowed as long as you clean up after yourself.
o If you leave a mess behind, expect to lose your in-class eating privileges and/or receive a room
cleanup detention.
o As per school policy, you are not allowed to consume any food or drink when working near a
computer.
You are expected to conduct yourself in a manner that does not interfere with learning, mental
health, or safety of yourself and others. If you are having problems controlling your behavior in
class, the following steps will be taken:
 First incident: student-teacher conference
 Second incident: teacher-parent contact and/or detention for student
 Third: parent-student-teacher conference (counselor if necessary)
 Fourth and any further incidents: administrative referral and disciplinary action
Grading
The EHS purpose for grading is to communicate information about student proficiency on content
standards. Students and parents can access grades online through the LMS system. Grades should be
checked weekly for most current class status. For information or to log in, go to
http://lmsinfo.everettsd.org
Grading Scale (%)
A
93-100
A90-92
B+
87-89
B
83-86
B80-82
C+
C
CD
F
79-77
73-76
70-73
60-69
Below 60
Weighting
 25% Formative Assessments: Assignments designed to…
o Provide information to students for self-evaluation
o Provide information to inform staff of the next steps for instruction
o Examples: in-class work, homework, quizzes
 5% Academic Responsibility: Assignments designed to…
o Promote positive study habits
o Examples: reading notes, notebook checks, signed syllabi
 70% Summative Assessments: Assignments designed to…
o Provide evidence of student achievement for the purpose of making a judgment
about student competence or program effectiveness against a standard or
benchmark
o Examples: tests, essays, projects
Late Work
 Because formative assessments are designed to provide information regarding your
progress toward a unit’s learning objectives, formative assessments will not be
accepted after the end of the instructional unit they are linked to. For the same
reason, feedback on formative assignments turned in at the end of a unit will be minimal.
 If you fail to submit a summative assessment on time, you will be subject to parent and
administrative interventions for up to two weeks. No summative assessment will be
accepted more than two weeks after the deadline.
 Because timeliness is a key component of academic responsibility, academic
responsibility assignments will not be accepted after the due date.
 A pattern of late work will include, but not be limited to parent, counselor, and/or
administrative interventions.
Revisions
 Everyone will have the opportunity to meet standard (> 82%) on summative assessments.
If you score below standard (<83%), you may revise your work up to standard (86%).
 If you want to exceed standard (> 86%), I advise you to track your learning progress
carefully via formative assessments and/or seek feedback during the many hours of class
we will spend working on summative assessments.
 Before revising, you must meet with me first to review feedback.
Absences
 Tardies: Students are expected to be engaged in instruction when the bell rings. Students
who miss five or more minutes of class will be marked absent. Students who show a
pattern of tardiness will need to make up missed class time after school.
 Falling behind due to absences: Students are expected to adhere to deadlines to maximize
instruction and avoid falling behind. Students with missing work will be assigned to
academic support to complete assignments.
 Missing in-class assessments: If you miss an in-class assessment, such as a timed write or
quiz or test, you will need to make this up within a week after returning to class,
either during SSR or before or after school in the presence of a staff member.
Steps for Making Up Work
1) If you know you will be absent in advance, come in before or after school to find out what
you will miss and get work to take home.
2) If you can work from home, e-mail me during the day or check my class website to see
what you can make up before you come back.
3) Come in before or after school to find out what you missed.
4) Ask a classmate to see their notes for the day(s) you missed and go to the self-serve station
to get the papers you missed. These papers generally get changed out after a week, so if
you miss more than a week, you will need to make an appointment with me to find out
what you missed a set up a timeline for completing missing work.
5) Turn in your work at the soonest opportunity!
Academic Honesty
At Everett High School, we value honesty and integrity of work. Cheating on tests and homework by
copying other people's work is not acceptable. Making copies of someone's digital file(s) is also
considered cheating. When you cheat, you will receive a failing grade for that learning activity. Cheating
also includes the aiding and abetting of cheating by others.
Plagiarism, the act of borrowing another author’s work without crediting that author and thereby
implying that it is one’s own, is academically dishonest and a form of cheating. Students found cheating
or plagiarizing will be referred to school administration.
Questions?
What if I have a problem with an assignment, lesson or expectation?
As a high school student, you first need to speak to the teacher when you have a question or concern.
If your question or concern is not met or addressed in a way that helps you move forward, have
your parent or guardian contact me. I want EVERY student in my classroom to be successful,
prepared and happy. Unfortunately, I will not know there is a problem or frustration if you don’t
speak to me about it.
What if I need extra help?
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Get it from me 7 -7:30 AM Mon-Fri., 2 – 2:35 PM Mon-Thurs. or by appt.
Get it from Torch Honors Society tutors in B222 during both lunches
Get it from another English teacher from 2:35 until 3:30 on Tuesdays and Thursdays in the
A building computer lab
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Get it from support staff from 1:00 PM until 2:35 PM on Learning Improvement Fridays in
the A building computer lab.
Take the activity bus home at 3:30 Mon-Thurs. or arrange your own ride on Fridays (the
front office also has a limited number of city bus passes available).
Keeping In Touch
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Students and parents can access grades online through the LMS system. Grades should be
checked weekly for most current class status. For information or to log in, go to
http://lms.everettsd.org.
Text reminders are another way to get information about class assignments. To sign up, send the
code @A319msm to 81010 and you will receive important reminders from me.
Planners are another place to review class activities and homework due dates.
Signature Section
Parent/Guardian, I look forward to partnering with you in the education of your child. The above
information is being provided to you in an effort to increase our communication with you about what is
happening in school. It is important to us that you be well informed and therefore an active participant
in the educational experience of your son or daughter. Our mission is to graduate all of our students
ready for college, career and citizenship, but we cannot do this work alone. Thank you for reading this
first semester course syllabus. After reading the syllabus, please sign below. Please keep the syllabus for
your records.
Student Name (print) ____________________________________________________________________________________________
Student Signature ____________________________________________ Date __________________ Period ___________________
Please check mark which books you read from the summer reading list
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Persepolis
The Alchemist
A Thousand Splendid Suns
In the Time of Butterflies
The Boys from Little Mexico
The Other Wes Moore
Angela’s Ashes: A Memoir
Other ________________________________________________________________________________________________________
Parent/Guardian Name (print) _________________________________________________________________________________
Parent/Guardian Signature ______________________________________________________________________________________
Parent/Guardian phone number _______________________________________________________________________________
Parent/Guardian email address ________________________________________________________________________________
If your child has any special needs (hearing or vision impairment, learning disability, health
concern, language barriers, etc.), please take this opportunity to tell me about it so that I can
make the necessary arrangements to ensure your child’s success. This information will be kept
strictly confidential. Thank you! Anything I should know to provide your child with a good experience:
________________________________________________________________________________________________________________________
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