Barb Wagner
Contact Info: Room 107, Pod 100
Phone: 503-353-5810 ext. 38162;
E-mail: wagnerb@nclack.k12.or.us
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Website: http://www.nclack.k12.or.us/18242019171934250/site/default.asp
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***Please access my website on the CHS homepage under “Teacher Websites”.
Course Description :
Students develop language skills through studies in grammar, usage, diction, sentence combining, paragraph unity and coherence, and essay development with an emphasis on expository, imaginative, narrative and persuasive modes of writing. Themes for writing are largely inspired by studies in the literature and viewed through the lens of equity and social justice.
UNITS OF STUDY:
Unit 1: Who are We: Coming to Awareness
Short stories/ essays/ poems from a variety of multicultural authors
Writing: Personal essay
Unit 2: Gender Roles
Victorian poetry, contemporary essays, A Doll’s House by Henrik Ibsen
Writing: Literary response and analysis
Unit 3: Cultural Perspectives
A Thousand Splendid Suns by Khaled Hosseini
Like Water For Chocolate by Laura Esquivel
Writing: Narrative/Literary essays/ research paper
Unit 4: Power
Macbeth by William Shakespeare
World War I and II poetry and choice novel
Writing: Literary Essay
Unit 5: Science Fiction: Limitations and Possibilities
Literature Circles with the following possibilities:
Brave New World -Aldus Huxley
1984 -George Orwell
T he Uglies by Scott Westerfeld
Divergent by Veronica Roth
Handmaid’s Tale by Margaret Atwood
Hunger Games by Suzanne Collins
Writing: Literary analyses
Other Texts:
Elements of Literature -Sixth Course
*NOTE: Texts are subject to availability and may change accordingly. Please check my website for notice of text changes.

Notice: Students and parents have the right to request a substitute for any piece of literature they find objectionable. Please contact me directly if you have any questions about the use of a book.
Course Objectives:
-Cite strong & thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text.
-Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an object summary of the text.
-Assess how point of view or purpose shapes the content and style of a text.
-Demonstrate knowledge of 18 th
, 19 th
, & 20 th century works of literature, including how texts from the same period treat similar themes or topics.
Writing:
-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant & sufficient evidence.
-Write informative texts to examine & convey complex ideas, concepts, & information clearly & accurately through the effective selection, organization, & analysis of content.
-Write narratives to develop real experiences or events using effective technique, well-chosen details, & well-structured event sequences.
-Produce clear & coherent writing in which the development, organization, & style are appropriate to task, purpose, & audience.
-Develop & strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
-Use technology to produce & publish writing & to interact and collaborate with others.
-Gather relevant information from multiple print & digital sources, assess the credibility and accuracy of each source, & integrate the information while avoiding plagiarism.
Speaking & Listening:
-Prepare for & participate effectively in a range of conversations & collaborations with the diverse partners, building on others’ ideas & expressing their own clearly & persuasively.
-Present information, findings, & supporting evidence so that listeners can follow the line of reasoning and the organization, development, & style are appropriate to the task, purpose, & audience.
Language:
-Demonstrate command of the conventions of standard, English grammar and usage when writing or speaking.
Materials and Supplies
Each student must bring the following supplies to class each day:
 A learning Log/ journal (may be a spiral notebook) These will be shared at times and should be kept in the classroom. Must be a separate notebook.
 Section of binder
 Lined paper
 Pencils/pens/ a red pen always
 3 different colored highlighter pens
 Post-it notes to share with class

Attendance
1.
Come to class every day with a great attitude. This class in based on activities that cannot be made-up.
2.
It is your responsibility to find out from a classmate what you missed - questions will be clarified by the instructor. Check Handout file for daily handouts. See smart-board slides on line for specific lessons missed. For extended absences, an appointment may be necessary to catch up on what was missed.
3.
Work that was due the day of the absence will not receive additional make-up days. Long-term projects will also not receive additional time.
4.
Checking my website daily is expected . Checking during an absence is the best way to stay up to date with class activities, due dates, and assignment descriptions. All information can be viewed there. http://www.nclack.k12.or.us/18242019171934250/site/default.asp
? Clinck the loink on left called “Classroom Resources.”
Tardies
A tardy is defined as coming to class after the bell. Students who are consistently late to class will be referred to Student Management and parents will be contacted. If you miss a test or other graded work due to tardiness you will be unable to make it up.
Grading:
Grades Reflect Your Understanding of Text and Your Writing Ability
Tests, writing pieces, reading discussions and projects are graded. Practice work is checked occasionally and assessed by self and peers but it has little effect on your course grade. Each letter grade means that you…
A =Understand all the major areas of a piece of text (reading) and communicate in writing at an exceptional level (with few to no errors); entered as 96%
B =Understand most areas of a text and communicate in writing at a highly proficient level (with a few minor errors); 86%
C =Understand the fundamental or most repeated ideas of text and communicate in writing adequately
(with some obvious errors and/or some lack in clarity); 76%
D = Show little understanding of the essential ideas of a text and communicate ineffectively in writing, either off prompt or extremely lacking in clarity; 66%
F= Don’t yet show an understanding of the essential ideas of a text; extremely limited in writing skills and a complete lack of clarity; 56%
N = The assignment has NOT been turned in; entered as 0%
I = Incomplete work
L= Late work, entered as 50%
Blanks = Grades are currently being entered or assignment is not required (rare); no effect on grade.
Each assignment given in class will be assigned a specific point value relative to the requirements and difficulty of the assignment. Grades will be weighted in this course; more weight will be given to essays and tests, and less weight will be given to homework and in-class assignments. Students will track their own proficiency of the standards and will be required to evaluate their own growth on each standard.
Summative Assessments (Unit Tests, Essays, Final Projects, Graded Discussions) = 70%
Practice Assessments (Homework, Reading Quizzes, Classwork) = 15%
Participation (daily discussions, readings, note-taking, oral and written responding) = 15%
Due date : the date an assessment is due in order to receive full credit.

Late Work
1.
Assignments are due when called for in class. They are well indicated on the calendar of due dates. It is student’s responsibility to be current with calendar due dates. This is posted on line and updated daily.
2.
No late Academic Practice work (formative, worth 15%) will be accepted. Late
Achievement assignments (summative, worth 70%) will be accepted with the following consequences.
Late work turned in after the due date and by the two week deadline (2 weeks after due date) will result in a lower grade- 10% lower. Late work received after the two-week deadline will result in a maximum 50% grade. No late work will be accepted after the end of each grading period.
3.
Long-range projects and assignments are due on the assigned date regardless of absence.
Exception may be made when a parent or a guardian personally contacts me.
4.
Students who are absent due to an illness have a maximum of 3 days (including holidays and weekends) to complete make-up work for full credit. Additional days are at the discretion of the teacher. Tests need to be made up within a week’s time and will be placed in a test file in the
Media Center. It is the students’ responsibility to make up missed tests.
5.
Students who are absent due to an activity (sports, etc.) or an appointment (doctor, dentists, etc.) are still subject to the standard due dates. Assignments may be placed in teacher letterbox in main office or on my desk in pod 100. If a student misses a test due to the above reason, the student is expected to make that test up immediately upon return by making an appointment with me.
Extra Credit or Bonus Points
There will be no extra credit assignments offered.
Grades will not be “bumped up” to the next level. This is the set point system standard for Clackamas
High School.
1.
Grades will be posted a minimum of every two weeks. Hard copies may be obtained if you do not have access to Internet. Please allow extra time for larger assignments such as projects and essays.
2.
Assignments, calendar due dates, requirements, etc. may be found on my website. Smart board lessons will be uploaded to my website. Check often. http://www.nclack.k12.or.us/18242019171934250/site/default.asp
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You can also access my website through CHS Teacher Websites.
Academic Honesty
Cheating and plagiarism, on any level, are inexcusable and will not be tolerated; nothing is more destructive of the climate of trust and mutual respect on which the class depends. Teachers who write college recommendation letters are obliged to mention any experience of dishonesty. All assignments should be done on a strictly individual basis unless they are clearly identified as group projects. Studying together before a test is encouraged. Learning to use and cite sources is an important part of the class, but a simple rule is that any use of another person’s ideas must be credited, if you are unsure, ask.
If a student uses someone else’s thoughts or words and attempts to pass them off as his or her own, s/he is plagiarizing. This includes “changing the words around”, helping someone cheat, or even stating someone else’s ideas in one’s own words.
Students caught cheating or plagiarizing will face a range of consequences as listed in the student handbo ok. The academic consequence for cheating may include a reduced grade or a zero for the assignment and a mandatory redo of the assignment in question.

Communication:
Students and parents are encouraged to contact me with any questions or concerns throughout the year. I am willing to help and can do so best when issues are addressed early on. Be your own self-advocate and keep me informed! My website is a great way to stay informed about assignments and due dates.
Internet Requirements:
While not all students have home access to a computer and the Internet, access is readily available through the school library and will be a requirement for students. Word processing is a required tool and will be required of students during the school year. Some papers will require word processing and a cover sheet from PaperRater.com (a free on-line grammar, spelling, and plagiarism check website).
NOTE: DO NOT EMAIL PAPERS DIRECTLY TO ME. HARD COPIES ARE
REQUIRED. It is the students’ responsibility to ensure that papers are turned in on time.
I will not accept or print a paper for a student from my email.
PLEASE RETURN THIS PAGE TO YOUR TEACHER
I have read and understand the policies and grading information for English 12 and I will abide by Mrs. Wagner’s classroom rules and expectations:
________________________________________ English Class Period : _________
Student Name ( print )
Student Signature: ___________________________________ Date __________
______________________________________________________
Parent Name ( print )
Parent signature: __________________________________________ Date _________
_____________________________________________________________________
______________________________________________________________________
Parent Email * (Print clearly)
At home, my student DOES ________ DOES NOT________ have access to the Internet and computer use